ACTIONS

GENERAL CHART
Grade:
Primary 1st
Grade
Aims
Objectives
Students should be able to:
Listen and understand

verbal messages in various
interactions, using the
information provided to
perform specific tasks
related to students
experience.
Recognize and use basic
communication strategies
(verbal and nonverbal) and
social rules governing
participation in tasks
requiring oral exchanges.
Express and interact orally
in normal communication
situations, following the
script appropriate
intervention speeches and
using verbal and nonverbal
procedures, appropriate to
the text and the concrete
situation, and adopting a
respectful and cooperative
attitude.
Plan, organize and write a
variety of texts with various
purposes and adapted to the
different types of discourse,
using different media and
sources of information
structure.
Assess foreign language
and languages in general, as
a means of communication
and understanding between
people of different
backgrounds and cultures
and as a tool for learning
different contents.
To express once receptive
attitude and confidence in
one's ability to learn and
use a foreign language
reflecting and evaluating
progress in communicative
competence through selfevaluation and comparison
of their acquisitions with
European reference levels
Use knowledge and prior
experience with other
Listen an identify
actions
Read and identify
actions
Sing: One, two, three
look at me! Song
Become aware that
doing sport is healthy
Reproduce action
vocabulary
Remember numbers and
colors
Listen and identify play
actions
Understand and reply to
simple questions
Make simple structures
Continue repeated
sequences
Sing: What can you do?
song.
Make sentences using
I/he/she can
Ask questions using
what can you do?, what
can he/she do?
Remember the
structures: How old is
he/she? And He/she is
Learn about things we
can do at different ages.
I can/ I cant
Write sentences using
I can/ I cant
Draw actions
Ask questions using can
you?
Answer to questions
using
Yes I can/ No I cant
Sing the songs of all the
lessons of the unit
Make sentences with the
structure I bet you cant
Im. / I can. / I
cant
Activities
Evaluation Criteria
1.
If youre happy
song
Students will be able to:
2.
Flash Cards
3.
Norton Says
4.
One, two, three:

Look at me!
Song
5.
Match the
actions
6.
Match game
7.
Match and
draw
8.
If youre happy
song
9.
Follow the
leader
10. Follow the

actions
11. Create your
path
12. Whats next

13. Lets talk:
Sport is healthy
14. If youre happy
song
15. Song: What can

you do?
16. What can you
do?
17. Game
18. If youre happy
song
19. Song Review:
What can you
do?
Participate in
controlled oral
interactions about
familiar topics in face
to face communication
situations and broadly
contextualized.
Catch the whole idea
and identify some
specific elements in
oral texts, using
linguistic and nonlinguistic elements of
the context that
require face to face
communication,
audiovisual or
electronic form, that
relate to family or
school issues and are
associated with
common tasks
classroom or in
everyday life.
Read and identify
simple words and
phrases in narrative,
descriptive and
informational texts
that have been
previously studied
orally with visual
support, family issues
and interest.
Write simple texts
with a specific
purpose in a
contextualized oral
communication
situation and require
the use of strategies
such complete
information, select,
draw or sequenced
images, taking words,
phrases and sentences
known textual models.
Recognize and
reproduce sounds,
Time: 6
sessions of
55 minutes
each
languages for fast, efficient

and independent acquisition
of the foreign language
through reflection on the
strategies that are most
effective and valid to
develop their ability to
learn to learn.
Identify phonetic aspects of
rhythm, stress and
intonation, and linguistic
structures and lexical
aspects of the target
language and use them as
building blocks in
communication.
Identify, write and draw

what they can or cant
do at different ages.
20. Pumpkin video

21. What can you
do? Sentences
can/cant I
22. Drawing actions
Contents
Understanding narrative
and informational oral
texts , with broad
support in gestures and
profusion of contextual
cues , including in usual
life situations in the
classroom to their
interests nearby events
Listening and
understanding of oral real narrative and fiction
, with a cyclic or linear
structure representing
known experiences ,
characters that can be
identified and a
predictable script, visual
support and highly
contextualized from
different media
audiovisual and
computer
Intervention own
communication
dynamics classroom,
participating in oral
interactions through
social formulas and
complimentary, nonverbal language and
brief and direct
exchange of information
in real or simulated
situations through
verbal and non-verbal
responses provided by
communications
routines.
Production of oral texts
known previously
worked through active
participation in routines,
skits, songs, recitations
and skits.
23. Song: How

about you?
What can you
do?
24. What can they

do?
25. Action Races
26. If youre happy
song
27. Song Review:
What can you
do?
28. Pumpkin video
29. What can you
do? Sentences
can/cant I
30. Drawing actions
31. Song: How

about you?
What can you
do?
32. If youre happy
song
33. Bet you can
34. Final Task:
Photo Album
rhythm, stress and

intonation of
expressions in
everyday
communicative
contexts and tasks that
require the adoption of
a role with a great
rhythm section.
Use basic strategies
for learning to learn,
and reflect on their
learning, plan next
steps, ask for help,
accompanying
communication with
gestures, using visual
communication and
appropriate to the task
movements, small
goals proposed use
visual dictionaries and
identify some aspects
personal help you
learn better and
appreciate your
progress, both in the
use of language and
the development of
autonomy.
Identify some cultural
manifestations and
traits of the countries
where the target
language, and
traditions, norms of
behavior and courtesy,
games, rhymes and
legends talk.
Show interest and
curiosity in learning
the target language
and recognize
linguistic and cultural
diversity as an
enriching element
Develop basic strategies

to support
comprehension and oral
expression: use of visual
and non-verbal context
and previous knowledge
of the subject or
situation transferred
from the languages they
know the foreign
language.
Identification and
assessment of language
as a means to
communicate.
Respect for the speakers
of the target language
and culture.
Read informational
texts based on words
and phrases associated
with images, previously
known primarily oral,
real or simulated
contexts, playful or
information, in which
information can be
inferred from the
discourse itself:
matching games, based
instruction iconic or
classroom rules.
Write words and
phrases, previously
known in oral
interactions, and further
reading to transmit and
share information, in
narrative, descriptive
and playful intention
texts (participation in
identification kits,
conducting recipes,
menus and posters).
Interest in the care,
planning, organization
and presentation of
written texts.
Introduction to some
phonetic aspects such as
the use of rhythmic keys
for segmentation and
identification of
meaningful units of the
spoken chain, stress and
intonation to recognize
the key elements of
information and regular
communication in the
foreign language, and
use for comprehension
and oral production.
Identification and use of
vocabulary, and own
elementary structures of
the foreign language
previously used.
Global Association of
spelling, pronunciation
and meaning from
written models
representing known oral
expressions.
Relationship between
spelling and sounds of
the alphabet through
games, rhymes, tongue
twisters, poems and
songs with rhythm and
sound.
Getting to the use of the
basic strategies of the
production of texts from
a model selection
recipient, purpose,
content and
organization.
Interest in using a
foreign language in
various situations.
Use skills and
procedures as
contextualized
repetition,
memorization,
association of words
and expressions with
gestures and visual
elements and
observation models for
the acquisition of lexical
and textual and
linguistic elementary
structures.
Job gradual basic
techniques to promote
good work organization
and promote an
increasingly
autonomous learning.
Competences
Diversity
Assessment of the
foreign language as a
tool for learning.
The importance of
language as a means of
communication.
SESSION 1
Objectives
MOVE
Students should be
able to:
Listen an identify
actions
Read and identify
actions
Sing: One, two,
three look at me!
song
Activities
If youre happy
song
Evaluation Criteria
(Specific)
Students will be able
to:
Flash Cards
Norton Says
One, two, three:
Look at me! Song
Match the actions
Match game
Match and draw
Time: 55 minutes
Contents
Intervention own communication dynamics

classroom, participating in oral interactions
through social formulas and complimentary,
non-verbal language and brief and direct
exchange of information in real or simulated
situations through verbal and non-verbal
responses provided by communications routines.
Production of oral texts known previously
worked through active participation in routines,
skits, songs, recitations and skits.
Develop basic strategies to support
comprehension and oral expression: use of visual
and non-verbal context and previous knowledge
of the subject or situation transferred from the
languages they know the foreign language.
Identification and assessment of language as a
means to communicate.
Identification and use of vocabulary, and own
elementary structures of the foreign language
previously used.
Read informational texts based on words and
phrases associated with images, previously
known primarily oral, real or simulated contexts,
playful or information, in which information can
be inferred from the discourse itself: matching
games, based instruction iconic or classroom
rules.
1. If youre happy song
Timing: 3 minutes
Classroom organization: The students are stand up near their seats.
Type of activity: Routine
Description: The students sing along with the teacher when the teacher
enters the classroom.
Linguistic input: Good morning!
Materials: If youre happy song and CD player or video, a projector or
whiteboard
2. Flash Cards
Timing: 5
Classroom organization: the students move all around the classroom
Type of activity: Introductory
Description: Teach the actions: run, jump, swim, hop, climb, kick and
juggle. Students should do the actions on the spot rather than moving around
the room. Ask questions to introduce the topic: who can swim? Who can
run?
Linguistic input: Good morning! We are going to start with a new project:
we will make a photo album, with the things we can and we cant do. For
this we have to learn new actions and words. I will show you some flash
cards and you will have to do the action. Are you ready? Lets start. OK,
very good, now you will repeat the name of the action while doing it. (Ask
questions to introduce the topic) who can swim? Who can run?
Materials: Flash Cards
3. Norton Says
Timing: 5 minutes
Classroom organization: The students move all around the classroom
Type of activity: Reinforcement
Description: Is like the game Simon Says, but with Norton (the classroom
puppet)
Linguistic input: Now we are going to see if you had understood. We are
going to play with Norton; do you remember Simon says game? Yes? OK,
that is great. IN case you dont remember we only do the actions when
Norton says it.
Materials: Norton puppet
4. One, two, three: Look at me! Song
Timing: 10 minutes
Classroom organization: the students are stand up near their seats
Description: Review the actions, listen to the song and encourage the
students to do or mime the actions.
Linguistic input: Now we are going to sing a song, but first we need to say
the actions. Are you ready? Lets listen to the song. (End of the song). Now
lets try to sing all together.
Materials: One, Two, Three: Look at me Song and CD player, a projector
or whiteboard
5. Match the actions
Timing: 5 minutes
Classroom organization: the students are seated down
Description: We give the students a handout and they have to match the
pictures with the words.
Linguistic input: Can you see the actions they are doing? Yes? You have to
take a pencil and match the picture with the words, like in the example.
Materials: Match the actions handout and pencil.
6. Match game
Timing: 15-18 minutes

Classroom organization: on the first part the students are seated, on the
second part they work in groups of 4
Description: Give out another photocopy as we gave before. Let the pupils
color and cut out the picture cards. They have to write their names on the
back of each cutout. In groups of four they will mix 2 sets of the pictures
together and match them. When they find the pair they have to say which
action is it.
Linguistic input: You have to color the pictures and cut them carefully;
dont forget to write your name on the back. (When everyone has finish):
Now we are going to make groups of four and you take out two cutouts.
We are going to play the game of making pairs, when you find two pictures
that are the same you have to say the action. I will give you an example (the
teacher explains everything with the cutouts so they can understand it).
Now give me your cards, we will use them another day to play Bingo!
Materials: Match in groups handout, color pencils, scissors and pencil.
7. Match and draw
Timing: 8 minutes
Description: We give the students a handout and they have to match the
names with the pictures and after that draw themselves doing an action.
Linguistic input: Can you see the panda bear? What is he doing? Yes now
match the actions with the words, like in the example. When you have
finished that part you draw yourself, you (so they can understand) doing
something. For example, (I draw myself on the blackboard reading) I can
read. Do you get it? Yes? Ok, lets go.
Materials: Match and draw handout and a pencil
SESSION 2
MOVE
Students should be
able to:
Become aware that
doing sport is
healthy
Reproduce action
vocabulary
Remember numbers
and colors
Listen and identify
play actions
Understand and
reply to simple
questions
Make simple
structures
Continue repeated
sequences
If youre happy song

Follow the leader
Follow the actions
Create your path
Whats next
Lets talk: Sport is
healthy
55 minutes
Students will be able to:
Contents
Understanding narrative and informational oral

texts, with broad support in gestures and
profusion of contextual cues, including in usual
life situations in the classroom to their interests
nearby events
Listening and understanding of oral - real
narrative and fiction , with a cyclic or linear
structure representing known experiences ,
characters that can be identified and a
predictable script, visual support and highly
contextualized from different media audiovisual
and computer
Read informational texts based on words and
phrases associated with images, previously
known primarily oral, real or simulated contexts,
playful or information, in which information can
be inferred from the discourse itself: matching
games, based instruction iconic or classroom

rules.
Timing: 3 minutes
Linguistic input: Good morning!
whiteboard
9. Follow the leader
Timing: 5 minutes
Classroom organization: the students make a line after the teacher
Description: Students line up behind the teacher and follows him/her
around the classroom. The teacher does an action and shouts out the word
for that action. The students copy the action and repeat the word. We can
also include actions they knew before. Good actions for this game are:
wave, hello, goodbye, run, hop, jump, juggle, climb a tree, sit down, stand
up, etc.
Linguistic input: Make a line behind me, quickly! You have to repeat what
I do and what I say.
Materials: No materials are needed.
10. Follow the actions
Timing: 15 minutes
Classroom organization: the students
Description: We will give the students a picture of a park with four
different gates and children in the park doing some actions. First of all, we
will ask the students questions about the picture and we will look carefully
at the actions they are doing and review them together. Later, they will have
to listen to the teacher instructions and follow the actions tracing a route
(first with a pencil and after with the different colors).
Linguistic input: What can you see in the picture? OK lets review the
actions in the picture. Now take a pencil and listen my instructions follow
with your pencil.
Start at gate number one. Run, climb, hop, kick a ball, jump. Go to the gate.
Color the gate green.
Start at gate number two. Juggle, walk, hop, fly, run. Go to the gate. Color
the gate purple.
Start at gate number three. Ride a bike, kick a ball, hop, walk, juggle. Go to
the gate. Color the gate orange.
Start at gate number four. Jump, walk, hop, fly, ride a bike. Go to the gate.
Color the gate yellow.
We can repeat every step again but now take out the four colors (green,
purple, orange and yellow) and color the lines.
Materials: Park printable, pencil, and color pencils.
11. Create your path.
Timing: 5 minutes
Classroom organization: in pairs
Description: With the picture of the last activity the pupils dictate paths
through the park for their partner to follow. When they finish they will
change rolls.
Linguistic input: Now is your turn, work in pairs and create your own path
and tell it to your partner. Student one, think about your path and start. Have
you finished? Yes? Ok. Now student two think about your path.
Materials: Printable of the park and pencil.
12. Whats next?
Timing: 10 minutes
Classroom organization: in groups of four
Description: Give a series of instructions and ask the students what comes
next, we will repeat this several times, to make sure they understand. Pupils
will work in small groups to invent series of instructions to give to their
classmates, they can create a predictable sequence and ask their classmates
to predict how the sequence of instructions should continue, and also do the
action.
Linguistic input: If I say hop, run, jump, hop, run, ____. What comes
next? Do you know? (We can help the students by using flash cards for the
example). Now in groups of four you have to create two different sequences.
Race your hand when you have finished. Has everyone finished? Yes? Very
good! Now group one come to the front and tell us your sequences. (We will
repeat this for every group)
Materials: Flash cards, a piece of paper and a pencil.
13. Lets talk: Sport is healthy
Timing: 15 minutes
Classroom organization: The students are seated down near to the
projector or whiteboard.
Description: The students watch a video about a heart that show us some
children doing sport, and encourage them to do sport to stay fit, because that
is good for you. After the video, we will make some questions about: Who
does sport? Is it good for you? Is it healthy?
Linguistic input: Come and sit around the whiteboard, we are going to
watch a video about sports. (After the video) Who does sport? Is it good for
you? Is it healthy? (We will encourage students to talk and to see the
benefits about doing sport).
Materials: Fitness song for kids Video.
SESSION 3
MOVE
Students should be able

to:
If youre happy song
Song: What can you

do?
Sing: What can you

do? song.
Make sentences
using I/he/she can
Ask questions using
what can you do?,
what can he/she do?
Remember: How old
is he/she? And
He/she is
Learn about things
we can do at
different ages.
Remember action
vocabulary
What can you do?

Game
What can they do?
Action Races
55 minutes
Contents

nearby events
and computer
Write words and phrases, previously known in
oral interactions, and further reading to transmit
and share information, in narrative, descriptive
and playful intention texts (participation in
identification kits, conducting recipes, menus
and posters).
Introduction to some phonetic aspects such as
the use of rhythmic keys for segmentation and
identification of meaningful units of the spoken
chain, stress and intonation to recognize the key
elements of information and regular
communication in the foreign language, and use
for comprehension and oral production.
previously used.
Global Association of spelling, pronunciation

and meaning from written models representing
known oral expressions.
Relationship between spelling and sounds of the
alphabet through games, rhymes, tongue
twisters, poems and songs with rhythm and
sound.
Use skills and procedures as contextualized
repetition, memorization, association of words
and expressions with gestures and visual
elements and observation models for the
acquisition of lexical and textual and linguistic
elementary structures.
Timing: 3 minutes
Linguistic input:
whiteboard
15. Song: What can you do?
Timing: 10 minutes
Classroom organization: students are stand up near their seats
Description: Listen to the song once, stop and make moves for the actions
so they can understand and remember it easily. Repeat the song again trying
to sing and make movements.
Linguistic input: Its time to listen to a song! Stand up and listen carefully.
Now is our turn to follow the words and make the gestures. Come on!
Materials: What can you do? Video and a projector or whiteboard
16. What can you do?
Timing: 10 minutes
Classroom organization: students are on their seats

Description: Find the words that match with the actions of the pictures
Linguistic input: What can you see? What are they doing? Now read the
sentences and match them with the correct picture.
Materials: What can you do? Handout and pencil
17. Game
Timing: 10
Classroom organization: semi-circle sitting on the floor
Description: Ask students to tell you what they can do. Encourage students
to use I can as well as the verb. Nominate two students to come to the
front and stand with their backs to you. Prepare pictures of the actions and
hold one up. When you say go, the two students must turn around and
make a sentence I can with the action you are holding.
Linguistic input: What can you do? Come on race your hands! I can
Very good!
Materials: Flash cards
18. What can they do?
Timing: 10 minutes
Classroom organization: A big circle on the floor
Type of activity: Introduction and reviewing
Description: We make a big circle and start showing them some pictures
about children with different ages doing different types of things. Ask them
questions as: How old is he/She? Make the pupils think about the things the
boys and girls on the pictures can do using the structure He/She can
Linguistic input:
Materials: What can they do? Pictures.
19. Action Races
Timing: 10
Classroom organization: in two groups

Description: Use actions like jump, hop, clap, run etc. Have the students
split into two teams and sit in lines with a chair by each team and one chair
at the other end of the room. One student from each team stands next to their
chair and teacher calls an action, e.g. "Jump". The student must jump to the
chair on the other side of the room and back, sitting down in their chair the
students say "I can jump". First one to do it gets their team a point.
Another variation: to use numbers or alphabet letters and say and action
and the number or letter.
Linguistic input: We are going to divide the class into two groups, from
this side to this side, please come here, and take a chair. The rest take
another chair and go over there. Now lets put the chairs in front and make a
line behind the chairs. If I say jump, you (take a pupil as example) have to
jump until the other chair and come back to their chair and say I can jump.
The first one gets a point for their team.
Materials: Non material is needed, but if you want you can use two chairs.
SESSION 4
MOVE
Specific Objectives
Activities
Student should be able

to:
If youre happy song
Review: What can you

do? song
Song Review: What can

you do?
Sing: How about you?

What can you do? song
Pumpkin video

I can/ I cant
I can/ I cant
Evaluation Criteria
(Specific)
What can you do?

Sentences can/cant I
Drawing actions
Song: How about you?
What can you do?
Draw actions
Review action
vocabulary
55 minutes
Contents

nearby events
and computer
and posters).

previously used.
sound.
Timing: 3
Linguistic input: Good morning! How are you today? Its English time!
whiteboard
21. Song Review: What can you do?
Timing: 5 minutes
Description: The students and the teacher sing the song all together to
refresh the students minds and motivate them.
Linguistic input: Do you remember the song from the last day? Yes? OK,
lets sing together!
Materials: What can you do? Video and a projector or whiteboard
22. Pumpkin video
Timing: 10
Classroom organization: students are seated near the a projector or
whiteboard
Description: The students watch a video about some pumpkin actors and
actress which are being selected for a play. They ask them to do things and
the students review things like: What can you do? Can you? I can I
cant. After we can ask some questions about what they can or cant to.
Linguistic input: We are going to watch a video about some pumpkins,
lets be quiet and listen. Did you like it? It was fun! And now what can you
do? Can you sing a song? Can you drive a car?
Materials: Pumpkin video, projector or whiteboard.
23. What can you do? Sentences can/cant. I
24.
Timing: 10
Classroom organization: students work individually
Description: Complete the handout
Linguistic input: Im going to give you a handout and you have to work
individually, writing the sentences with can and cant. Do you understand?
Materials: What can you do? Sentences can/cant I handouts
Drawing actions
Timing: 12 minutes
Classroom organization: students work in pairs
Description: Write about the actions they can or you cant do and draw a
picture near them. They will have to pieces of paper one for the ones they
can do and the other for the ones they cant. We can hang them on the wall
Linguistic input: We are going to work in pairs; I will give you to pieces of
paper. On one of them you have to make pictures of the things you can do
and on the other the things you cant do. Dont forget to write the names
near the pictures. Now lets go, give me an example of one thing you can do.
OK very good, you can jump; now another thing you cant do; yes, fly, you
cant fly.
Materials: Two pieces of paper and pencil
25. Song: How about you, what can you do?
Timing: 12 minutes
Classroom organization: The students are stand up near their seats
Description: Watch the video and read along. Repeat the actions and listen
to it again trying to sing and do the actions.
Linguistic input: Its time to sing! First pay attention to the video, come on
stand up! Now we are going to repeat the actions and try to sing it all
together. Are you ready? I cant hear you, are you ready? OK, lets do it.
Materials: How about you, what can you do? video, a projector or a
whiteboard
SESSION 5
MOVE
Specific Objectives
Activities
Students should be able

to:
If youre happy song
Write sentences using I

can/ I cant
What can you do?

Sentences can/cant II
Ask questions using can

you?
Making a table
Answer to questions
using
Reviewing songs
Evaluation Criteria
(Specific)
Bingo Time
Yes I can/ No I cant
55 minutes
Sing the songs of all the

lessons of the unit
Contents

nearby events
and computer
and posters).
previously used.

sound.
Timing: 3
Linguistic input: Good morning! How are you today?
Materials: If youre happy song and CD player or video a projector or
whiteboard
27. What can you do? Sentences can/cant II
Timing: 10 minutes
Classroom organization: students work individually
Description: Complete the handout
Linguistic input: Im going to give you a handout and you have to work
individually, writing the sentences with can and cant. Do you understand?
Materials: What can you do? Sentences can/cant II handouts
28. Making a table
Timing: 15 minutes
Classroom organization: groups of four
Description: From the pictures the pupils have from the 4th session, they
choose five and glue them in a column on a piece of cardboard to make a
table. After this they ask to their schoolmates which actions can they do or
not and write a tick or a cross depending on the answer. They will have to
ask to three different students to complete the table.
Linguistic input: Please take out the pictures from the other day. Has
everyone got them? Yes? OK now choose four pictures and glue them in a
column (we will draw it on the blackboard), like this, and write the names of
the people in your groups in the same row (we also do it on the blackboard
so they can copy us). Now lets see, what can you do? You can ride a bike.
Nice so your partners should tick there. (We ask a few more questions to see
if they know how to do it and after let them work)
Materials: Pictures from lesson 4, glue, a cardboard and a pencil.
29. Bingo Time
Timing: 10 minutes
Description: In a white piece of paper the students have to choose six of the
card actions used in activity 6 (match in groups) and glue them on the paper
three on each row. The teacher will start saying actions and the pupils will
have to cross with their pencils the ones they have got.
Linguistic input: Here, come and get your cards from activity six, choose
six actions and glue them like this (the teacher does it on the blackboard so
everyone can see it). Have you finished? Now I will say some actions, if you
have it you cross it with your pencil (the teacher explains it again in the
blackboard). Do you understand? Yes? OK. The first action is: kick a ball,
etc.
Materials: Match in groups handout, glue and a pencil.
30. Reviewing songs
Timing: 10
Description: The students and the teacher sing the song all together to
refresh the students minds and motivate them.
Linguistic input: Do you remember the songs from these days? Yes? OK,
lets sing together!
Materials: One, Two, Three: Look at me Song, How about you: What can
you do? Song and What can you do? Song. Video and a projector or
whiteboard
SESSION 6
MOVE
Specific Objectives
Activities
Make sentences with the

structure I bet you cant
If youre happy song

Im. / I can. / I cant
Identify, write and draw
what they can or cant do
at different ages.
55 minutes
Contents
Evaluation Criteria
(Specific)
Bet you cant

Final Task: Photo
Album

Respect for the speakers of the target language
and culture.
and posters).
Interest in the care, planning, organization and
presentation of written texts.

previously used.
Getting to the use of the basic strategies of the
production of texts from a model selection
recipient, purpose, content and organization.
Interest in using a foreign language in various
situations.
Job gradual basic techniques to promote good
work organization and promote an increasingly
autonomous learning.
The importance of language as a means of
communication.
Timing: 3
Linguistic input: Good morning! Today we are making the photo album.
Do you remember?
Materials: If youre happy song and CD player or video a projector or
whiteboard
32. Bet you cant
Timing: 15
Classroom organization: groups of four
Description: This game can be played in millions and millions of different
ways, and essentially it's just this: Give each student the same amount of toy
money at the start. Have the students bet each other that they can't do
something - like this: make each student stand up and walk around. Have
them say, "I bet you can't (e.g. count to 20, run around the room 5 times,
sing the ABC song, etc.)". Get the students to bet using the toy money.
Linguistic input: We are going to play a game, the name is: bet you can. I
will give some money and you can start. You have to say I bet you cant
hop around the class for example and if you can, you do it. You will have
to bet with money. Come on, let me show you, I need two volunteers (and
you explain it again with them doing everything).
Materials: toy money
33. Final Task: Photo Album
Timing: 30-35 minutes

Classroom organization: they will sit in groups of 4
Type of activity: reinforcement
Description: Students will sit in groups and the teacher will explain what to
do giving examples using the blackboard. They have to complete the album
making pictures about themselves at different ages and say what they can
and what they cant do at those ages. After the students will present it into
their groups and the teacher will help them to fold it, staple it and hang them
on the wall.
Linguistic input: We are going to make the photo album. Please put into
your groups and take out a pencil, a rubber, and color pencils. You need to
draw yourselves at different ages for example: at 2 years old (the teacher
writes an example on the blackboard Im 2, I can walk, I cant swim). Now
you will have to do the same and dont forget to draw the picture.
How are you doing? Do you need some help? If your group finishes, you
can start presenting your album. Have you finished? Yes? Lets put the
pages together and hang it on the wall, now one by one you can bring me the
album.
Materials: Photo album handouts
If Youre Happy and You Know It

Are you ready?
Terrific
Its time to get happy
If you're happy and you know it, clap your hands (clap clap)
If you're happy and you know it, clap your hands (clap clap)
If you're happy and you know it, and you really want to show it.
If you're happy and you know it clap your hands (clap clap)
If you're happy and you know it, stomp your feet (stomp stomp)
If you're happy and you know it, stomp your feet (stomp stomp)
If you're happy and you know it, and you really want to show it,
If you're happy and you know it stomp your feet (stomp stomp)
If you're happy and you know it, nod your head (nod nod)
If you're happy and you know it, nod your head (nod nod)
If you're happy and you know it, nod your head (nod-nod)
If you're happy and you know it, shout "Hurray!" (hoo-ray!)

If you're happy and you know it, do all four (clap-clap, stomp-stomp, nod-nod, hoo-ray!)
If you're happy and you know it, do all three (clap-clap, stomp-stomp, nod nod, hoo-ray!)
If you're happy and you know and you really want to show it
If you're happy and you know it, clap your hands

If you're happy and you know it, and you really want to show it clap your hands
SESSION 1
One, Two, Three: Look at me!
Adult: Hop, hop, hop!
Children: Hop, hop, hop!
Adult: One, two, three,
Children: Look at me!
Adult: Run, run, run!

Children: Run, run, run!
Adult: Jump, jump, jump!

Children: Jump, jump, jump!
Adult: Fly, fly, fly!

Children: Fly, fly, fly!
Adult: Stop now please!

Children: Stop now please!
Adult: Three, two, one,
Children: That
Match/ Match game/ Bingo time
Match and Draw
SESSION 2
Follow the actions/Create your path
Song: What can you do?

What can you do?
I can sing a song
Sing a song, sing a song, I can sing a song
Sing a song, sing a song!
What can you do?

I can climb a tree
Climb a tree, climb a tree, I can climb a tree
Climb a tree, climb a tree!
What can you do?

I can catch a ball
Catch a ball, catch a ball, catch a ball
What can you do?

I can fly a kite
Fly a kite, fly a kite, I can fly a kite
Fly a kite, fly a kite!
What can you do?

I can drive a car
Drive a car, drive a car, I can drive a car
Drive a car, drive a car!
SESSION 3
What can you do?
What can they do?
SESSION 4
What can you do?
What can you do? Sentences can/cant I
How about you? What can you do?
How about you? How about you? How about you?

What can you do?
Jump, I can jump
Swim, I can swim
Ride a bike, I can ride a bike
What can you do?
Read, I can read
Play guitar, I can play guitar
Sing a song, I can sing a song

What can you do?
What can you do? Sentences can/cant II
Final activity: Photo Album
Im
I can
Im
I cant
Im
I can
Im
I cant
Im
I can
Im
I cant
Im
I can
Im
I cant

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GENERAL CHART

Students should be able to:

Listen and understand

Students will be able to:

One, two, three:

10. Follow the

12. Whats next

15. Song: What can

languages for fast, efficient

Identify, write and draw

20. Pumpkin video

23. Song: How

24. What can they

31. Song: How

rhythm, stress and

Develop basic strategies

Intervention own communication dynamics

1. If youre happy song

4. One, two, three: Look at me! Song

5. Match the actions

Timing: 15-18 minutes

7. Match and draw

If youre happy song

Students will be able to:

Understanding narrative and informational oral

games, based instruction iconic or classroom

8. If youre happy song

9. Follow the leader

10. Follow the actions

11. Create your path.

12. Whats next?

13. Lets talk: Sport is healthy

Students should be able

If youre happy song

Song: What can you

Sing: What can you

What can you do?

Understanding narrative and informational oral

Global Association of spelling, pronunciation

14. If youre happy song

15. Song: What can you do?

16. What can you do?

Classroom organization: students are on their seats

18. What can they do?

19. Action Races

Type of activity: Reinforcement

Student should be able

If youre happy song

Review: What can you

Song Review: What can

Sing: How about you?

Make sentences using

What can you do?

Understanding narrative and informational oral

communication in the foreign language, and use

20. If youre happy song

21. Song Review: What can you do?

22. Pumpkin video

23. What can you do? Sentences can/cant. I

25. Song: How about you, what can you do?

Students should be able

If youre happy song

Write sentences using I

What can you do?