Cycle 1 of CELTA Course

CYCLE:
1
IMMERSION ROOM
Session Plan
ALCALDA MAYOR
DE BOGOT D.C.
SECRETARA DE EDUCACIN
Introduction
The curriculum proposal for immersion rooms run by the Secretara de
Educacin de Bogot 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 UNESCOs International Commission on Education for the Twenty-
first Century (UNESCO, 1996). This framework was incorporated into the
document Bases para el Plan Sectorial de Educacin 2012 2016 (Secretara
de Educacin del Distrito, 2012), and later established as guidelines for
foreign language teaching (Secretara de Educacin 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) (Secretara de Educacin
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 specic
environment and within a particular eld 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 specic 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, ones 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 ones 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.
El Currculo para las aulas Oscar Gustavo Snchez Jaramillo
de inmersin fue diseado
en el marco del Convenio Secretario de Educacin de Bogot
de Cooperacin 1913 de
2014 suscrito entre la Patricia Buritic Cspedes
Secretara de Educacin
Distrital de Bogot y el Subsecretaria de Calidad y Pertinencia
British Council.
Entidades
Fabiola Tllez lvarez
Coordinadora del Equipo de Fortalecimiento de Segunda Lengua
Consultores
Equipo Tcnico Working group
Diseo
Secretara de Educacin Distrital de
Bogot
Andrs Vergara
Autores
Clara Lozano
Diana Galarza
Fressman vila
Juan Guillermo Duque
British Council
Ana Lorena Molina
Edna Pilar Gmez
Geoff Watson
Autores
Liliana Arias, Liubava Sichko, Angela
Becerra Secretara de Educacin Distrital de Bogot, 2014
Av. El Dorado No 66-63 Bogot Colombia
Consultores Acadmicos www.educacionbogota.edu.co
Helen Speranza, Jermaine S. McDougald
Todos los derechos reservados.
Revisin de Estilo
Josephine Ann Taylor Prohibida la reproduccin total o parcial, el registro o la transmisin por
cualquier medio de recuperacin de informacin, sin autorizacin previa de
Diseo y Diagramacin la Secretara de Educacin Distrital de Bogot.
Bogot D.C. - Colombia
Miguel Angel Plazas Figueroa
MODULE 1 Meeting people
1
e
peopl
ng
Meeti
UNIT
ALCALDA MAYOR
DE BOGOT D.C.
8
WEEK: 1 AIMS: By the end of the session, students will be able to greet people and say goodbye (Hello, Good morning/afternoon/
MODULE: 1 evening, Good bye, See you)
UNIT: 1 By the end of the session, students will be able to say their names and ask for someones name (What is your name?,
SESSION: 1 My name is )
TOPIC: Saying Hello and Good bye
TIME STAGE AIM PROCEDURE INTER. COMMENTS
T welcomes and greets Ss as they enter the classroom and gestures for them to sit down
T starts a class with Exercise routine. T says the following and has Ss repeat after him/her.
Stand up (T stands and so do Ss)

Hands up
To follow Jump/ Stop
Arrange chairs in the
10 min Warm up simple Run/ Stop T-S
classroom in a fan shape.
instructions Turn around
And finally sit down
T repeats the words above using the corresponding actions and invites students to follow along.
It is crucial to repeat each command 4 or 5 times, so that the Ss start associating each command
with an action they have to act out.
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 introduce
new
E.G. Good morning!
vocabulary
15 min Presentation T-S
about
greeting and
farewells
T asks Ss to repeat the word/phrase and gesture that correspond to it and place the flashcard on
the board.
Ss repeat each word/phrase several times. T praises each correct move. (e.g. Great!, Good!,
Well done!)
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DE BOGOT D.C.
9

T uses a glove puppet to practice introduced vocabulary.
The puppet is sleeping in a bag.

To
T says Wake up (Puppets name)! several times, looking into a sleeping bag and asks each S to
encourage
shout into the bag. (Puppets name) only wakes up when the whole class shouts together into T-S
20 min Practice students
the bag. S-S
to use new
The puppet says Hello and says Lets sing a song and they sing the Hello Song together.
vocabulary
(https://www.youtube.com/watch?v=Uv1JkBL5728). First, students listen to the song and clap
along or pat knees. Then, T plays it once more emphasizing hello and What is your name. T
plays the song several times, so that Ss get used to it and start repeating the phrases
I. 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.
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 him. T asks Ss to get crayons out of their bags
(T models by doing the same.)
To monitor
Ss while
30 min Production II. T reads the names of the Ss and encourages each student to put their hand up and say yes. T-S
using learnt
vocabulary
T hands out the This is me sheet 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 circulates 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 walls.
To end the
class while
reviewing
T brings back the bag with the puppet and asks students to shout his name out so that he wakes
the
5 min Wrap up up. T brings out the puppet and repeats the same routine of going to each student, saying hello, T-S
concepts
asking their names, and saying goodbye/see you.
learned
during the
session.
Resources A glove puppet, crayons, CD player (to play the song)
https://www.youtube.com/watch?v=Rh8fI5uIxYs
Additional resources
https://www.youtube.com/watch?v=CpTLdI3Jpn4
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WEEK: 1 AIMS: By the end of this session, students will be able to ask about their favourite colour What is your favourite colour?, and
MODULE: 1 answer this question.
UNIT: 1
SESSION: 2
TOPIC: Colours
T welcomes Ss and gets them to sit in a circle.
To review T plays The Greetings Song for the first time in order to give Ss some time to remember the
previously familiar words from the previous class. T models the song and tells students that it will be their
10 min Warm up T-S
learned turn to sing along.
vocabulary
T plays the song one more time, and asks Ss to sing along accompanying the greetings and
farewells with appropriate gestures (waving hands, shaking hands, etc.)
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: (Puppets name), what is your favorite colour? (T shows different colorus on the board)
new CM: Red! (pointing at the flashcard with a corresponding colour) T-S
15 min Presentation vocabulary S-S
about T continues the conversation with a puppet pointing at other flashcards to introduce different
colours colours (blue, green, yellow, orange, red, pink, purple, black, and brown). Chorus and practice
saying the colours.
T passes the flashcard around the class so each student can hold and say the colour. T does this
for the remaining colours.
I. Stand up and Jump
T gives out all of the coloured papers, 1 colour per student. T tells Ss to sit down. T says a color (e.g.
To practice blue) and the students holding that colour have to quickly stand up, jump and then sit down.
using new Start off slowly and then progressively faster.
20 min Practice vocabulary T-S
in different
situations II. T puts all the flashcards on a desk or on the floor and asks Ss to sit in a circle. T plays a song
Colours https://www.youtube.com/watch?v=9n6xHirhSEA and asks Ss to touch the colour that
is sung in the song. T and Ss sing the song together. (Note: If the video will not be shown and only
heard be sure to model the colours with objects in the classroom.)
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I. T plays the following video online http://learnenglishkids.britishcouncil.org/en/songs/i-can-sing-
rainbow which will help Ss practice their listening skills while identifying the colours. T may pause
the video to ask Ss about the colours of objects around them or in nature.
To monitor
Ss while
25 min Production II. Play the video twice to make sure Ss learn the vocabulary. S-S
using learnt
vocabulary
III. T divides Ss into 2-3 groups and plays the Colour game with them. Instructions are as follows:
Start at the star that says start. Roll your dice and go ahead as many spaces as the dice roll says.
When you land on a star, you have to say the colour in English! Make it to the goal!
T brings back the puppet.
To end the
class while
The puppet asks each student What is your favorite colour?
reviewing
the
10 min Wrap up Ss must answer My favorite colour is T-S
concepts
learned
The puppet praises Ss after each answer.
during the
session.
The puppet says Goodbye and goes to sleep in his bag.
Resources Flashcards, songs, the colour game, glove puppet
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WEEK: 2 AIMS: By the end of the session, students will be able to understand the question How many and count from 1 to 10.
MODULE: 1 By the end of the session, students will be able to ask and answer the question: How old are you?
UNIT: 1
SESSION: 3
TOPIC: : Numbers
T welcomes all Ss and starts the class with a song about numbers. (Tip: Be sure to write the song
on the board and demonstrate & emphasize the actions that the song requires, jump, turn around,
clap your hands, wiggle etc.)
T tells Ss to stand up and march along and do the actions.
10 min Warm up First time T plays the song; he/she does the gestures and encourages Ss to do them with him/her. T-S
Whilst marching, T counts off the numbers on his/her fingers as the numbers are sung.(Tip: Remind
Ss how to march)
T does each action word (e.g. jump, turn around, clap your hands, etc.) at the point they are sung
in the song.
T asks Ss to sit down and introduces the target language, numbers from 1 to 10, using flashcards.
T puts the number flashcards on the board and the Ss repeat the numbers while counting up to 10.

T points to the flashcard and says one and has the Ss repeat after him/her. Repeat several times.

T brings the bag with the puppet and asks Ss to greet him, so he gets out of the bag. The puppet
To introduce greets all Ss by saying Hello, and T encourages them to answer back.
new T-S
15 min Presentation vocabulary T uses the puppet to model the activity. S-S
about
numbers T asks the puppet How old are you? while pointing to each of the number flashcards which he/
she has stuck to the board. T goes through the numbers until puppets answers his age, Im eight.
T takes a ball and throws it to a student in the class asking him/her How old are you? He/she
answers the question and then throws it to someone else and asks the question or throws it back
to the teacher.
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T divides the class into 2 groups. One group asks the question How old are you? tThe other
group answers: Im (number) depending on the flashcard shown.
To practice T needs to run between the two groups. At this stage in the lesson, T can ask the support teacher
using to help him/her.
T-S
numbers
20 min Practice S-S
vocabulary T alternates the dialogue between the two groups a few times until they get the hang of the
in different dialogue.
situations
When all Ss finish practicing the dialogue, T sits the Ss in a circle, says his/her age and pass the
ball to the student next to him/her who says his age, Im five. Then the student passes the ball to
the next student who says his age and so on.
T holds up a ball, points to it and says, How old are you?
Then T holds up a flashcard with the number written on it and says, Im five.
T practices with several Ss. T gives the ball to one student and the flashcard to another student.
Ss need to stand up to practice the dialogue.
To monitor
T-S
Ss while
25 min Production T does this several times with several different Ss until the class understands what they are S-S
using learnt
supposed to do. If Ss are very timid or shy, T can have two for each part stand up and do the
vocabulary
dialogue. So, two Ss say, How old are you? And the other two students say, Im five.
T plays the music (Note: This could be a song previously played or another of choice.) and get the
Ss to pass the ball and flashcard around the circle, both going in opposite directions.
T stops the music. The two Ss holding the ball and the flashcard
To end the
class while
reviewing T finishes with a quiet activity of doing a numbers worksheet. T needs to use the Trace 1-10
the worksheet. As the students are tracing the numbers, T takes the puppet, walks around, monitors T-S
10 min Wrap up
concepts and provides lots of encouragement. The puppet asks everyone questions (e.g. What number is S-S
learned this?) and encourages each student to say the number as they are tracing it.
during the
session
The Numbers Song
Resources Trace 1-10 worksheet
Flashcards with the numbers from 1 to 10
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WEEK: 2 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
MODULE: 1 favourite color.
UNIT: 1
SESSION: 4
TOPIC: Consolidation and assessment

T welcomes Ss and says Lets sing a song!
T plays a song Ten little airplanes (http://learnenglishkids.britishcouncil.org/en/songs/ten-little-

aeroplanes)
First time T plays the song, he/she uses the flashcards with the numbers to accompany the lyrics.
To review
He/she shows each number at the point they are sung in the song.
language
20 min Warm up from the T-S
Second time T plays the song, he/she encourages Ss to sing the song together.
previous
sessions.
Third time T plays the song, he/she asks Ss to sing the song and mimic the movements of an
airplane.
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 answer and move on to the next airplane.
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T gathers Ss in a circle and explains that they are going to create their monsters. T explains the
puppet sometimes feels lonely, and that we need to create some friends for him.
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 watercolour. In case students do not have stickers, they
can use coloured paper, scissors and glue.
T explains the procedures by creating the 1st monster by himself.
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. The amount of pressure used will influence the
To have shape of the monster.
Ss use
vocabulary T removes the paper, lets the paint dry and then starts decorating it by putting different details Make sure that you ask
about such as eyes, nose, legs, hair, etc. (use crayons, stickers, coloured paper, etc.) Ss to bring all necessary
T-S
greetings, materials (crayons,
40 min Production S-S
colours and Now, it is time for Ss to create their own monsters. watercolour, some paper,
numbers stickers, glue, scissors, etc.)
while having T divides Ss, and assigns to each pair/group 3 different colours to be used (use the colours taught in advance.
a hands on in the previous sessions).
activity
T monitors the process, helps Ss when needed. T must encourage Ss to use their imagination in
the process of creating the monsters. T gives an incentive for any unusual creation.
T asks Ss to give a name to their monsters.
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 them (Hello!/Good morning!/Good afternoon!)
and asking the questions learnt in the previous sessions (What is your name, monster? What
colour is it?, How old are you?)
T encourages Ss to present their monsters by answering the puppets questions.

To give
closure to
the unit by
10 min Wrap up presenting T helps students to hang all the monsters on the wall in class. T-S
final product
of the
project
http://artful-kids.com/blog/2011/05/19/creating-splat-monsters/
Resources
http://www.athomewithali.net/2012/03/sticker-monsters.html
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MODULE 1 My body
2
dy
My bo
UNIT
ALCALDA MAYOR
DE BOGOT D.C.
18
WEEK: 3 AIMS: By the end of this session, Ss will recognize each part of their face (eye, ear, mouth, nose, eye brow, hair, face, chin,
MODULE: 1 cheek) and will be able to name them, describe them, and appreciate their uniqueness.
UNIT: 2
SESSION: 1
TOPIC: . Making faces is fun

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
this several times with
To catch ss T organizes the children into pairs. One child is the shark, the other is the fish. The fish follows different commands to
attention the shark around and must imitate everything the shark does. recycle vocabulary.
and create T-Ss
10 min Warm up a positive The T starts by shouting out commands such as: Sharks stand up, the S playing the shark must Ss/Ss T might take into
atmosphere stand up and the S playing the fish must follow. account that for further
while recycling activities Sharks can be
vocabulary Then the T shouts, Fish raise your hand and the fish raise their hand and the S playing the those advanced Ss and
shark must follow. fish could be Ss with a
lower level.
Also the T can shout, Fish say hello to the shark, and all the SS playing fish must greet the Ss
playing sharks and then teacher says, Sharks say your name to the fish, and Ss playing sharks
must say their names to the fish.
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
Once T is finished drawing each part, T reviews them by pointing to the board and drilling the new several times with some
vocabulary T-Ss
words one by one. Ss, not all of them, in
15 min Lead in related to the T-S
order to avoid having
parts of the
Then the T teaches the word face by showing the entire face and having students touch their them get bored or
face
faces and repeat each word. 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 the face:
T asks Ss to sit in their chairs and prepare their pencil case for the next activity.
Before doing the face activity, T can review colours with Ss by asking them show me the colour
blue, and the Ss must look for their blue pencil in their pencil case and show it; T can also mime
the action by holding up the coloured pencil or crayon in his/her hand so Ss understand the
instructions better.
T hands out face template B and explains to the Ss 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, all the Ss must point to the nose on the paper, and
To check Ss then the T says, Now colour the nose red and acts out the action of colouring so Ss can follow. T
comprehension can also say, show me the colour red, before Ss start colouring to assure all of the Ss understand
of the which colour it is and which part of the face they must colour. T-Ss
25 min Task vocabulary Ss
while having T names several parts of the face as she/he asks Ss to colour each part while T monitors that Ss
a hands-on are colouring the right parts and checks Ss understanding.
activity
Once Ss are finished colouring all the face parts, T tells Ss they are going to use scissorsto cut
out some parts of the face. T tells Ss s/he will tell them which parts of the face to cut out from
template B. And asks them to keep them to paste them later.
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 on the template A by following instructions.
When the Ss have finished, T picks up the papers so Ss dont get distracted and can paste them
on the wall or collect them for the portfolio.
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 dont understand or T can just call 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
Ss to use the face and the S must touch it or point at it, e.g. T says, Touch your eyes, and S must touch his/her
10 min Practice new words and eyes. Then they change roles and S is the one who mentions one part of the face and the T must T-Ss
enhance oral point or touch. T repeats this activity two times.
production
T asks Ss to work in pairs, one in front of the other. T hasthem 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 Ts guidance to check comprehension and enhance oral
production and Ss participation.
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T will have 10 or 15 cut-outs from magazines with different types of faces, ideally different races
to show Ss we all have a unique face.
T will give each Ss, 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
on 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
Presenting the difference in hair length or eye size, e.g. T takes two of the cut out pictures and pastes them
some on the board and shows Ss how a person has long hair and another one has short hair. T should
descriptive mime long and short and then should ask Ss is your hair long or short?, showing the pictures so
20 min Lead in T-Ss
adjectives Ss can understand the difference.
related to parts
of the face T can do the same action with eyes or mouth and the adjectives big/small, to help Ss understand
the difference.
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 eyes while pointing to his /her eyes and so on until
T has described his/her face features.
Then T starts asking each S to describe some, maybe two or three, features of his/her face e.g.
Pablo is your hair long or short? Is your mouth big or small? Are your eyes blue or brown?, etc.
T has Ss stand up and make a circle to play Simon says.
T says when I say Simon says touch your nose, Ss must touch their nose or T says Simon says
touch your ears Ss must touch their ears.
To review
Closing
10 min vocabulary and T-Ss
activity T can repeat the activity three times and then ask a S to be Simon and help him/her give the
end the class
instruction to the rest of 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.
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
Face templates A and B handouts, scissors, glue, tape, different faces cut outs from magazines.
Resources Other resources:
http://learnenglishkids.britishcouncil.org/en/word-games/paint-it/clowns-face-paint-it
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WEEK: 3 AIMS: By the end of this session, Ss will be able to identify and name some parts of their body and recognize differences
MODULE: 1 among their classmates and own body.
UNIT: 2
SESSION: 2
TOPIC: This is my body

T greets Ss by saying hello/good afternoon, how are you today? Expecting Ss to answer. If no Ss
answer, T must help them answering the greeting properly.
To engage Then T asks Ss to stand in a circle and tells them they are going to hear a song and follow the movements
Ss attention the T makes with his/her body.
and create
a positive Then the T plays Head and shoulders, knees and toes song, while acting it out by touching each part
10 min Warm up T-Ss
atmosphere that is mentioned in the audio.
for the class
After a few repetitions, three or four times, T might want to lower her/his voice to cool down the
while recycling
children and have them sit in their chairs for the next activity.
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.
Play whats in the bag?
T starts 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.
When T stops clapping the student who gets the bag, takes out a part and the T says: What is this? The
T shows the cut-out to the Ss, and answers, This is a leg or This is a face and has Ss repeat.
To present
T-Ss
body parts
15 min Lead in Then the T continues passing the bag around and repeats the activity with different Ss. The idea is that Ss
vocabulary to
Ss review every part of the body mentioned before and also start relating them with adjectives such as
the ss.
long, short, big, small.
T asks Ss to repeat the vocabulary but this time touching the part of the body mentioned on their own
body such as 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 heador show me your arms and T can recycle some parts of the face.
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To activate prior knowledge of descriptive adjectives, seen in the previous class, T reviews with Ss
long/short, big/small by asking them, Is my hair long or short? While touching his/her hair; T can also
ask for the colour of his/her eyes or the size. Then T randomly asks Ss, Is your hair long/short? Are your
eyes big/small? Or What colour is your hair, what colour are your eyes? etc.
Before the class, T must have some parts of the body cut outs with different sizes, at least four per each
part of the body. Two big and two small hands, two long and two short legs, etc.
It is important to
When in class, T takes cut-outs of different parts of the body in different sizes, to show children the
monitor this activity
To drill difference between short/long, big/small and asks them Is this big? Is this long? to help them remember
to help children
vocabulary those adjectives.
make complete
and obtain T-Ss
responses. Also,
15 min Pre task comprehension T has Ss sit on the floor and tell Ss they are going to see how similar or different they are from each Ss
elicit and prompt
from Ss while other.
children while they
having a hands
are describing
on activity T starts with him/her and one S and says look my arms are long, his/her (or can use S name) are short.
themselves or
Look my hair is long and blonde his/her is long and black.(Note: be sure to introduce the different types
classmates.
of hair, brown, black, blonde, curly, straight, etc,)
Then the T asks two volunteers to look how similar or different they are. T can help by asking them
questions about the other person e.g. Luis look at your hair is it long or short? And then look at your
classmates hair is it long or short? Is it similar or different?
This activity can be done as many times as the T feels its appropriate to include all the Ss. If the group
is too big T can have Ss work in groups of three and he/she can
T and Ss start working on the making my own mutant activity. The T gives Ss the opportunity to create
their own mutant.
For the making my
First, T draws his/her own mutant on the board. While explaining to the Ss the characteristics of her/his
own mutant activity,
mutant. For example: Look, my mutant has big eyes and s/he draws big eyes on the board.
if the T sees the
possibility instead of
Look it has three noses and T draws three noses on the board. My mutant has a small nose and draws
having Ss draw their
a small nose.
mutants they can
20 min Task make them out of
My mutant has two heads or my mutant has four arms on each side and draws it on the board, and so
modelling clay. They
on until the T has created an entire mutant and given him/her a name.
will need different
coloured clay and
T can also use different markers to practice colours and draw parts in different colours, e.g. one eye
at least one bar or
blue, another eye, red, etc.
one 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.
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For this report the idea is that each S presents his/her mutant using the vocabulary learnt in the previous
session(s).
To encourage
Ss to use the T tells Ss they are going to present their mutant and give them the example by presenting the mutant
vocabulary he/she drew on the board. This is my mutant, my mutant has four eyes and points to the eyes, my mutant
related to parts has three arms, etc.
15 min Report of the face and S-SS
body along T asks volunteers to go to the front and present their mutant. With the help of the T and the class, Ss
with some who go to the front of the class and try to describe the monster they made using face and body parts,
descriptive numbers (such as two eyes, two arms, three legs) and adjectives such as big, small.
adjectives.
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 your mutant have, four, six? Etc.
For homework, it is
Once the presentations of the mutants are over, T can have children sit in the chairs in a circle. up to the T if he/she
assigns an element
To personalize the topic the T starts describing his/her body by saying My name isand I have long hair, to each S or if they
To personalize
while showing the hair, I have one nose while touching the nose, etc. with several body and face parts. T-Ss bring whatever they
the topic while
13 min Closing S want or can from
reviewing
Then T invites two Ss to present each other. One S starts by saying hello, My name isand following the T their homes. These
vocabulary
example to present his/her body. Then the other S presents him/herself. T monitors and offers support elements are for a
with sentences and vocabulary. The idea is that at this stage each student presents him/herself and sense fair that will
describes some of his/her body parts. take place in the
next session.
To assign
Homework: for the next session T asks Ss to bring different elements to smell (soap, lotion, perfume,
2 min Homework homework for T-Ss
coffee, etc), taste (candy, salt, sugar, lemon, pepper) and/or touch (cotton, fabric, gel, rocks).
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 isand My hair is; My monster has
Head and shoulders, knees and toes song, it can be found on the Internet, 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.
Resources
For some more ideas see:
http://learnenglishkids.britishcouncil.org/en/make-your-own/make-your-monster
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WEEK: 4 AIMS: By the end of this session, Ss will be able to name their face and body parts and to identify and name the sense of
MODULE: 1 touch, smell, sight, hearing and taste and relate them to the hands, nose, eyes, ears and tongue.
UNIT: 2
SESSION: 3
TOPIC: Making sense of my senses

T greets Ss and asks them how they are doing.
T should have made a large cube and pasted pictures of different body parts or a face on it to play body part
dice.
T has Ss standing in a circle and lets them take turns rolling the dice and then chanting (repeat the following
sentences)
To recycle
vocabulary When (Childs Name)
from the
T can chant at any
previous Rolls the dice, we touch our (names a part of the body or face),
pace slower or
10 sessions Ss-SS
Warm up faster to have Ss
min while Rolls the dice, we touch our (names a part of the body or face), T-Ss
move and activate
setting the
their interest.
ambience When (Childs Name) rolls the dice, we touch our (names a part of the body or face),
for the
class. We reach up high, When (Childs Name),
Rolls the dice, we touch our (names a part of the body or face)
The T helps and leads Ss in the activity by acting out every single action.
After a few repetitions, T stops acting out and lets Ss continue on their own. T checks Ss comprehension of
parts of the face and body as well as of simple commands.
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T shows Ss flashcards or cut-outs of eyes, ears, nose, mouth, tongue (new word for Ss) and hands and asks
students to name and point to those parts: eyes, ears, nose, mouth, tongue and hands.
While reviewing each of the words above, 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
It is important
smell with my nose.
to act out every
To review
sentence, to give
vocabulary T must drill the vocabulary five or six times related to the five senses. I can smell with my nose, I can see with
Ss the chance
related to my eyes, I can touch with my hands, I can taste with my tongue and I can hear with my ears.
to understand
face and
20 T-Ss vocabulary better.
Lead in body and 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
min SS As the flashcards
present the ears? etc. e.g. T acts out the action of seeing by pointing at her/his eyes and looking around the room. The T
set contains a
five senses tries to elicit the word see from Ss; or T acts out the action of tasting with his/her tongue and tries to elicit the
lot of face and
vocabulary word taste from Ss.
body parts, T can
to the ss.
choose which ones
After doing this two times per sense, T does the same but this time emphasizes the word can and says: With my
to photocopy.
nose I can (Acts out smelling) smell, with my eyes I can (Acts out seeing) see.
T does the same with every single sense and part of the face or body related.
T continues drilling and having Ss also act out the vocabulary of each sense: smell, touch, hear, see and taste.
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The five senses fair.
For this activity
T will play the 5 senses song in the background while setting up for the fair. http://www.youtube.com/ T might use
watch?v=OWW5IaDCj1g, the song should be mimicked while being played. T invites students to follow. elements from the
classroom or even
Before the class starts, T must set up different parts of the classroom with different stands, using the elements ask each S to bring
To set the
each S brought from their homes and the elements the T collected or has in the classroom. some elements
five senses
from home the
Preparation fair and
15 Also T can assign one or two Ss to be in charge of one stand, Note: however there should be a 10 minute rotation SS previous class.
and pre review
min of all stands so that students are able to move around while the other students visit each of the stands and have T-Ss Before the activity
task vocabulary
them ask their classmates what can you see/hear/smell/touch/taste? depending on their stand. Ss interact and begins, it is
related to
talk while T monitors. advisable to review
it.
the vocabulary
Before the activity, the T must review the vocabulary from all the elements Ss brought for the five senses fair, from the elements
showing every element and naming it so Ss are familiarized with them. e.g. What are these? These are marbles children are going
while showing the marbles and have Ss repeat what they are. What is this? This is a rock, while showing the rock. to have in every
This must be done with every single element the Ss are going to present and use during the fair. stand.
The stands are organised according to each of the senses as is it explained in the practice stage.
During the fair Ss will:
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 and touch, T or S will ask, What can you touch? They must say in Spanish what
they think it is theyre touching and T helps them to say the word in English.

It is important
See: T sets up the station with different images of vocabulary children already know and T asks: What can you
to monitor this
To have see? Children can take turns to name the pictures or images, and colours
activity to help
Ss learn
children enjoy it
vocabulary Taste: T must bring or ask Ss to bring different foods that taste very different (orange and lemon, sugar and
but also learn from
related to salt, yogurt and sour cream, etc.) Put them on plates next to each other. Let children use their 5 senses to try
it. Also, elicit and
30 the five to determine which is which. Finally, T asks children, what they can smell and then allow them to taste each food
Task prompt children
min senses and asks them, what can you taste? Again T helps Ss with vocabulary in English.
while answering
while
questions and
having a Hear: sound counting: T places a jar behind him/herself or asks children to close their eyes (Note: remember
helping them with
hands on to bring something to blindfold students, be sure to organise small groups where 1 student in each group helps
vocabulary in
activity T blindfold and monitor students); T starts to drop items in, one at a time, while children try to count, the items
English they might
he/she is dropping in (use coins or marbles.). Also T or S can throw a ball and ask Ss, What can you hear? And
not know.
count how many times the ball bounces.

Smell: T puts different scents (peppermint, garlic, lemon, vanilla scent, perfume, hand lotion, etc.) on several
cotton balls and places them in separate plastic containers with tops or inside plastic bags. T asks children to
smell and asks, What can you smell? Again, children might answer in Spanish and T helps them answer in English.
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T has the students make a circle and plays a song about the five senses again and the part of the body related
to it. http://www.youtube.com/watch?v=OWW5IaDCj1g or https://www.youtube.com/watch?v=lvBXWMvOGOk
T has Ss watch the video once without stopping. The T should sing along with the video and point to the parts
To review
of the body as they appear on the screen. Ss can join in as they want.
15 vocabulary
Closing T-Ss
min and end
Then Ss watch it again, stopping after every sense and asking them which one it is and what part of the face or
the class.
body they need for each sense.
The T plays the song again and has the Ss sing along and point to the part of the body.
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 canwith my;
Five senses song found in http://www.youtube.com/watch?v=OWW5IaDCj1g OR
https://www.youtube.com/watch?v=lvBXWMvOGOk OR
Resources https://www.youtube.com/watch?v=XL2Y5EXLTpY
OR any other song related to the five senses
All the elements needed for the five senses fair mentioned above.
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WEEK: 4 AIMS: By the end of this session, Ss will be able to describe their bodies and recognize some differences among their and
MODULE: 1 their classmates bodies and will also be able to name the five senses and identify the sensory function of their eyes,
UNIT: 2 ears, nose, mouth, hands
SESSION: 4

T greets students by asking them how they are doing.
T starts playing a concentration game.
T must have two pictures of each single word children 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
To review T asks Ss to turn around.
language from
Be sure to bring the
the unit while T turns the flashcards face down so Ss cannot see the pictures. T then asks Ss to turn around again
15 min Warm up T-SS Parts of the body flash
improving Ss and explains that they need to turn over two cards to find the pairs. The T shows Ss an example.
Ss-Ss cards.
concentration
skills. Ss take turns to stand 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 keep the cards, if the cards dont match they miss
one turn.
The S with the biggest collection of cards at the end wins the game.
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 they are going to create their own body poster. If the T can
T must start tracing the
he/she can have his/her own poster already traced to show the Ss what they will have to work on.
Ss bodies in advance
To create a during the previous
T asks each child to lie on a large piece of paper. T traces the childs body. This must be done in
bulletin board session if there are
advance as its really time consuming.
and present several Ss, as this takes
T-Ss
30 min Task have Ss present quite some time. Also
T tells Ss they will decorate his/her tracing with their own specific features like long or short hair, S
their bodies if T sees the need, he/
the colour of the eyes, draw nice clothes or accessories, etc.
and features to she can ask each S
the class. to bring his/her own
T must monitor each Ss work and guide them into drawing his/her own features. Asking each
sheet of paper for this
S, What colour is your hair? What colour are your eyes? Is your hair long or short? So each S
activity.
decorates his/her poster accurately.
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T tells Ss they will present their bodies to the class.
T asks Ss to go in front of the class and present their poster.
T must provide Ss a model of how to present their poster. The T presents his/her own poster and
At this stage Ss should
says: My name isIm years old and this is my body. I have.. (Have ss describe their body features)
be able to produce
and have them say their favourite part of their body by asking them which is your favourite part?
longer responses, so
35 min Report My favourite part of the body is(my hair, my eyes, my nose, etc). S
remember this while
monitoring, eliciting or
T can help Ss if they are struggling with their presentation and even ask other classmates to
correcting.
identify parts of the body on each others poster.
T can ask 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 friends eyes are
small and green.
To give closure
to the unit
T sings the Head and shoulders, knees and toes song with Ss miming it to review body parts.
while practicing Remember to
body and face reward Ss for their
10 min Closing The first time T sings along with Ss, for the second time T just mimes the song and lets Ss sing by T-Ss
vocabulary and achievements in singing
themselves, if they get lost with the song T can start singing but lowering his/her voice when he/
relating them & acting out the song.
she hears Ss are singing along.
with the five
senses.
Session vocabulary: parts of the body and face and five senses.
Session expressions: My name is; Im years old; this is my body; this is my; I have; my favorite 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
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3
lity
rsona
My pe
UNIT
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WEEK: 5 AIMS: By the end of the session, Ss will be able to talk about their own personalities and their most outstanding qualities
MODULE: 1 using descriptive adjectives.
UNIT: 3
SESSION: 1
TOPIC: This is who I am

T greets and welcomes Ss as they enter the classroom and gestures for them to sit down.
T can decide on
T starts the session by playing the Good morning song from previous session in order to review content.
another If need
Follow simple be in order to
10 min Warm up T should start singing first, then invite Ss to join in, Song can be played about 2-3 times depending on T-Ss
instructions recycle content
how Ss respond.
from previous
session.
Encourage Ss to sing the song without the music or simply turn the music down so that Ss can interact
on their own.
T tells Ss that they will learn about how animals have different personalities as well as their own personality.
T shows Ss an image of different animals, 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.
T can use other
T-S animals, however
Now, using the same cards, T says, I am a cat, Repeat , Im playful and intelligent. T has Ss repeat the
no more than 10
entire phrase.
mins.
Introduce basic
20 min Pre-task 1 adjectives by T repeats this action with all of the animals, e.g. I am a rabbit, I am respectful and honest.
association
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 a rabbit, T puts hands above his/her head like two rabbit
S-S
ears.)
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 correct word and inviting Ss to repeat.
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Use these
adjectives:
T tells Ss that they are going to describe their personality. smart
honest
Ss practice basic T starts by saying, I am helpful. I am friendly. I am fast. respectful
adjectives responsible
T shows the flashcards again. T says, I am a rabbit. I am respectful. T asks Ss to repeat each one of the curious
images after T models the desired language. friendly
helpful
T asks Ss to identify themselves with an animal according to their personalities. T tries to pair Ss with creative
others who have a different animal, if possible. T passes out the handout. T tells Ss that they are going to fast
circle 4 images that represent adjectives that describe themselves.
30 mins Pre- task 2 T goes over the adjectives using the flashcards, to define each of them. T makes sure to have Ss produce S-S Give feedback
the following, I am intelligent. based on the use
of the language
T goes over the images for adjectives and asks Ss to repeat the words. Then, T tells Ss that they are going model but not
to associate those words to the pictures in their handout. about their
choices.
A: This is
B: Good. / No, it is
As Ss complete
T gives Ss the correct answers by asking different Ss to read different answers as the whole class ticks or the handout,
corrects their guesses. T emphasizes concepts as necessary and gives feedback on the language model check for
and pronunciation as needed. understanding.
Then check the
use of language.
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Now, T tells Ss that they are going to play a game called What are you like? T introduces the question(s),
What are you like? What is he like? What is she like?
Ss have to cut out the images used in the previous activity. T asks Ss to pick at least 5 of the adjectives
(pictures) that best describe them, and 5 of the adjectives (pictures) to describe their classmate (could
be the person on their left or right).
T models what the Ss will do in pairs:

S1 asks classmate, What are you like? T-S
Ss consolidate
S2 holds up one of the adjectives (pictures) and says, I am intelligent.
the vocabulary T has to move
Now, S2 asks his classmates the same question, What are you like? and Ss go back and forth until all
about personality around the class
pictures have been expressed.
by identifying the helping Ss with
25 mins Task
most common the adjectives.
T instructs Ss to draw an animal and then paste the 5 adjectives from the above activity around their
adjectives of the for the feedback
animal. As an example, T can draw an animal on the board in order to simulate the task.
class through an
S-S
animal.
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 over 5 or six rounds as you consider)
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)
The most popular animals are _______________
T gives feedback as necessary.

Flashcards with animals-personality, handout with characters and mini flashcards with characters and adjectives.
A blank piece of paper or cardboard
Coloured pencils, markers
You can find some great lesson plans here with some interesting ideas on this topic: http://www.pointpark.edu/Academics/Schools/
Resources
SchoolofArtsandSciences/Departments/Education/ProjectChildrenLEAD/Curriculum/LessonPlans/IAmSpecialYouAreSpecial#I Am Special You Are Special
Too
https://www.youtube.com/watch?v=0PnV8RbL6Wo
Im Quite Unique (Celebrating Our Differences)
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WEEK: 5 AIMS: By the end of the session, Ss will be able to talk about the personality of people they are close to and compare
MODULE: 1 themselves to them.
UNIT: 3
SESSION: 2
TOPIC: People I know

T welcomes and greets Ss as they enter the classroom and gestures for them to sit in their seats.
T starts class with a game called Switch where Ss can reinforce vocabulary.
T gives each student an item of vocabulary and T makes sure that they know their colours (red,
blue, green, white, black, brown & orange).
T reminds Ss of 4 colours (red, yellow, blue and green).
T touches S1 on the shoulder and says red. T has the S repeat.
T touches S2 on the shoulder and says, yellow. T has the S repeat.
T touches S3 on the shoulder and says, blue. T has the S repeat.

To follow The idea of the game is
T-Ss
simple to reinforce vocabulary,
T touches S4 on the shoulder and says, green. T has the S repeat.
instructions the Vocab groups can
5 min Warm up
using be changed for different
When the T gets to S5, s/he just starts again from red. S-S
recycled groups of words i.e. body
vocabulary. parts.
Next, T gives the following commands.
T says, Stand up, Red. T says the action first so that all the students listen.
T continues until s/he has gone through all the vocabulary.
T models / demonstrates to the class.
T organizes Ss into vocabulary groups. Each group is a different colour.
T asks for several volunteers from different vocab groups (one from red, one from blue, etc) to
come out the front, with their chairs. T Says Switch chairs, blue and green. T gesture to Ss so that
they stand up, then move them to the other chair. T does this a few times, just to make sure that
they understand.
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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, etc.).
T keeps Ss into 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
The language focus of this
for Ss to respond. (T might have to provide a model to get started.)
lesson is vocabulary related
T-Ss
15 min Pre Task 1 to simple descriptive
I remember honest. SS
adjectives such as colours
and size.
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.
Now, 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 a hand puppet (paper bag
or any other puppet available). T tells Ss that this is XXXX (name of puppet) and he/she is going
to introduce his/her family.
T shows the father flashcard and the puppet says, This is my father/dad. His name is XXX. T invites
Ss associate Be careful how family
Ss to respond by saying, Hi Mr. XX. (name of father).
people they members are introduced,
know with Ss may not have all the
15 min Pre- task 1 Puppet says, My father is responsible and honest. T goes through various family members, where
adjectives members. Remember
the puppet introduces the different members.
they already to model the desired
met language.
Now, the puppet starts to interact with Ss, by asking them questions like:
What is your father like? What is your mother like?
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 XX is playful, My mother is XX and so on.
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T tells Ss that they are going to learn about important qualities that people should have.
T shows Ss a picture of a mother rabbit and her baby, highlighting that the mother rabbit is an
example for her baby. Now T shows or makes reference to an adjective (the handouts used in the
previous session).
Now, using photos that Ss have brought in about their families, T invites Ss to share their family
with the rest of the class.
T-SS
Ss are
introduced T pastes the different pictures of the personality adjectives around the classroom and has Ss in
to the groups of 4 (different if possible) to rotate to each one of the sections. T asks them to stick their
15 min Pre-task 2 qualities family member in the appropriate adjective.
that a model
like person Once this is done, T asks for volunteers to describe their families by having the Ss go around
should have and say :
S-S
This is my father/dad. His name is XXX. He is responsible.
T has each S describe at least 2-3 family members,
Now, T divides the class into 2, where one half asks questions and the other half walks around the
class to describe their family members.
T models the language desired.

T gets Ss settled in their seats
Ss compare Ss should think about two members of their family and one personality characteristic they have in
Ind
themselves common with those two people.
5 min
to a person
they know Ss stand up and mingle having the following conversation with their peers:
S-S
and find out Who is your person?
20 min Task Mingle
the most Its my _____
10 min
common
person their How are you similar?
T-Ss
partners` We are _______
5 min
chose
They should talk to different people for 10 minutes. Once time is over, T should ask Ss who the
most common family members mentioned were.
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T can close the session by introducing the Ss to the How do you feel? song https://www.youtube.
com/watch?v=k9vpbFJK6IA
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.)
Wrap up
Then T plays the song a second time inviting Ss to join in singing. T might have to extract the
the session T-S
words from the video and practice pronunciation as well as model the questions from the song,
10 min Closure and assess
How do you feel? Are you happy? Are you sad? etc.
students S-S
progress
T plays the song as many times as necessary In order to get Ss involved in song. T makes room in
the classroom so that Ss can move around and act out the movements to the song.
To close, T asks 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 am not cold. I am hot., etc.)
Board markers per group

Resources
Coloured pencils for Ss
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WEEK: 6 AIMS: By the end of the session, students will be able to talk about their own feelings and emotions in different situations.
MODULE: 1
UNIT: 3
SESSION: 3
TOPIC: How do you feel?

To present T welcomes and greets Ss as they enter the classroom and gestures for them to sit down.
adjectives
T starts the class with a review from the previous sessions. T plays the song How do you feel and T-S Remember it is key
on feelings &
10 min Warm up encourages Ss to act out verbs and sing along. that you act out
emotions and
each feeling.
practice them T stops the song in different parts and encourages Ss to continue acting out the song or T can stop S-S
in a song. and ask Ss to repeat the last action heard.
T starts asking Ss about their feelings:

Present
adjectives of T asks Ss the questions, How are you? How do you feel?, modelling with the support teacher.
feeling and
Im OK. I am fine. I am hot. I am tired. I am hungry.
10 min Lead in emotions.
And practise T plays the video from the previous session on feelings & emotions.
them in a song
activity T helps/encourages Ss to respond by saying, I am fine. I am hot. I am tired. I am hungry, among others.
In the event that Ss are able to respond, Ss can ask each other questions.
Now, T transitions into the next stage by expressing more emotions and feelings.
T plays a video song (Link 1) Learn Emotions, or any other song related to the topic T finds.
Preparation: T tells Ss they will watch a video about feelings and emotions. Ss listen and watch as T sings
along with the video expressing feelings with gestures. The adjectives are:
happy
Presentation: T asks Ss to practice the song little by little by pausing the song after each word (see list to T-S sad
the left). T has Ss repeat the word(s) by saying, Happy, happy, She is happy / The girl is happy. hungry
Ss practice
T has Ss act out the song. T plays the song at least three times or as many times necessary in order to thirsty
adjectives
Ss to understand. hot
on emotions
10 min Pre-task 1 cold
& feelings Practice: T divides the class in two groups for a song contest. T tells Ss that the best group not only has tired
through oral to sing well, but also has to be really expressive. sleepy
expression.
T gives Ss a couple of minutes for both groups to practice their presentation (T plays the song for them surprised
to practice). S-S scared
excited
T encourages Ss them to act out the expressions: bored
Sing louder. Try again. Thats great.
Ss do their presentations for their partners and Ts.
T congratulates Ss for their good job and gives feedback pointing out the importance of being expressive.
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T shows some flashcards and elicits information about feelings and emotions from the flashcards,
recycling vocabulary learned from the song.
How do you feel when you play at school? I feel excited!
T uses different objects, pictures or images that help display a clear meaning for Ss, e.g. T shows a
picture of ice-cream or some dessert and and asks Ss, How do you feel when you eat ice-cream? T
encourages Ss to use the emotions (I feel excited. I feel happy. I feel cold.)
T shows flashcards again to Ss and has them identify the images and practice vocabulary.
When presenting
T asks Ss to form a circle. T explains that they are going to play a game called Charades.
vocabulary about
To help Ss contexts, confirm
T explains to Ss the rules and models the task using 2 or 3 words from the list.
internalize the answers with Ss
vocabulary T-S/ by repeating what
25 min Pre task 2 One S will stand up where he/ she is
learned S-S T2 answered (tag
through the questions), and
T will show them a flashcard with the emotion or feeling
song also elicit different
answers from some
T tells S that they have to act out the emotion or feeling without using words or sound.
Ss.
T explains to other Ss that they have to shout out the word tired, sleeply. After the word is shouted out,
T encourages Ss to use complete sentences Repeat She is tired. She is sleepy.
Note: Depending on Ss progress, T can instruct Ss to use 2 words. Where S shows 1 or 2 fingers for the
amount of word(s) they will mimic or gesture. Encouraging Ss to shout Sleepy and tired. She is sleepy
and tired.
Ss can also be divided into 2 groups and they compete against each other, allowing team members to
work together.
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It is important to
T tells Ss that they are are going to play Bingo
model the activity
slowly by repeating
T passes out the Bingo Cards and Counters; each S will receive 4 counters.
the model a
couple of times,
T can ask Ss to decorate and colour their Bingo cards as they wish. S-S
Ss play a interviewing T2 and
game in order filling in the model
Then T explains that there is going to be one caller and he/she is going to call out the feelings or
15 min Task associate on the board, so that
emotions. The caller will say each word 3 times.
images with Ss dont get lost.
emotions. Keep in mind some
T explains that when Ss hear the word, they have to uncover the picture The first person to have their T-S
Ss wont find a
words uncovered (4) shouts: BINGO, I HAVE BINGO.
similar person, but
point out that what
The S that wins now becomes the caller and so on. The game is played as many times as T considers
is important is to
necessary.
interview partners.
To wrap-up the session:
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 plays If you`re happy song https://www.youtube.com/watch?v=l4WNrvVjiTwhttps://www.youtube.

com/watch?v=l4WNrvVjiTw Note: There are many versions to this song, So T can select one that is
To close the
appropriate to the context.
session and
5 min Wrap up consolidate the
T plays the video once singing and imitating the actions
elements Ss
learned
T plays the video a 2nd time and encourages Ss to join in. This is played at least 2 more times.
Now, 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 repeated several times.
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 continue singing. Once they are done, T asks these Ss to pick 2 more
volunteers and so on.
Video https://www.youtube.com/watch?v=zEk48QQSPo4
Feeling situations flashcards,
Resources
Feelings Bingo Card, Feelings Bingo counters,
Video https://www.youtube.com/watch?v=l4WNrvVjiTwhttps://www.youtube.com/watch?v=l4WNrvVjiTw
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WEEK: 6 AIMS: By the end of the session, Ss will be able to express their own feelings and talk about their qualities by presenting a
MODULE: 1 collage: Who I am.
UNIT: 3
SESSION: 4

T welcomes and greets Ss as they enter the classroom and gestures for them to sit down.
T can stick the
Introduce the T goes over vocabulary from previous lessons using the flashcards from Sessions 1, 2 and 3. flashcards around the
topic and the classroom for Ss to
project activity T shows flashcards, eliciting responses from Ss. Is the boy hungry? I am hungry. remember vocabulary
for the lesson easily during the
Once this is done with a few flashcards, T chooses a S to continue showing the cards, asking other practice stage.
Ss, How does she feel? Is she happy?
T tells Ss that they are going to make a collage about feelings and emotions.
T presents the objectives of the project and shows a model of collages made by other children.
(You may use this for some ideas: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=0
CCcQ7Ak&biw=1366&bih=622)
Now, using some flashcards from the previous sessions, T models how the activity is going to be
carried out.
T models how to make the collage with cut-outs. T shows the Ss the cut-outs. T explains that a
You may make the
collage is made with different pictures that we paste/glue /stick on a piece of paper. T starts
cut-outs yourself
sticking the cut outs on a piece of craft paper.
before class or, you
20 min Practice
could ask students to
T shows Ss the collage sample, as well as the examples found in the link above.
bring cut-outs made as
homework.
T invites Ss to stick one picture from the cut-outs on the class collage sample as well.
T gives Ss the evaluation criteria and writes these key words on the board:
Creativity (Use your own ideas, something different, original)
Organization (Cut-outs should be in some kind of order).
Variety of items from the unit (Use feelings and emotions introduced in the unit).
Attitude (Listens to instructions, pays attention to T, respects classmates)
Note: T will have to deliver these instructions in L1, to ensure that Ss are clear on how they will be
evaluated, T can write the keywords ONLY on the board and explain once in L2 and the explain it all
over again in L1.
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T makes sure Ss have enough space to work on their collage and distributes the material for Ss.
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 that everything is put away.
Materials:
craft paper Monitor to make sure
scissors they make the most of
pencil case (crayons, coloured pencils, markers) the time they have to
Ss work on glue stick work on their projects
cut-outs
30 min Production their own S-S Tell Ss that if they can`t
project Ss draw themselves in the centre of the poster. find the image they
need, they can draw
T tells Ss to cut related images from magazines and glue them around their picture in order to start too.
creating their collage. If you have asked them to bring cut-outs from home, you can skip this step.
T walks around to ensure that instructions are being followed.
One of the videos on feelings and emotions can be played softly in the background. T encourages
Ss to sing as they work.
T instructs Ss that they are going to present their collages to the rest of the class.
T models a presentation using the collage that was made earlier as an example or one of the Ss
collages.
S-S
T instructs Ss that they must use a single language model to interact during the presentation:
A: Hello. This is my collage.

B: Hi, it is (nice, beautiful, original)
A: Im .
Students B: Good. Thanks. Bye. The audience moves
express their
Now, T divides the class into two groups (presenters and audience) Presenters sit down in a circle. until they finish listening
own feelings
Report to all the presenters
and talk about
20 min on their Each S in the audience sits down in front of one of the presenters. Presenters have around 1 minute
their qualities to present their collage to each S from the audience.
Production Ts go around the
by presenting
classroom in order to
a collage: Who T calls STOP so that the audience stands up and rotates moving to their left to listen to the next
presenter. monitor Ss constantly
I am
When Ss finish the first presentation round, T gets Ss to change roles.
T reminds Ss about how to use the desired language model to interact during the presentation T-S
(See above).
S-S
Finally, T gives feedback to Ss taking into account the criteria previously mentioned and emphasizes
them, checking the most outstanding pros and cons regarding job and use of language.
T congratulates all Ss on doing a great job expressing their emotions and feelings.
Resources Language model paper, magazines to cut, glue stick, scissors, coloured pencils, poster markers and craft paper
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4
k like?
o I loo
Who d
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WEEK: 7 AIMS: By the end of the session, Ss will be able to identify and name family members (father, mother, sister, brother,
MODULE: 1 grandmother and grandfather)
UNIT: 4
SESSION: 1
TOPIC: My dearest and nearest

Before the class T posts some flashcards, 10 or 15 or cut outs related to vocabulary Ss have learnt
from the other units such as: mother, father, numbers, colours, tall, short, parts of the body, etc.
T welcomes and greets Ss as they enter the classroom and gestures for them to sit down, e.g. Hello,
Pablo, How are you this afternoon?, and waits for S to respond or helps the S respond properly.
To catch Ss T asks Ss to stand in a line and tells them they are going to hear commands and they must follow
them. T needs to help Ss with
attention and T-Ss
the vocabulary related
10 min Warm up get them Ss/Ss
T shouts commands like: Show me the colour blue, and Ss must go and stand in front of the flashcard to family members and
involved in the or something with the colour blue; Show me the grandmother, Ss must go and point to the elicit names from Ss.
class flashcard with the grandmother, Jump 5 times, Ss must jump five times, say your name, Ss must
say their names. The idea is that T does this activity twice with Ss to check comprehension and then
T just says the commands and allows Ss to follow them by themselves to check comprehension.
Command can change according to what the T wants Ss to do. The game can go on for several
times, 10 approximately, with different commands.
Last command can be Please sit in your chairs, so T gets Ss ready for the next activity.
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Once T has Ss attention 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, hes my
father; this is Nora, shes my sister, etc. The idea is that the T introduces the following vocabulary:
mother, father, sister, brother, grandmother, grandfather.
After the T presents his/her family, he/she 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, shes my mother, her name is; and then T does the same with each family For the family picture
member presented in the picture. if the T doesnt have
a picture with his/
After doing this twice, T can change it and point to one family member but asking for another name her family, he/she
to challenge Ss., e.g. T points to the father and asks is this my brother? T Waits for Ss to answer yes can bring different
or no and reinforces their answer by saying, No, this is not my brother, he is my father, his name is; pictures where he/she
T does the same with all the members in the picture. can present the family
members mentioned
Then, when the T finishes presenting his/her family, T asks Ss about their family, e.g. Luis, what is (father, mother, sister,
your fathers name? Marcela, what is your brothers name? Andrea, what is your sisters name? etc. If brother, grandmother,
Ss dont have one of the members, e.g. they dont have a father or a brother, T can teach them how grandfather)
to say that in English, I dont have a father/ other/ brother/sister/ grandfather/grandmother. But it
To familiarize is not expected for Ss to learn this structure, so T needs to drill it and repeat it every time is needed.
Ss with the
vocabulary draws 6 squares on the board in a row (see image below).
15 mins Lead in related to T-Ss
family members
and have them
practice it
The ideas is to
introduce only those
father mother sister brother grandfather grandmother close family members,
but it is important
to take into account
T takes out a cutout with a picture of a family member, and asks, Who is this? that families vary, so
some Ss might live with
T tries to elicit family members vocabulary from Ss by prompting the names of each family member. uncles, aunts, cousins,
etc. T may need to
When a S guesses the name of one family member the T sticks the cut-out on the board right on teach other vocabulary
the square below the correct name. for these families.
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.

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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 should walk
around the class to check if Ss need help.
T-Ss
30 mins Pre-task T models the activity by drawing a tree on the board and drawing his/her family, starting with SS
grandparents, then parents and then him/her and brothers and/or sisters.
While drawing the Ts family tree, T can have Ss practice family members vocabulary by asking
them to repeat each name. T must leave the family tree on the board to model a presentation later
on the session.
To drill When the activity begins T gives each S one sheet of paper with the tree and explains they are T should explain to Ss
vocabulary going to draw their family members but in order. E.g. T says, Now please draw your father., and T that if they do not have
and obtain monitors to ensure that every S is drawing their father. If there is a case that one S doesnt have a that family member,
his/her father, T can instruct that specific S to draw another family member. T must do this with
Task comprehension it is OK and T should
every family member mentioned before.
from Ss while proceed with the next
doing a hands- T has each S draw his/her family, by naming each family member as mentioned before, while walking family member so that
on activity. around the classroom monitoring the activity. all Ss can participate.
T invites each S to present their family tree.
First T must models how Ss are going to present their family tree, by presenting his/her own family
To encourage tree.
Ss to produce T must encourage
simple T starts saying this is my family tree and points to the board Ss production by
15 min Report SS
sentences by prompting vocabulary
presenting their Then T starts naming each family member, preferably in order, and the name, e.g. This is my father, and sentences.
work his name isor he is (name), then this is my mother, her name is or she is (name) and so on with each
family member on the tree.
Ss go up one by one presenting the family tree and saying the names of their family members.
T plays the tooth family song to have Ss listen to it and start getting Ss familiarized with it for the
next session.
T tells Ss they are going to listen to a song about family and they will try to follow the song and This activity is good to
To review
Closing identify which family members they mention. review family members
15 min vocabulary and T-Ss
activity vocabulary and body
end the class After Ss listen once, T stops and asks them which family members they heard. parts.
Once Ss mention the family members in the song, T plays the song again and this time encourages
Ss to sing along.
Session vocabulary: father, mother, sister, brother, grandmother and grandfather; family tree
Session expressions: who is this? This is my; my father/mother/brothers etc, name is; his name is; her name is
Teachers family picture(s), family members cut-outs (father, mother, brother, sister, grandmother and grandfather), family tree handout per S. Tooth
Resources
family song link: http://learnenglishkids.britishcouncil.org/en/songs/tooth-family
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WEEK: 7 AIMS: By the end of this session, Ss. will be able to describe their family members using some descriptive adjectives
MODULE: 1
UNIT: 4
SESSION: 2
TOPIC: My funny person

Describe yourself:
T welcomes Ss and reviews colours by playing Simon says with colour vocabulary, e.g. Simon says touch T should remind Ss
something yellow. T does this activity with different colours for 2 or 3 mins. about colours from
previous lessons.
T asks Ss to sit in their chairs and invites one S to work with him/her to show the class how theyll work
To review in pairs further during the activity. Preferably the T
T-Ss
colours and should choose a
parts of the T stands in front of the S chosen to model the activity and starts describing his/her physical appearance, student with blonde
reviewing parts of the body Example: What are these? Pointing at his/her eyes. When Ss answer, T says
10 Warm up face and hair, to introduce
My eyes are big/small, my eyes are (colour), My hair is (colour), my hair is long/short, My hands are big/ T-Ss
body while small, My feet are big/small, Im tall/short, always miming and pointing at the part mentioned. the word into the Ss
connecting Ss vocabulary. If not
S-S
with the class Then T helps the S to do the same, eliciting and prompting vocabulary and the entire structure mentioned. possible, T could use
a cut out to teach
Then T asks Ss to stand up and pair up to work with a partner describing their face and bodies. T must be that word to Ss due
attentive in case there is a S or some Ss who are blonde, so T can introduce that word into the vocabulary. to the fact theyll
need it later.
T monitors Ss work and helps Ss with structures and vocabulary.
To familiarize T sits Ss in a circle on the floor and shows them the reading entitled My Dad.
Ss with the
vocabulary T starts eliciting vocabulary related to face and body features, according to and inviting Ss to describe The language focus
related what each member looks like, and so on with each one of the family members. Ss should scan the text T-Ss of this lesson is
to family and mention the features they can identify there.
20 min Lead in SS vocabulary related
members
T can also help Ss with the first two or three members and then ask them to describe the following ones, to simple descriptive
and some
e.g. Ss might answer the mother and then T can say, OK, very good, and repeat the complete structure, adjectives such as
adjectives
She is the mother/mom and then T might ask, Tell me what can you read?? T might elicit different parts colours and size.
for physical
description of the body or face and can do it with each family member.
T asks Ss to describe themselves by eliciting what colour their eyes are, hair (introduce a new word:
blonde), and the size of hands, arms, legs by reviewing the concept long/short, big/small. For this stage
the T gives them the example with him/herself, e.g. Im tall/short, I have long/short hair, my hair is (colour), T has to walk around
To encourage
my hands are big/small, my nose is big/small, I have two eyes and two ears, etc. T must do this with every and monitor all
Ss to describe
part of his/her body or face studied in previous lessons. groups, helping and
themselves by T-Ss
20 min Pre-task encouraging them
using some Ss
Then T asks Ss to describe themselves, helping them with vocabulary and structure. with questions and
descriptive
answers. T should
adjectives. T tells Ss they are going to help/him draw a funny person on the board and takes different coloured collect data for the
markers (black, red, green, blue, purple, yellow, etc.) T pastes a large piece of craft paper on the board feedback.
and draws a circle. T says, this is the head.
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Then T starts asking what goes in every part of the circle to elicit parts of the face vocabulary and starts
asking, Eyes? How many eyes, one, two? Then, What colour? And shows the markers to Ss so they can
decide what colour for the eyes, the face and so on.
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 hands, legs and feet.
With Ss sitting in their chairs, T explains that they are going to create their own funny person by using
clay.
To create a
funny person T mimes to the Ss that they are going to create a person with different body parts and different colours
with clay of clay. T-Ss
20 min Task for an oral S
Then T pairs up Ss and hands out the clay and tells them to start working on their funny person, remind
presentation SS that each model can be different and inviting them to be creative. E.g. Remember to use different
using new colours, remember your person can have four arms or three eyes, etc.
vocabulary.
T monitors Ss work and goes around asking them to describe what they are doing and the colours of
each part of the body.
When Ss are finished creating their funny person, T asks one Ss if he/she 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, Pablos
funny person has three eyes, pointing at the eyes and counting one, two, three; look Pablos funny person
has purple hair, pointing at the hair. Then T starts eliciting from Ss what else they can say about the clay
To encourage model, e.g. What colour is the body? What colour are its legs? Or how many ears does it have?
T might want to
Ss to increase
Report and After the Ss have described the entire model, T can choose another S to go out front and present his/ T-Ss keep the clay
their oral skill
20 min closing her funny person. If there is a S volunteering T can ask that S to come out front. T should model desired S models made by the
by presenting
activity language when necessary and help Ss to use complete sentences. Ss in the classroom
their clay
for other sessions.
model.
If the class is too big T can have half of Ss present that session and the other half in the next session.
When T sees that time is almost over and its 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) to continue in
the next class with the descriptions.
T then thanks Ss for the class and says good-bye.

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
1 Large craft paper sheet, different colours markers, modelling clay of different colours for Ss ( the quantity depends on how many Ss the T has in class, but
Resources it should be at least one bar of each colour per each pair of Ss, My Dad reading, or any big book where Ss can see different family members and different
body features.
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WEEK: 8 AIMS: By the end of the session, Ss will be able to identify and name different leisure activities they do with their family.
MODULE: 1
UNIT: 4
SESSION: 3
TOPIC: Who do I look like?

T drills the correct

use of sentence
T welcomes Ss and reviews family members by asking them the name of their father, mother,
structure. E.g. My
grandmother, etc.
fathers name is;
my sisters name
To review T can have one S ask another one so all of them are involved in the activity.
is; etc. also when
vocabulary
describing the
from last T gathers Ss in a circle and plays a family song to review vocabulary. T-Ss
10 min Warm up flashcards, help Ss
session and Ss/Ss
with descriptive
connect Ss T can use any family song to review vocabulary or go online and use https://www.youtube.com/
adjectives and
with the class watch?v=dH5RTW0gh30 OR https://www.youtube.com/watch?v=GiRUF7hvWuM
correct sentences.
E.g. The father has
T can play the song for two or three times and have Ss repeat the words they recognize and try to
brown hair; the
follow the lyrics while they dance.
mother has blue
eyes, etc.
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If there are still a few Ss who havent presented their funny person clay model. Before any other
The timing of this
activity, T must allow them to present their model. T can first ask one S to show his/her model
stage depends on
and help that S to present their funny person to review previous session vocabulary. The same
the number of Ss
structures as previous session must be used, e.g. Look, Pablos funny person has three eyes, S
presenting their
pointing at the eyes and counting, One, two, three; look Pablos funny person has purple hair,
clay models, or if
pointing at the hair. Then T starts eliciting from Ss what else they can say about the clay model, e.g.
there are not any
What colour is the body? What colour are its legs? or How many ears does it have?
Ss to present T can
review vocabulary
Once all Ss have presented their model, T can move on to the next activity.
by asking two
Ss to present a
To review the Families are different
classmates model
vocabulary
again.
related Before this next activity, T must prepare cut-outs of different families, e.g. one family with father,
20 min Lead in to family mother, brother and baby; another family with only the mother; brother and sister, another family
members and with grandmother, grandfather, father, mother, brother and sister, etc. The idea is that T prepares
descriptive at least one cut out per each pair of Ss.
adjectives
T asks Ss to sit in a circle but in their chairs and hands them different cut-outs with different
families. T decides if he/she has enough cut-outs for Ss to work individually or in pairs.
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.
T holds the picture up high and reviews family members vocabulary. T-Ss
T asks the question again describing another family and does the same procedure with every cut
out until Ss have seen them all.
During this activity,
Once the Ss are familiar with all of the different family cut -outs, T starts showing to Ss how each family
Ss can only answer
is different from the other one.
words, e.g. mother
To reflect on and no father or
T can start by asking two Ss to stand up in front of the class and hold two different family cut-outs, T
how people look a mother and
asks the rest of the class, what is different with these two families. Later, T can guide Ss into realizing
and families are a brother. The idea
which family members are in one of the cut outs and not in the other one, e.g. Look, this picture shows
different while is that the T repeats
15 mins Pre task a mother and this other one does not, in this picture we see one brother and one sister and in the other T-Ss
practicing the sentence this
one just one baby, and so on.
family family has one
members mother and this one
The idea is that at the beginning, T helps Ss to identify how families are different but then after two or
vocabulary. doesnt, this family
three examples, T should just ask the question, what is different? And let Ss answer.
has a mother and a
brother and this one
This activity can be done 5 or 6 times, always leading Ss into reflecting how families are different.
has only a baby, etc.
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Describe your family:

To check With Ss sitting in their chairs T tells them they are going to draw their family on a sheet of paper.
Ss ability to
communicate T invites Ss to sit on the floor and gives them a piece of paper and asks them to draw the members
15 min Task SS
orally while of their family.
personalizing
the topic. T monitors as Ss make the drawings and can ask Ss follow up questions like, Who is this? Is this
your mom/mother? What colour is your father/brothers hair? etc. to check vocabulary and activity
comprehension
T asks Ss to make groups of three. After groups are made, T asks the first group to come out 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
To compare different, e.g. OK, look at Pedro, Juanita and Lucias picture, do you see the father? Look in this family
families and tell there are two brothers and in the other picture one sister.
20 min Report Ss-Ss
why they are
different. The idea is that Ss start seeing how all families can be different because they have different family
members.
T can also ask Ss to see how the family members are different, e.g. Look Pablos mother is blonde and
Lucys mother has black hair, Luisas sister is a short and Pablos sister is tall, etc.
Play cross the river.
T places the free time and family members flashcards on the floor in a zigzag manner. Each
To review
card represents a stepping-stone in the river. Each S must say a word or a phrase related to the
10 min Practice vocabulary SS
flashcard in order to step on it and cross the river. If the S says it right, he/she goes to the next
comprehension
one if the S says it wrong he/she must go back one flashcard or stone.
The S who reaches the last flashcard first, crosses the river and wins.
Session vocabulary: body and face vocabulary, descriptive adjectives, similar, different.
Session expressions: this is my; my brothers hair is; my mothers eyes are; I dont 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, family song https://www.youtube.com/watch?v=dH5RTW0gh30 OR https://www.youtube.com/
Resources
watch?v=GiRUF7hvWuM, coloured pencils, pencils, one sheet of paper per student.
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WEEK: 8 AIMS: By the end of the session, Ss will be able to present their families, naming each member and describing some of his/
MODULE: 1 her features.
UNIT: 4
SESSION: 4

T welcomes Ss and asks them for the family pictures and collects them, to display 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.
After collecting the pictures, T plays the family song or one of the videos suggested in the previous
lesson.
The first time T just plays the song or video and asks Ss to listen to it sitting in their chairs and
singing along.
The second time T asks Ss to stand up and dance while they listen to the song, but T tells Ss that
To engage Ss when they hear one specific word they need to stop moving, e.g. Youre going to listen to the song T-Ss
10 min Warm up
with the class or video again but when you hear the word brother you have to freeze/or stop moving. Ss/Ss
The first time T models what needs to be done and invites Ss to help him/her to understand the
game.
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.
T gives each S the family puppets cut-outs (hand out for copies attached).
T reviews the name of each family member and then tells Ss to colour in the puppets according
To review the to the T instructions.
vocabulary
25 min Pre-task related to T starts telling Ss which family member to colour and if the T wants he/she can give specific T-Ss
family members descriptions like: Colour the fathers hair brown; colour the mothers eyes blue, colour the
and brothers hair blonde, etc.
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 them on coloured pens or pencils.
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To prepare a
presentation With the puppets ready on the Popsicle sticks or on the Ss fingers, T plays the family song again
15 min Task SS
to check and has Ss act out the song.
vocabulary
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.
T starts showing the pictures and asking, Whos family is this? Pointing at one family picture or T is prompting and
pictures. Pablo is this your family? Maria is this your family? When a S says YES, T circles that eliciting vocabulary
family and writes the name of the S. from Ss by asking. Who
To check
is he/she? Is he your
Ss ability to
Then after all families have been circled and recognized, T chooses one family to model the father, mother, etc?
communicate
25 min Report presentation Ss are going to do. Or T can post his/her own family picture on the poster to share S What colour are his/her
orally while
the activity with Ss. eyes? Is he/she tall or
personalizing
short? Whats his/her
the topic.
T starts showing his/her family as a model for Ss to follow during their presentations. name? Ss are expected
to answer with simple
T says, This is my family. This is me (name) pointing at him/herself, I am tall/short, My hair is black, sentences.
brown; This is my father (name), his hair is short, he is tall. T models the entire family presentation.
After the T has modelled, each S goes out front and presents his/her family picture, describing
each member of the family, saying the name and one or two personal features.
T might want to check vocabulary and Ss understanding by choosing one family picture and
asking different Ss who the person in the picture is and having the S describe what he/she sees With this activity, T
on the picture. can recycle and check
To review
vocabulary related
15 min Wrap up vocabulary T-SS
T might also want to review how family and family members are different by asking one S, Pablo, parts of the body, face,
comprehension
is your family different from Maria? Yes or no, why? descriptive adjectives
and family members.
T elicits from Ss the differences, with the structure seen in the previous lesson.
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?
Family song, Family members puppets cut out, Popsicles sticks, coloured pencils, Ss family pictures, craft paper to prepare the family
Resources
poster.
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5
ys
My to
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WEEK: 9 AIMS: By the end of the session, Ss will be able to talk about their favourite toys and games at home.
MODULE: 1
UNIT: 5
SESSION: 1
TOPIC: My favourite toys

T welcomes and greets Ss as they enter the classroom
There is a mini poster of
After presenting session objectives, T will explain to Ss that today they will be talking about toys. a bedroom Ss will see
it in the video and refer
T will start the activity by bringing in a paper bag with with toys and ask Ss, Guess what is in the to it during the lesson.
bag. It is OK if Ss respond in Spanish. T should make sure to repeat the word in English so that they
can start getting familiarized. 1. doll
2. teddy bear
T-S
Warm up T goes over the mini poster that she/he has already stuck on the wall or prepared on a power point 3. story book
To engage Ss
15 min presentation if possible. 4. toy train
with the class S-S
Lead in 5. robot
T points at one the flashcards and says,This is a doll. T has Ss repeat, This is a doll. T has Ss repeat 6. ball
this as many times as necessary to get them familiarized with new vocabulary. 7. toy blocks
8. toy box
Once all of the new words have been introduced, T randomly selects Ss and holds up / points at a 9. toy car
flash card or image and has Ss say, This is a car, on their own. 10. scooter
11. toy soldier
T shows a video to Ss (play only until min 6:10) in order to identify some of the objects they saw in 12. baby buggy
the flashcards.
Ss work in pairs and practice the vocabulary using their memories. Ss work in pairs. They point to
the pictures and ask and answer with their partners:
A: Whats this?
B: Its a train. S-S While Ss use the
Ss identify
A: Great! conversation model,
and associate
B: Whats this? T encourages them to
15 min Pre- task 1 and practice
A: Its a doll use its properly and
vocabulary
B: Good! Whats this? complete sentences
about toys
A: Its a. T-S following the model.
When Ss are done T checks the activity by eliciting some of the answers from Ss in general.
T gives feedback as necessary
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Before this activity, T has stuck all the vocabulary flashcards that were used in the previous activity
around the classroom for Ss to have a word reference.
You can explain to Ss
T-S
that we can use the
T will introduce different childrens games, e.g. Hide and seek, Tag, hop scotch, jumping rope, etc.
names of games in
T can model some of the games using Ss and allowing them to guess the name in Spanish and
Spanish as we named
helping them to make a connection to games they know in Spanish.
them like that in our
culture, but that later,
T draws a two-column chart with favourite games and toys for categories on the board. T writes
theyll meet other
the names of the games or places the flash cards or images of the games in the 2 columns. T
games from other
models desired language for Ss. E.g. I like to play tag.
cultures as well.
Be sure that for every
Now, T can ask Ss questions related to the games, e.g. What can you play with a teddy bear?, What
game or toy that is
Ss associate can you do with a toy car?, Legos? Building Blocks? T asks Ss to think about the games they usually S-S
introduced Ss are
toys with play using those toys at home. Vocabulary must be provided. Ss respond, I build a house/robot with
20 min Pre-task 2 provided with basic
their favourite lego, with blocks. I play family with my teddy bear/my baby doll. The idea is that Ss have enough time
vocabulary as to what
games to respond to at least 3-5 games using the desired language.
they can do. Limit
the amount of games
T has Ss play hot potato by making potatos from paper or by bringing in a real potato, a ball, a
and toys introduced,
book or a toy to serve as the hot potato. T makes sure that a music player is readily available, and
otherwise you will have
plays songs that Ss have already been introduced to in order to recycle the information. The Ss get
to introduce a lot of
into a circle and the music starts. As the music plays, players must pass the hot potato around.
new vocabulary.
The player caught holding the hot potato when the music stops is out, and the game begins
Note: If there is no
again. Players must pass the hot potato in consecutive order -- no one can be skipped. Then Ss
music T can shout out
make sentences using the chart information in pairs. T models the sentence construction.
Burn fast to save time
Hot potato, hot potato
We play Ponchados with balls S-S
burn!
T gives feedback as needed
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T asks Ss to choose their favourite objects from the class flashcards, only 5 items. Ss draw the
T-S
objects in their bedroom worksheet.

Ss move around the class and try to find someone who also has each of the items 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 T2.
Monitor Ss use of the
Ss make a class language model. Try
A: Hi What is your name?
survey to find to keep the language
B: My name is .
25 min Task out who has the model basic, using What
A: What is your toy?
same toys they S-S is, This and the toys that
B. This is a car/ baby doll.
have. were introduced at the
beginning of the unit.
A: What is your toy?
B. This is a teddy bear.
T gives Ss a limit of time to complete the task. When the time is over, T calls, Times up. Stop!
Congratulate all Ss for a job well done.
T-S
T closes the
activity by
Closing
summarizing T elicits some of the objects Ss chose and the names of their partners. T can also draw a
5 min activity / T-Ss
toys that are conclusion about the top 5 favourite objects in the class.
Wrap-up
used most
often.
Resources Bedroom mini poster, toys flashcards, bedroom worksheet.
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WEEK: 9 AIMS: By the end of this session, Ss. should be able to talk about the objects they have at school to play with.
MODULE: 1
UNIT: 5
SESSION: 2
TOPIC: I can play with other objects at

school too

T greets and welcomes Ss to class.
T starts off by asking Ss about the previous session on toys.

Review of
Warm-up /
10 min previous T-S
Review T holds up a few flash cards used from previous session and asks Ss, What is this? Is this a doll?, Is this a
session on toys S-S
car?, T repeats this a few times then, T asks 2 or 3 volunteers to do the same.
Then, a S holds up a flashcard and asks the class, What is this? etc.
Musical Instruments:
1. Violin
2. Trumpet
3. Saxophone
4. Drum set / drums
T presents the objectives for the class. Then, T tells Ss they are going to learn about musical instruments 5. Piano
and sports. T-S 6. Electric Guitar
Ss get 7. Accordion
introduced T Uses flashcards or an image for each word in order to explain them. 8. Harp
20 min Pre-task 1 to basic 9. Acoustic Guitar
adjectives by T points at each instrument or sport and says their name and invites Ss to repeat. The words should be
association repeated as many times as needed in order for Ss to get familarzed with them. T should limit yourself to Sports
teaching at least 6 words from each list, not all. 1. Tennis
S-S 2. Basketball
3. Baseball
4. Football
(American Football)
5. Soccer
6. Tennis
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Now, the T makes a relation between the instruments and sports.
T explains to Ss that you Play an instrument and you 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.

Ss practice
basic Provide Ss. with a
After this is completed, T introduces the question: Do you play tennis? S: Yes I do / No I dont, or Yes, I
20 min Pre- task 2 adjectives S-S short response and
play tennis, or No, I do not play tennis.
in oral and a long response.
written way
T should repeat this activity while acting out the sport or instrument with Ss, inviting them to go along.
Ss. can use the I like /I play chart in Appendix 1 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 draws the chart on the board and models what needs to be done using the flash cards. T can use the
term I Like or I like to Play. 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
T asks Ss to get into groups of four and sit on the floor and they discuss the object they use the most
in the school.
T models the desired language first, preferably with a group of Ss, so that they know what needs to be
done.
T-S
Ss consolidate T has to walk around
the vocabulary T gives each group some of the flash cards or real objects within the classroom, and has Ss take turns in and monitor all
about musical each groups holding up the flash cards and asking their classmates questions. groups, helping and
25 min Wrap-up instruments encouraging them
and sports, S1: What is this? with questions and
expressing Ss: This is a guitar. answers. T should
likes or dislikes. S1: I play the guitar or I like the guitar collect data for the
S-S
Ss: I play the guitar. feedback.
The most popular objects are _______________, _______________, ____________.
T gives feedback as necessary,

Flashcards with musical instruments
Flashcards with objects to play sports
Resources
Realia If possible, have Ss bring in sports equipment, cut outs of instruments, etc.
Crayons, colored pencils, glue stick
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I like I dont like
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WEEK: 10 AIMS: By the end of this session, Ss. will be able to play their favourite games by explaining the rules and selecting the most
MODULE: 1 interesting ones.
UNIT: 5
SESSION: 3
TOPIC: 3 Playing and sharing together

T welcomes and greets Ss.
Students T-S
will review T tells Ss that they are going to play a guessing game, where they have to guess the name of the T must
vocabulary game that their classmates will be acting out; then Ss have to say, He/she plays tennis. or He/she encourage
5 min Warm up from the likes tennis. Ss to use the
previous correct language
session about Then, T asks Ss to get in a circle on the floor. Then, T starts the activity by standing up where he/ model(s)
different games she is and mimics playing tennis. T can model the activity 2 or 3 times and then asks for volunteers,
or the S to the left or to the right and continue. S-S
Now, T tells Ss. that they will learn about rules and behaviours when playing games.
T shows Ss some pictures related to basic rules for games when playing with others. Ss repeat
as teacher says them
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.
T shows pictures again and asks Ss to repeat the phrases for each picture: Respect others,
Respect our turn, etc.
Students
Now, play one of the following video(s) on Class rules Remember it is key to
will learn
http://www.youtube.com/watch?v=RyLzsQKFpB0 model the conversation
expressions to
30 min Pre task http://www.youtube.com/watch?v=uWXPCP8t00M model. T can model it
describe rules
http://www.youtube.com/watch?v=MaKGqYs-yhQ with a colleague or with
and cooperate
a high achiever.
in groups
T stops the video periodically in order to reinforce the rules that appear in the video. Asking Ss
to repeat the rule or ask Ss simple questions regarding the rules in the video and make a relation
to their classroom.
T: OK, thank you!
T walks around monitoring students` work, and encourages them to use the model of desired
language (I think) and cooperate.

Once students are finished they will get together with another group and read the rules of
each game.
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Now, 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
Students appropriate action for each. T-S
consolidate
Monitor Ss during
the vocabulary T models the activity with one group, to ensure that instructions are clear,
interaction time and
about games
30 min Task provide example and
and how to T hands out images (cut-outs T should have prepared in advance) about games or classroom
models of desired
describe rules tasks used in previous sessions and instructs Ss to get started.
language.
by playing in
class. Once all groups have been able to visit each image, T will ask for a volunteer to share / explain S-S
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.
To wrap up
and assess T will question students about the rule they consider is most important. Then, T will have
10 min Closure T - SS
students` students rephrase all the rules learned.
performance
Flashcards, Coloured pencils, Markers and cut-outs prepared by Ts in advance.
Videos:
Resources http://www.youtube.com/watch?v=RyLzsQKFpB0
http://www.youtube.com/watch?v=uWXPCP8t00M
http://www.youtube.com/watch?v=MaKGqYs-yhQ
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WEEK: 10 AIMS: By the end of the session, Ss will be able to apply principles of friendship and communal living by talking about their
MODULE: 1 favourite game at school.
UNIT: 5
SESSION: 4
TOPIC: Consolidation and assessment session

T Greets Ss and welcomes them to class

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 Ss at this stage
To review
should be able
previously
10 min Warm up T elicits from Ss while pointing at flashcards, What is this? This is T rotates around the classroom T - Ss to describe
learned
randomly selecting Ss or asking for volunteers to respond. sports, activities,
vocabulary
instruments, etc.
T can also remind Ss to use I like. I do not like... when responding.
T can get 1 or 2 Ss to select the flashcards and hold them up and ask questions to classmates.
T explains session objectives to Ss.

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 use the posters created in Unit 2. (This may still be hanging
Introduce and on the wall or they may have already taken it home. If this is the case, have Ss make a new one. T
T-S
get Ss familiar should tell Ss that they can update their poster or make a new one.)
10 min Presentation
with the unit
project T uses a poster as a model to explain to Ss what they have to do:
Greet Hi, Hello, Good morning, etc,
Introduce themselves My name is, I am,
Describe Poster
Describe Colours
Describe Body
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T makes sure Ss have the materials and enough space to work on the poster previously
discussed.
Since Ss will be working 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

Ss work in pairs
craft paper
cooperatively
T plays music in the background, one of the song(s) learned in the previous lessons. T sings and T-S/ scissors
40 min Task in order to
invites Ss to sing along while they are working. S-S cut-outs
develop their
glue stick
project poster.
T visits each one of the pairs and briefly helps them with vocabulary needed for their coloured pencils.
presentation.

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 partners.
T can practice the presentations with Ss as needed.

In order for Ss to deliver their presentations, T assigns letters to Ss A and B. Ss A present the
T-S
first part of the presentation (name of the game and objects) Student B presents the rules of the
game.
For example:
S-S
Students S starts with a short greeting, then says his/her name, age, and favourite colour;
describe
themselves, Then S describes the poster by naming his/her personal features while describing his/her body;
40 min Report
family and
favourite toy or Then S shares some simple information about his/her family and what they do together and
game. finally he/she names his/her favourite games and toys.
T has to be very careful with the time, ensuring that ALL Ss have an opportunity to present.
S-S/
T closes the session asking a few questions to individual Ss about other Ss presentations, e.g.
T-S
Nicolas, what is Samuels favourite colour? Nicolas, what colour is your hair? Etc.)
Resources Craft paper, markers, coloured pencils, Songs readily available from previous sessions,
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UNIT
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WEEK: 11 AIMS: By the end of the session, Ss will be able to name and classify the following fruits and vegetables: mangoes, apples,
MODULE: 2 oranges, grapes, cabbage, tomatoes, beans, mushrooms and express which is their favourite.
UNIT: 1
SESSION: 1
TOPIC: Food gives me energy

Before the class, the T must prepare a small ball with recycled paper or have a small plastic ball
for the warm up.
T welcomes Ss and asks them to sit on the floor in a circle. T tells Ss that he/she will throw the ball
and the S who gets it must answer Ts questions.
T starts throwing the ball to one S and T starts asking simple questions such as, Hello, whats your
name? S must answer properly with a complete structure, Hello/hi, my name is
Some questions T can ask are, Whats your last name?
What is your favourite toy? Whats your father/mother/brother/sisters name? What colour are
your eyes? What colour is your hair? Or any other question to recycle vocabulary from previous
module. T should throw the ball at least once to each S.
With Ss still sitting on the floor, T plays the Hungry dragon video.
First T tells Ss that they are going to watch and listen to a story about a hungry dragon. T should
To bring Ss act out the actions and also should try to show what hungry is (perhaps rubbing his/her stomach
or yawning).
5 min Warm up attention into T-Ss
the class. T plays the video and can stop at some points to show the Ss the dragon, ask them, What colour is
it? T reminds Ss that the dragon is hungry.
The video continues playing and the T can stop it again to introduce the boy, Sia. T stops the video
and says, Look this is Sia, is Sia a boy or a girl? Ss must answer.
T can ask Ss to describe Sia, Is he tall or short? Is his hair black or is he blonde? What colour are
his eyes?
Then T lets the video play. Then, they start talking about fruit and vegetables.
When the story starts mentioning fruit and vegetables, T stops the video and starts repeating the
name of the fruit and vegetables presented in the video. Look, these are fruits: mangoes, apples,
oranges, grapes and these are vegetables: cabbage, tomatoes, beans, mushrooms.
T can ask Ss what colour each of the fruit and vegetables presented are and have Ss repeat each
of the names, e.g. What colour are mangoes?, pointing to the mangoes
After this activity is finished, T asks Ss to go sit in their chairs for the next activity.
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T is going to review colours and present some fruit and vegetable vocabulary at the same time.
For this activity, T needs some flashcards or cut-outs, at least 10, with different fruits and
vegetables with different colours, such as carrot and orange - orange, lettuce and lemon - green,
tomato and apple - red, grape and cabbage - purple, banana and corn - yellow, potatoes and
coconut - brown, cauliflower and onions - white.
T starts by showing Ss each flashcard and asking them, What colour the apple or the banana are.
So, Ss name the colour and T presents the fruit vocabulary.
To check for Ss comprehension T asks again, What colour is it and What is it?
To familiarize
S with the
Before the class, T has pasted around the classroom magazine or newspaper cut-outs with T-Ss
20 min Lead in vocabulary
different fruits and vegetables of different colours. Carrot and orange - orange, lettuce and SS
related to fruits
lemon - green, tomato and apple - red, grape and cabbage - purple, banana and corn - yellow,
and vegetables.
potatoes and coconut - brown, cauliflower and onions - white.
For this activity, T tells Ss that he/she is going to say a colour and Ss must find the vegetable or
fruit that has that colour.
The S who finds it takes it and goes in front of the class.
T points to the cut-out and asks the Ss: What is this a fruit or a vegetable? After Ss answer, T asks
what fruit/vegetable it is.
T helps Ss with the vocabulary if they dont know it or dont remember it.
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T divides Ss in two groups. One group is going to be fruit and the other vegetables.
Then T starts showing some flashcards with the vocabulary presented in the lead in and incorporates
four different fruits and four different vegetables: Fruits: strawberry, pineapple, watermelon and
pear and Vegetables: broccoli, spinach, peppers and peas.
As the T starts showing the flashcards, s/he asks Ss to name the fruit or vegetable. Each group
must say if it belongs to the group of fruit or vegetables. If the fruit group names the fruit and
says it is for them, they get the flashcard and the same for the vegetables. If Ss dont answer, T
guides them by saying, Ok, this is an orange, remember orange is a fruit not a vegetable. T gives the
flashcard to the fruit group.
To encourage
With the new words, T shows the flashcard, names the fruit or vegetables, asks Ss to repeat the
Ss to use the
name and then asks, Is it a fruit or a vegetable? When Ss answer, T repeats the name and gives the
vocabulary
20 min Pre task flashcard to the corresponding group. Ss-Ss
presented and
classify fruit
Once Ss finish classifying the flashcards, each group names their fruit or vegetables according to
and vegetables
what they have.
Then, T says, my favourite fruit is (names one from the flashcards) and my favourite vegetable is
(Names one from the flashcards).
Then T asks a S, Which one is your favourite fruit? T helps S to answer by eliciting: Is it an apple? And
shows the apple flashcard, Is it grapes? And shows the flashcard and so on until S says yes. Then
the T repeats, Pablos favourite fruit isand names the fruit.
T does this with half the Ss and then asks the rest about their favourite vegetable following the
same procedure as per fruits.
Classify fruit and vegetables
T shows Ss a worksheet where they are going to classify fruit and vegetables.
The idea is that the T shows the worksheet before handing it to Ss and asks them what they can
see, what fruits and what vegetables they can name.
To review T-SS
20 min Task vocabulary T allows Ss to name the ones they remember. SS
comprehension
Then T tells Ss they are going to draw a circle and shows Ss how to circle the fruits they see on
the worksheet. T tells Ss they are going to draw a square and mimes a square with his/her hands,
to the vegetables they see on the worksheet.
T checks comprehension of instructions by asking Ss to show them with their hands what a circle
and a square are.
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Then T asks Ss, What are you going to circle? (Miming circle with his/her hands) eliciting Ss that
they will circle fruits and What are you going to draw a square around? (miming) and eliciting they
will do it for vegetables.
After this, T hands out the worksheet to Ss and gives instructions again, this time allowing Ss to
draw a circle for fruits and a square for vegetables.
After all Ss are finished, T asks Ss to name which drawings they drew a circle around and which
ones they drew a square around.
T then asks Ss to turn the worksheet over to work on the other side. T can take one worksheet
and show Ss which part of the paper he/she is talking about.
Once Ss know which part of the paper they are going to work on, T tells them they are going to
draw their favourite fruit and their favourite vegetable. T reminds Ss that for example his/her
favourite fruit is and favourite vegetable is
Ss start working and T monitors their drawings, walking around asking them, Which is your
favourite fruit? What is your favourite vegetable? What colour is it?
To end the When Ss are finished drawing their favourite fruit and vegetable, T asks Ss to switch worksheets
class while with a partner.
Wrap up reviewing Ss
13 min
activity the concepts Once all Ss have switched worksheets, T asks one S to share what his/her partner drew as a S
learned during favourite fruit and vegetable and show the drawing. This can be done with some Ss if the class is
the session. too numerous and there is not enough time for all Ss to present.
When T sees that class is almost over, maybe 3 or 4 minutes before class ends. T tells Ss class is
going to finish and says good-bye to them, remind them about homework for next class.
T tells the Ss that for the next class they must bring their favourite fruit to share with the class
and a disposable plate. T explains to Ss that they will be making a fruit salad to share so everyone
To assign must bring the fruit. If it is a mango, pineapple, watermelon or any fruit that needs to be sliced or
2min Homework homework for peeled, T might suggest Ss to bring the fruit already sliced in a plastic container. If the fruit is an T-Ss
next session apple, orange, tangerine or grapes, S can just bring it and theyll organize it during the session.
T might want to prepare a note for Ss to take home to ask the families to help with this homework.
Session vocabulary: fruit and vegetables, mangoes, apples, oranges, grapes, cabbage, tomatoes, beans, mushrooms, dragon, hungry,
Session expression: My favourite fruit/vegetable is
Food flashcards from http://learnenglishkids.britishcouncil.org/en/worksheets/food-flashcards; fruit and vegetables worksheet (one per student),
Resources colours, video the Hungry Dragon found in http://learnenglishkids.britishcouncil.org/es/short-stories/the-hungry-dragon OR https://www.youtube.com/
watch?v=oHSb4178Mt4
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WEEK: 11 AIMS: By the end of the session, Ss will be able to name foods, such as ice cream, pizza, soup, popcorn, and drinks such as
MODULE: 2 juice and express whether they like them or not.
UNIT: 1
SESSION: 2
TOPIC: My favorite food

T welcomes Ss to the class and asks them to sit in their chairs.
T tells Ss they are going to watch a video called Do you like broccoli ice cream?
T plays the video and lets it go one time without stopping it for Ss to get familiarized.
Then T holds up an ice cream flashcard and asks Ss, Do you like ice cream? T answers I like ice cream
(and can mimic the girl and the boy in the video).
To recycle fruit
and vegetables T asks Ss again Do you like ice cream? T expects Ss to answer yes or no. Ss might ask how to say a
vocabulary specific flavour so T must help them with new words in English such as vanilla, chocolate, strawberry,
15 min Warm up T-Ss
while gum or any other flavour of ice cream they ask about.
connecting Ss
with the class. After some or all (if the class is not too big) Ss have answered whether they like ice cream or not and
which flavour, T plays the video again.
This time T stops the video every time a fruit, food or drink appears, to drill the new vocabulary:
doughnut, juice, popcorn, pizza, soup. Have them review the fruit and vegetable vocabulary Ss already
know: broccoli, bananas.
After drilling the new vocabulary, T plays the video one more time for Ss to sing along and review the
words presented.
Before class T can print the flashcards related to the video (attached file) or look for flashcards or have
To familiarize cut outs which represent the vocabulary presented in the video and create similar signs to represent I
Ss with the like and I dont like. It could be a happy face for I like expression and a sad or frowned face for I dont
expressions like expression.
I like, I dont
T shows the flashcards to Ss again and asks them, Do you like doughnut/bananas/ice cream? etc.
like while
While asking them T pastes flashcards on the board or the wall for Ss to see them and remember the
15 min Lead in expressing
vocabulary.
preferences
about When one S answers yes, T shows the I like expression sign and when a S says no, T shows the I dont
some fruits, like expression sign.
vegetables and
fruits. T can ask randomly to Ss and then she/he can have one S ask another one and have them work in pairs
after two or three times of modelling the short dialogue. Do you like? Yes or no.
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T tells Ss that with the fruits they brought from home they are going to create a fruit salad to share
among them
T asks each S to show which fruit he/she brought.
To review fruit T starts by presenting the fruit he /she brought for the fruit salad. e.g., My name is Lili and my favourite
vocabulary fruit is papaya and T shows the slices of papaya.
while practicing T-Ss
20 min Pre task T allows each S to say which his/her favourite food is while receiving the fruits Ss brought and placing
the expressions them on a table. SS
I like and I dont
like. When all Ss have presented and T has all the real fruit on the table, T can say in general, Raise your hand
if you like (while showing the I like expression sign) mango. Raise your hand if you dont like (showing
the I dont like expression sign) pineapple. And so on until the T has named every fruit Ss brought.
Once this activity is over, T asks Ss to sit on the floor while he/she starts mixing the fruits for the fruit
salad.
T presents the fruit salad worksheet 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.
T tells Ss that while he/she prepares the salad they are going to listen to him/her.
As the T prepares the fruit salad plates, s/he calls out the names of the fruits on the worksheet for Ss
to colour them.
30 min Task Once the fruit salad is ready T has Ss stop colouring the worksheet and gathers them together, it can
be in or outside the classroom.
T can ask some Ss to help him/her give the fruit salad to the other Ss.
Ss share the fruit salad together while T asks around about the fruits they are eating and the colours
they see on the salad.
Ss who finish eating their fruit salad can continue colouring the fruit salad worksheet, either with the T
naming the remaining fruits or as they wish if T allows them to.
To cool down
Ss while T can present the do you like video again and have Ss sing while they dance and mime the actions from
Wrap up
10 min reviewing the video or T can encourage Ss to sing the song by only showing them the flashcards and eliciting the
activity
the sessions vocabulary.
vocabulary
Session vocabulary: ice cream, chocolate, vanilla, strawberry, gum flavour, donut, soup, juice, pizza, popcorn-
Session expressions: do you like? Yes, I like. No, I dont like.
Do you like broccoli ice cream video taken from https://www.youtube.com/watch?v=frN3nvhIHUk
Resources Colours, paper or plastic disposable plates and forks, fruits brought by T and Ss, napkins. If T wants he/she can also add sweetened condensed milk to
the fruit salad while serving it.
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WEEK: 12 AIMS: By the end of the session Ss will classify healthy and unhealthy food using vocabulary learned in previous sessions
MODULE: 2 related to fruit, vegetables and other food and drinks.
UNIT: 1
SESSION: 3
TOPIC: I am what I eat

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 last class.
To connect
Ss with the T can start singing the song Do you like broccoli etc. and encourage Ss to answer, Yes, I do or No, I
10 min Warm up classroom dont by showing them the expressions signs used in the previous class. T-Ss
while reviewing
vocabulary 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.
T can sing the song two or three times and have Ss mime the expressions and dance while singing
along.
For this activity, T needs the cut-outs or 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. In the attached file, there are many more flashcards; T
can decide if he/she wants to use others.
T presents the new vocabulary by showing each flashcard to Ss and asking them, Do you like ? (Name
To familiarize of food or drink). T waits for Ss to answer yes or no.
Ss with the
expressions T pastes the flashcards with the new vocabulary on the board and has Ss repeat after he/she names
I like, I dont every new word while pointing out the picture.
like while T-Ss
20 min Lead in
expressing After repeating the new words two times, T asks Ss to cover their eyes and T replaces one of the new SS
preferences word flashcards for another flashcard or cut-out from previous sessions.
about some
vegetables and T asks Ss to cover their eyes. T takes one of the flashcards out and replaces it with one flashcard from
fruit. the vocabulary they already know form previous sessions.
Then T asks Ss to look again and asks them, What do you see? Is there a new flashcard?
The idea is that Ss identify the new flashcard and name it as they already know this vocabulary and then
T asks, Which flashcard is missing?
When one S identifies the card that is missing the T shows it to Ss and continues to change another
flashcard and do the same as with the first one.
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T can do this 5 or 6 times.
When the vocabulary has been drilled and practiced. 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 or playing) and in the
other column T can draw a frowning face or paste the picture of a sad child (a child who looks sick or
bored) to represent unhealthy.
T explains to the Ss that one face is happy because it is healthy and mimes happy and healthy for the Ss
and the other face is a frowned or sad one because it is unhealthy and mimes sad or sick and unhealthy.
T-Ss
SS
Then, T starts showing Ss the flashcards they were using on the previous activity and asking the name of
each one to one S, when the S answers T classifies the food or 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 two or three times and then starts asking Ss if each flashcard goes in the healthy or
unhealthy column, e.g. this is a chocolate bar. Chocolate is unhealthy.
It is important that T explains to the Ss that all food is good and we can eat everything, but we must
take care of our bodies and avoid eating a lot of junk food, candy or drink soda and that we must eat a
lot of vegetables and drink juice.
It the T prefers,
the poster can
be done with Ss
T has Ss classify the flashcards on the board without helping them to check how much they understood drawings instead
the healthy and unhealthy concept. of cutting from
magazines.
To check
T tells Ss that in pairs they are going to create a healthy and unhealthy poster to present to the class.T If the T is going
understanding
20 min Pre task gives each pair of Ss half sheet of craft paper and some magazines. T-Ss to use magazines
of concepts
it might be a
and vocabulary
T explains that each group is going to look for, at least 5 healthy and 5 unhealthy things to eat and they good idea to start
are going to paste them in the poster and decorate it with colours or drawings about what healthy and asking Ss, from the
unhealthy is for them. beginning of the
module, to bring
old magazines
from home.
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Ss start cutting and pasting or drawing healthy and unhealthy things on their poster.
To allow Ss to
classify food T monitors what each pair of Ss are doing and helps them with the classification and with unknown
into healthy vocabulary that they might find in the magazines.
Task and and unhealthy T-SS
30 min
report and encourage T helps each pair prepare their presentation by asking them, What is this? Pointing to the cut-out or S-S
them to drawing on the poster and then asking them, Is this healthy or unhealthy?
increase their
oral production Once Ss are finished with their posters, T puts them on the floor and has Ss go around seeing each
others work.
To cool down To close the session T asks Ss to look at the posters and evaluate if they can find a picture that doesnt
Ss while belong to the column where the other pair put it. If they find any, T can help the group discuss why it is
Wrap up
10 min reviewing the not classified correctly. If all of the pictures are classified correctly, T can elicit favourite food for each S T-SS
activity
vocabulary for from both columns, e.g. Look at this poster, Manuel, which is your favourite healthy food from this poster?
the session And which is your favourite unhealthy food form the poster?
To assign T tells Ss that for next class they need to bring 8 images from newspapers or magazines of their
favourite fruit, vegetables, food and drinks, 2 per category.
2 min Homework homework for T-SS
next class If the T wants he/she can send a small note home for parents to help Ss with the assignment.
Session vocabulary: healthy, unhealthy, milk, water, soda, bread, cheese, meat, chicken, chocolate bar, sandwich.
Session expressions: Is this healthy/unhealthy? Yes, it is healthy/unhealthy. No, it is not healthy/unhealthy.
Do you like broccoli videos music
Resources
Food and drinks flashcards
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WEEK: 12 AIMS: By the end of the session, Ss will talk about their favourite fruit, vegetable, food and drink and will classify them into
MODULE: 2 healthy or unhealthy meals.
UNIT: 1
SESSION: 4

T welcomes Ss to the class and asks them to organize their chairs and sit in two rows.
T explains to the Ss that they are going to play Eraser races.
T will put 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.
To review
vocabulary 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
T-Ss
15 min Warm up and structures word, the T mentions both Ss in the first chair in both rows must run to put the eraser on top of the
Ss-Ss
learned in the correct flashcard.
previous units
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 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 soda.
Once T explains the game, T can have the teams pick a colour as their name and start adding points for
each team. T writes each colour or name of the team 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.
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The activity can be done several times until every S has had the chance of participating at least one time.
Before the class, T should prepare a paper plate model to show Ss healthy and unhealthy plates with
different cut- outs form magazines, e.g. in a disposable paper plate the T draws or pastes lettuce,
chicken, rice and tomatoes in one side of the plate and in the other side T pastes hamburger, cookies,
soda and apple. Be sure to elicit
responses from Ss.
To review T tells Ss, These are my favourite fruits, vegetables and drink, but one side of the plate is healthy and the when asking about
healthy and other one is unhealthy. healthy & unhealthy
20 min Pre task unhealthy food T-Ss plates! Recycling
T shows and names each element on the plate and then asks Ss, What side do you think is healthy? This
concept with one, pointing to one of the sides, or This one, pointing to the other side. chunks such as Yes,
Ss it is, or No, it isnt
T allows Ss to answer and when they finish, T tells them which side is healthy and tells them, That is the or This is healthy or
healthy side because it has healthy food, e.g., This is the healthy side because it has lettuce, chicken, rice, This is not healthy.
and tomatoes. Then, T tells Ss, This is the unhealthy side because it has hamburger, cookies, soda and an
apple, only one fruit.
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.
For this activity T
T gives a paper plate to each S and tells them they are going to start pasting the pictures they brought
To classify Ss must have the paper
and classifying them into healthy and unhealthy.
favourite food plates ready with the
20 min Task T-Ss
in healthy and line to divide healthy
While Ss work on classifying and pasting their plates, T monitors their work and goes around helping
unhealthy and unhealthy food,
them with new vocabulary from the pictures they brought.
one per S.
To enhance Ss
After all Ss have finished their plates. T has them sit in a circle and reminds them how they are going
oral production
to present their work, e.g. My favourite fruits are; My favourite food is; My favourite drink is; This is
while
healthy food and This is unhealthy food.
5 min Report presenting S-S
their healthy
Then T invites Ss to present their work and helps them with vocabulary if they have pictures of food they
and unhealthy
have not worked on in class.
favourite foods.
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To cool down
Ss while
Wrap up To close the session T can play the Do you like broccoli video and have Ss dance and act out the video
10 min reviewing
activity while singing. T can lower the volume to let Ss sing by themselves. T-SS
the sessions
vocabulary
Session vocabulary: healthy, unhealthy, milk, water, soda, bread, cheese, meat, chicken, chocolate bar, sandwich. Any other new word that Ss need for their presentation.
Session expressions: Is this healthy/unhealthy? Yes, it is healthy/unhealthy. No, it is not healthy/unhealthy. This is my favourite
Do you like broccoli videos music taken from music of the song from
http://supersimplelearning.com/songs/original-series/three/do-you-like-broccoli-ice-cream/
Resources
Paper plates one per S, markers, coloured pencils, scissors, glue.
Fruits, vegetables, food and drinks Flashcards or cut-outs form the 3 previous sessions
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2
y life
ery da
UNIT
My ev
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WEEK: 13 AIMS: By the end of the session Ss will identify and name the days of the week (Monday, Tuesday, Wednesday, Thursday,
MODULE: 2 Friday, Saturday and Sunday) and will name one activity they do on each day using simple action verbs such as play,
UNIT: 2 study, watch TV, swim.
SESSION: 1
TOPIC: What day is it today?

Before the class, T prepares a paper ball in the following manner: T prints images with different pictures
of the vocabulary Ss have studied in the previous units, related to numbers, colours, parts of the face
and body, toys, family members, fruits, vegetables, food and drinks, T can print or have one cut-out per
topic. 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
To review
going to play Hot potato.
vocabulary
T-Ss
Warm up and structures
The T will start clapping while Ss pass around the hot potato (paper ball). When T stops clapping, the S Ss-Ss
learned in the
who has the hot potato unwraps the first paper and shows the image.
previous units
The T can elicit the word from the S by asking, What is it? or Who is that? 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, the T starts clapping again and the Ss continue passing the
hot potato until T stops again and the procedure repeats with a different S.
The activity is over when the last piece of paper form the hot potato is unwrapped. For this session the
T needs the book The Very Hungry Caterpillar and also flashcards with the fruit vocabulary from the
video (apple, plum, pear, strawberry and orange) and to make some days of the week signs in different
colours for children to identify them. Both resources are attached on a PDF file.
T asks Ss to sit around in 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. The video can be found in YouTube.
To present
T plays the video without stopping it. But when in the video or during the reading the names of the days T-Ss
days of
20 min Lead in of the week appear, T takes the name of the week sign and pastes it on the board. Signs must be different Ss
the week
colours to help Ss identify them easily later.
vocabulary
When the video ends, T asks Ss what fruits they saw in the video. T elicits vocabulary by showing Ss
flashcards and asking, What is this? Ss should recognize all the fruits except for the plum; T can help
them with that new word.
With every fruit the Ss present, the T says, On Monday the caterpillar ate oneand shows the flashcard
for Ss to complete the sentence with the word apple. T pastes the apple below the Monday sign and so
on with every flashcard until the T gets to Sunday, and says, What happens on this day?
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To discover what happens, T plays the video again, this time stopping to review days of the week,
starting with Sunday and under the Sunday tag T can draw a sun shining
Once T and Ss have watched the video the second time and after the T has stopped the video to drill
days of the week, the T is going to explain to Ss about the days of the week.
T can show them any calendar; it can be one brought from home, or if there is one in the classroom, it
can be used. T shows Ss the order of the days or the week.
Then T tells them, Look, today isand points out to the name on the board, e.g., Today is Wednesday, and
To identify days
points out to the Wednesday sign, What colour is Wednesday? Blue or yellow? and Ss answer the colour
of the week
25 min Pre- Task of the sign. T-Ss
and name Ss
favourite day
The T asks the Ss, What days do we have English class? T elicits Ss to answer what days they have English
class and while naming the days of the week, T points to the correspondent signs on the board.
T tells Ss which his/her favourite day is and why, e.g., My favourite day of the week is Wednesday because
we have English class.
T asks Ss, What is your favourite day? Show me your favourite day, encouraging Ss to recognize days by
the colour of the sign. T asks one S to point to his/her favourite day and when the S points T says the
name of the day and encourages S to repeat, e.g., Marias favourite day of the week is Monday. Then T
asks, Why?, acting out the word why to elicit Ss to answer the reason.
Ss might answer in Spanish, Porque voy al parque, because I go to the park, o Porque tengo clase de
educacin fsica, because I have P.E class.
T repeats the sentence in English and tries to draw a small picture under the name of the week the Ss During this stage,
mentioned it was his/her favourite. the idea is that Ss
draw their favourite
T repeats this activity with different Ss for at least 5 or 6 times. T hands out a piece of paper to each S activity. It is not that
To identify
and asks them to draw their favourite activity. important if they
some activities
dont know how to
they do
25 min Task Before having them draw, T reminds them of the activities their classmates mentioned like going to the T-SS say it in English. This
according to
park, swimming, playing soccer, going to English class, etc. is just to reinforce
the day of the
days of the week,
week
T monitors Ss drawing their favourite activity and asks them, What is your favourite activity? Once again, and it can be a lead
Ss might answer in Spanish and T can help them say the activity in English. in for further topics
related to actions or
When Ss are finished, the idea is that each S is going to show his/her picture and it will be posted next free time activities.
to the day of the week they do it on or their favourite day of the week.
T supports Ss with the names of the activities and asks them to repeat each one of them
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To cool down T plays the days of the week song on MP3 and has Ss listen to it and repeat the days of the week while
Ss while dancing.
Wrap up
5 min reviewing the Ss
activity
vocabulary for T can also show Ss the days of the week video (check the links in resources) and stop at every day of the
the session. week and repeat the day and the action they see on the video.
Session vocabulary: days of the week, caterpillar, hungry, plum, apple, pear, strawberry, orange, activity, favourite activity.
Session expressions: days of the week, what is your favourite day of the week? What is your favourite activity? My favourite .is
The very hungry caterpillar video can be found in a variety of YouTube links, some longer than others:
https://www.youtube.com/watch?v=_4HI7q38VmQ
https://www.youtube.com/watch?v=4R-aL4rXvto
https://www.youtube.com/watch?v=nKKdwGwOlK8
Resources Days of the week song, you can find different versions here:
https://www.youtube.com/watch?v=LIQsyHoLudQ
https://www.youtube.com/watch?v=mesIpno8ulU
https://www.youtube.com/watch?v=36n93jvjkDs
Recyclable paper, coloured pencils, days of the week colour signs, fruits flashcards file attached, tape.
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WEEK: 13 AIMS: By the end of the session Ss will identify and name the days of the week (Monday, Tuesday, Wednesday, Thursday,
MODULE: 2 Friday, Saturday and Sunday); also they will name one activity they do each day.
UNIT: 2
SESSION: 2
TOPIC: A busy week

T welcomes Ss and plays the Days of the week song. Inviting Ss to follow it and try to sing along.
While the song is playing, T can stop it and have Ss try to say the name of the week that comes next.
To connect T can elicit the name by showing Ss the days of the week coloured signs used in the previous class.
Ss with the E.g. The song starts playing and the T allows Ss to listen to the days of the week list one time. For the
class and second time, when the list of the days starts playing, T allows Ss to listen to Monday, and asks them to T-Ss
10 min Warm up
review days sing without the music. If they dont remember T shows the sign for Tuesday to elicit the word from Ss. Ss-Ss
of the week
vocabulary. For the last time the T can just start singing and then allow Ss to sing by themselves.
Finally, T asks to Ss, What day is today? Is today Monday/Tuesday? etc. until Ss with the Ts help guess
which day is it.
Before this session, T should have flashcards or cut-outs with at least 10 activities form the ones Ss
mentioned they like to do in the previous session, T can pick the most common ones, such as swim, play,
study, watch T.V, go visit my grandparents, go to church, go to P.E class, go to English class, play soccer,
ride a bicycle, or any other that Ss mentioned frequently when expressing what their favourite activity
was.
Also, the T must have a chart with the days of the week and one activity that T does per day, be sure to
model language for Ss and help them when they have to do their own chart.
T starts by showing the flashcards to Ss and asking them, who likes each activity. E.g. T shows the
To review days swimming flashcard and asks the Ss, Is this your favourite activity? Who likes to swim? T can also
T-Ss
of the week personalize it by saying, I like to swim or I dont like to swim.
20 min Lead in Ss
and present a
daily routine. T does this with every flashcard, always asking Ss if they like it and having them repeat the name each
action.
While T is drilling vocabulary, he/she can give the flashcards away to Ss, one per S. Once all the
vocabulary has been reviewed, T tells Ss he/she is going to start calling out each action and the S who
has the flashcard must stand up and show it to the rest of the class.
T calls out all the flashcards and monitors that all Ss holding one stand up when the name of the action
is said.
T takes the flashcards one by one and pastes them where Ss can see them in the classroom.
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After this T tells Ss he/she is going to show them his/her personal routine, activities he/she does every
day or in a specific day.
T shows them the chart he/she prepared before class or T can just draw 7 squares on the board and puts
the names of the week and reviews them with Ss by pointing at each name and asking, What day is this?
To present the
20 min Pre- Task Ts daily routine Once Ss have reviewed every name T starts telling Ss about the activities he/she does each day, one per
to Ss day and they should be related to the vocabulary taught in the flashcards.
The idea is that the T gives Ss the model for them to work on their own routine chart.
T names each day and the activity he/she does, e.g. On Monday I go to English class, On Tuesday I play
soccer, on Wednesday I watch T.V. etc.
T hands out the routine chart (hand out attached) to each S and tells them they are going to draw one
activity they do each day.
To have Ss
complete their First T tells Ss to colour each box with the colour corresponding to each day of the week, e.g. Look. This
T-Ss
daily routine first day is Monday. What colour is Monday? And according to the colour the day is on the sign, Ss must
25 min Task
chart and colour the box. If the sign is blue, they should colour Monday blue and so on with each day of the week.
S
present it to
the class. Then T tells Ss that now they can start drawing one activity they do under each day of the week.
T monitors Ss work and helps them with any doubt they might have with the days or vocabulary.
T asks Ss to sit in their chairs and one by one, theyll start presenting their routine charts to their
classmates.
To cool down
Report and Ss while T helps Ss by asking them, What do you do on Monday? T elicits Ss to answer, On Monday I, What do
15 min wrap up reviewing you do on Tuesday? Once again, T prompts complete answers from Ss. Ss
activity the sessions
vocabulary If not all Ss have time to share their routine charts, T can tell Ss theyll finish next class.
T ends class and says good-bye to Ss.

Session vocabulary: days of the week, swim, play, study, watch T.V, go visit my grandparents, go to the church, go to P.E class, go to English class, play soccer, ride a bicycle, today.
Session expressions: days of the week, what day is today? On Monday/Tuesday, etc. I (Play soccer, go to church, etc.)
Days of the week song,
Resources
Coloured pencils, days of the week colour signs, flashcards.
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WEEK: 14 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
MODULE: 2 them.
UNIT: 2
SESSION: 3
TOPIC: My schools routine

T welcomes Ss and asks them to sit in their chairs.
T plays the Days of the week video and has Ss sing along the first time.
T can play one of
To connect
the Days of the
Ss with the For the second time, T plays the video he/she asks Ss to look at which activities the beavers do in the
Week song in the
class and school, T tells Ss that when they see them they must shout School. T-Ss
10 min Warm up background softly
review days Ss-Ss
to help Ss get
of the week The idea is that the Ss identify some activities that are done outside school and others that are done in
familarized with
vocabulary. school.
words.
T should recycle the questions asked and answered in previous sessions and invite a few Ss to ask and/
or answer questions.
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.
To present
T shows Ss flashcards or cut outs with some activities they do at home like watch T.V, sleep, take a T-Ss
15 min Lead in activities Ss do
shower and some flashcards with activities they do in school like study, play and go to computer class. Ss
at school
To classify the images, T can paste one picture of a house and one of a school to help Ss understand
the classification better.
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Before class, T asks one of the schools Ts to give him/her an example of the Ss schedule, or the T can
create his/her own example of a school routine by taking a schedule template and putting cut-outs or
drawings into each period of class and the same cut-out to represent a break so Ss understand what
the word means. For an example on how to do the schedule look for the image at the end of the lesson
plan (ANNEX 1).
T introduces the concept of a school schedule by reminding Ss there are activities they do at home and
some they do at school.
T shows Ss the schedule he/she made or got from the school and starts reviewing the classes they have
To present the every day and the day of the week it is scheduled for, e.g. On Monday you have math, science, then you
20 min Pre- Task school routine go on your break and then you have technology and arts. Examples are at the end of the lesson plan.
to the Ss
The idea is that the T includes some classes (maximum 2 per day), but not the entire schedule because
it would be too long for Ss.
As the vocabulary is new, its good to drill the words with Ss for 5 or 6 times, but the important thing here
is that they identify the difference between school and home routines.
T asks Ss, after five or six times of repeating the schedule, what their favourite school activity or class
is? Whats your favourite class? Math, science? Always pointing at the images so Ss identify the words.
T asks at least half of the class.

T will tell Ss they are going to draw their favourite school activity and they will present it to the class.
T monitors Ss work, and then in a part of the classroom that can be used for this activity, T posts the
days of the week names.
To have Ss
complete their
Each S will present the drawing by saying, My favourite school activity is, the day of the week we do that T-Ss
daily routine
30 min Task activity is.
chart and
S
present it to
T can elicit the sentences from Ss by asking them Whats your favourite school activity or class. What
the class.
day is it? What day is today?
The drawings will remain on the wall under the names of the week to allow Ss to familiarize with the
activities and with the schools schedule/routine concept.
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By the end of this session, Ss are supposed to remember days of the week and identify them by the
colours of the signs.
To cool down
T can prepare a different set of names of the week tags and can put them on the floor in disorder. T can also ask a few
Report and Ss while
Ss. to read the days
15 min wrap up reviewing Ss
T reviews days of the week names and colours and then asks Ss to organize them. of the week in order
activity the sessions
they are.
vocabulary
Ss can do this in pairs taking turns, and the rest of Ss can help them if they are struggling to remember
the order.
Session vocabulary: days of the week, schools routine, P.E class, computers class, science class, math class, art class, music class, break time, eat.
Session expressions: My favourite schools class or activity is; on Monday I have science class/math class, etc.
Resources Colours, days of the week colour signs, flashcards, sheet of recycled paper per S, schedule example template.
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WEEK: 14 AIMS: By the end of the session, Ss will name the favourite activities they do at home and school and the day of the week
MODULE: 2 they usually do them.
UNIT: 2
SESSION: 4

T welcomes Ss and asks them to sit in their chairs.
T tells Ss they are going to watch a video about a boy and a girl and the activities they do during the
week. http://learnenglishkids.britishcouncil.org/en/short-stories/twins-week
The idea is that the Ss watch the video one time without stopping it. Keep in mind
that physical
The second time, the T stops on each day and reviews vocabulary with Ss, since the video has a lot of descriptions have
To review days
new words related to animals, T can review the vocabulary Ss already know from previous sessions such already been taught,
of the week T-Ss
15 min Warm up as: father, watch TV, eat, ride the bike, play football and swim, e.g., T stops the video on the first day so remember
and activities Ss
Monday and says Look at what do they do or What do Kim and Karen do on Monday? T prompts Ss to to recycle that
vocabulary
answer, On Monday they watch TV. information.
Providing help to Ss
T can also stop the video when the father appears and can ask Ss to describe the father or to describe when needed
Kim or Karen to review parts of the body and face and descriptive adjectives, e.g. Look. Who is this?
Pointing at the fathers image, and when Ss answer, Hes the father, T can ask them about his physical
appearance, e.g. What colour is his hair? Is he tall?
T stops the video after each day of the week is mentioned to review vocabulary with the Ss.
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Before the class, T must prepare a mini book with images of 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.
The T can help Ss stapling the pages to create the mini book.
T may prepare a mini book with blank pages per S.
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
mini-book, My of the school, playground or a backyard, if possible. Then, T sits with Ss in the circle and presents his/her
20 min Pre task T-Ss
Busy Week, mini book, telling Ss that the book is about his/her favourite activities during the week.
to Ss
T starts by showing the cover, where he/she can draw him/herself or put a picture and can show the Ss
the name of the book: My Busy Week. Ss cant read, but it is good they get familiarized with letters and
titles.
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.
Once T has finished presenting his/her mini book, T can let Ss touch the book and go throw the pages
themselves so they can look at the images better.
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If Ss were outside the classroom while the T was showing them the mini book, T decides if they can stay
outside to work on their mini books or if its better to go inside and walk in the classroom.
T asks Ss to sit either in their chairs and work on their tables or if T finds it suitable, Ss can work on the
floor on their mini books.
T gives each S the blank mini-book and explains they are going to create their own mini book.
Ss make their T tells them they are going to start with the cover and shows them the first page. While Ss are drawing
mini-books to the cover with the picture they want, it can be a self-portrait; T goes around writing the title My Busy
30 min Task
present to the Week with a coloured marker.
class
T gives Ss 10 minutes to make the cover and then starts telling the Ss they will draw the activity they do
on Monday.
T gives 2 or 3 minutes for Ss to draw their favourite activity for each day, T tells Ss they can also include
family members in their drawings if the activity is made with them.
T walks around monitoring the Ss work and the time so they dont run out of time for the presentations.
T also writes the Ss name on the mini-book so they dont lose it during the report stage.
T asks Ss to exchange mini-books with their partners.
To present
T tells Ss they are going to report what his/her classmate does on a specific day of the week.
the busy week
mini book to
T starts asking one S, what his/her classmate does and helps the S to answer, then T can ask the other S
Report and classmates T-Ss
the same or encourage Ss to ask each other, e.g. Luisa, what does Pedro do on Tuesday? T waits for Luisa
25 min wrap up using the
to look for Tuesday and helps the S report, e.g. On Tuesday Pedro plays soccer.
activity vocabulary S
learnt through
T asks five or six Ss and then helps Ss ask each other.
the previous
sessions.
T can choose a spot in the classroom to paste the mini books to have other Ss look at them or recycle
vocabulary later on during the module.
Session vocabulary: Mini-book, title,
Session expressions: On Monday, Tuesday, Wednesday, etc., I
Twins week Video http://learnenglishkids.britishcouncil.org/en/short-stories/twins-week
Resources
Mini book templates for each S, Ts mini book, colours, markers.
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MY DAILY ROUTINE
DAY OF THE
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY
WEEK
ACTIVITY
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3
y
health
for m
I play
UNIT
ALCALDA MAYOR
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WEEK: 15 AIMS: By the end of the session, Ss identify and name some actions (run, walk, jump, play, play soccer, dance, swim) that
MODULE: 2 benefit their health and some (watch TV, play video games) that dont.
UNIT: 3
SESSION: 1
TOPIC: Moving around is good for me

T recycles all the flashcards or cut-outs of the action verbs Ss learnt in previous units: ride 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 the T stops clapping the S
To review
who is holding a flashcard shows it and the rest of the Ss -with the Ts help- say the name of the action.
action verbs T-Ss
15 min Warm up
and connect Ss Ss
When a S shows one of the flashcards of the new vocabulary, T names the flashcard and asks Ss to repeat
with the class
its name.
For the second time drilling the vocabulary, the T tells Ss he/she is going to name the action but is not
going to show the flashcard and Ss are going to act out the action.
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 lessons or prepares for this one.
T asks Ss Is this healthy or unhealthy? Showing the images. The idea is that Ss refresh the concept of
healthy and unhealthy.
The video on
To review
Healthy Habits is a
healthy or Then T tells Ss they are going to watch a video on healthy and unhealthy habits, and plays the video
great way for S to
unhealthy Healthy Habits found in YouTube. If T cant find the video he/she can try to look for a similar one or if he/
recognize healthy
concept while she cant download it T can try to show images of healthy and unhealthy food and habits similar to the
20 min Lead in T-Ss & unhealthy habits,
speaking about ones in the video.
however T must
actions Ss do
be prepared to
at home and at T plays the video one time and when they present the food, T stops the video and reviews healthy food
introduce other
school with Ss.
habits not found in
the video.
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 out each word.
T plays the video for the second time asking Ss to dance and act out the words.
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T aks Ss which of the activities on the flashcards their favourite ones are, 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.
To work on
the concept
Then, T takes out another set of flashcards with images of children watching TV, eating in front of the TV
of healthy
or playing video games and asks children if these activities are healthy or unhealthy and if they make
20 min Pre task and unhealthy T-Ss
them strong(acting out the word strong) or not.
while learning
actions
T tells Ss they are going to act out one healthy habit and gives them an example by acting out one of the
vocabulary
action verbs related to healthy habits as run, jump, etc. Then, T tells them they are going to act out an
unhealthy lifestyle and acts out an action like watching TV or playing video games.
Healthy and unhealthy poster
T gets the Ss in groups of three and tells them they are going to create a poster where they draw two
healthy habits and two unhealthy habits.
To present
T tells them the healthy habits are going to have a happy face next to the picture and the unhealthy
the healthy-
habits are going to have a sad face. T-Ss
unhealthy
25 min Task
poster while
T gives Ss the craft paper and coloured pencils or markers and allows them to start working. Ss-Ss
enhancing oral
production.
T monitors Ss work.
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 or even T can ask schools principal or coordinators if they allow
Ss to post their posters on different parts of the school to create consciousness of healthy habits.
T can play the video healthy habit song act out and model the words.
To cool down
Wrap up
10 min Ss and end the
activity Then T invites Ss to dance and act out the actions. The song can be played at least 3 times and on the
class
3rd time, T starts to lower the volume and signals to students that this is the last time.
Session vocabulary: healthy, unhealthy, jump, run, walk, dance, watch TV, play video games, strong, sports.
Session expressions: This is healthy, This is unhealthy.
Healthy habits song taken from http://www.youtube.com/watch?v=9Fr1iDqemjY
Resources
Craft paper sheet per each group of three Ss, coloured pencils, crayons, markers, flashcards, and masking tape.
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WEEK: 15 AIMS: By the end of the session, Ss will identify and name some sports and will name the ones they like and play.
MODULE: 2
UNIT: 3
SESSION: 2
TOPIC: I like to play

T welcomes Ss and tells them they are going to watch a video about healthy actions.
T must model the
T tells Ss they are going to listen to and watch the video and try to act out the actions they see in the
To review actions and words
video.
action verbs T-Ss in the video at least
10 min Warm up
and connect Ss Ss twice before inviting
T plays the video How about you?
with the class Ss to actively
participate.
Then T stops the video and asks Ss what actions they can remember from the video and then after Ss
have answered T plays the video again stopping before each word is said to elicit vocabulary from Ss.
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. T can also have healthy and unhealthy and weak and strong images to help Ss understand the
To review the concepts better. T can recycle the healthy and unhealthy images and for weak and strong, T can use the
concepts of images suggested at the end of this session plan.
I like and I
dont like and T will read a short book or text related to sports. Also if there is no book available, T can use images or
some action flashcards of some sports such as (soccer, tennis, basketball, volleyball) and ask Ss the question, What At this stage, Ss are
30 min Lead in T-Ss
verbs while sport do you play? While showing the flashcards. able to construct
presenting long responses.
other games T reads each sport and asks Ss if they play it or not. T elicits long responses from Ss. Yes, I play tennis.
or sports 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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T pastes flashcards with each of the sports mentioned above or from the reading, 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.(Note:
Be sure to arrange the class accordingly so that Ss can move around freely, also have groups of Ss (5-6)
participate in rounds, so that not all of them are running at the same time for the same sports, in the
To drill sports same position.)
vocabulary and
20 min Pre task practice the I T starts naming sports and Ss must start moving across the classroom to find that flashcard and stand T-Ss
play structure next to the sport.
with Ss
Then T tells Ss they are going to stand in front of their favourite sport.
Once Ss are standing in front of their favourite sport, T goes aroung asking, What sport is this? and
pointing at the flashcard.
Ss answer and T elicits the structure I playfor Ss to repeat the entire sentence.
T models acting out a sport without speaking, then chooses 1 S to do the same.
To present
Now, each S thinks of two favourite sports and acts them out without saying them. Be sure to model
the healthy- T-Ss
and elicit the
unhealthy
25 min Task If possible, T can allow Ss to use object(s) from the classroom to help them personalize the sports Ss like responses from
poster while S
such as balls, gloves, hats, etc. S when they are
enhancing oral Ss
guessing the sport.
production.
T has the rest of Ss guessing and saying what sport that is. If Ss struggle with the word in English T can
help them with the vocabulary.
T plays the song What sports do you play? and has Ss act out each sport they hear. (MP3 file attached)
To cool down
Wrap up If time allows, T plays the song a second time asking Ss to sing along.
10 min Ss and end the Ss-Ss
activity
class
If T cant download the song, T can use the vocabulary learned during the session and create a song with
the rhythm of the video Healthy habits song used in the previous lesson.
Session vocabulary: strong, weak, sports, basketball, soccer, tennis, volleyball, badminton, golf, baseball, rugby.
Session expressions: I play; What sport do you play?
Healthy habits song taken from http://www.youtube.com/watch?v=9Fr1iDqemjY, or https://www.youtube.com/watch?v=ZyWX6s9jgi8
Resources
Sports flashcards, strong, weak, healthy, unhealthy flashcards.
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WEEK: 16 AIMS: By the end of the session, Ss will express their ability using can or cant to play different sports or games at the
MODULE: 2 playground.
UNIT: 3
SESSION: 3
TOPIC: I can do it
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?
To awaken The first time T will sing the song and act out every single action mentioned in the song, T asks Ss to
Ss interest in follow the movements they see the T doing.
T-Ss
15 min Warm up the class and
Ss
set up their The second time the T plays the song and stops after each action is mentioned. When T stops the music,
attention T says Can you jump? and jumps, Can you swim? and acts out swimming, and then asks Ss to follow along
by acting out as well .

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.
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 The S who touches the card first must say the name of the image, with the help of his/her teammates.
action verbs If the S is right, the team gets the flashcard if the S is not right, the T helps them with the correct name
and sports and the other team gets the flashcard.
T-Ss
20 min Lead in Ss play while
Ss
expressing The team with most flashcards wins the game.
ability with can
or cant 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 encourages Ss to jump, and so on with every action or sport he/
she can do.
Then T takes some of the flashcards and says I cant (nodding his/her head) ride a bicycle or I cant 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 cant.
T can also include words like fly and wiggle to show Ss actions they cant do.
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To drill sports T chooses four flashcards, two with actions or sports he/she can do and two with actions or sports he/
vocabulary and she cant do.
20 min Pre task practice the I T-Ss
play structure T pastes the flashcards on the board and circles the actions that he/she can do and crosses out the
with Ss actions he/she cant do while saying I canI cant.
T gives the Can you? Handout with actions to each S.
To practice
asking what T can create a handout with images, if s/he wants. However, a version of it was included in the materials
students package.
T-Ss
25 min Task can do and
S-S
answering, Yes, Each S starts working on the worksheet and T monitors their work, helping them with vocabulary and
I can. or No, I checking Ss comprehension.
can't.
Ss will report in pairs what they can do after finishing the worksheet.
T plays the song what can you do?
To cool down
Wrap up
10 min Ss and end the Ss-Ss
activity Allow Ss to sing and dance by themselves, as done before, T can lower the volume and let Ss sing without
class
music.
Session vocabulary: jump, run, swim, hop, stomp your feet and turn around, can, cant
Session expressions: I can, I cant
Songs can be taken from:
https://www.youtube.com/watch?v=qI7nYvVXudo
Resources
https://www.youtube.com/watch?v=7MKmbyfhkkE
Can you hand out -PDF file
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WEEK: 16 AIMS: By the end of the session, Ss will share their favorite healthy food and activities.
MODULE: 2
UNIT: 3
SESSION: 4

T welcomes Ss and tells them they are going to play T says. (It is like Simon says)
The T will say 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.
To activate Ss Then T tells Ss they are going to hear him/her say one action but he/she will do another one, Ss must do
T-Ss
15 min Warm up interest in the what they hear not what they see.
Ss-Ss
class
After 6 or 7 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 encourages the S to choose the action that he/she is going
to name.
They can play the game like this 2 or 3 times with different Ss.
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.
T sits Ss in a circle and tells them they are going to meet his/her puppet friend.
To review
vocabulary T gives the puppet a name and shows it to the Ss. T-Ss
15 min Pre task
from previous Ss
sessions The first thing is that the T is going to present his/her puppet, e.g. Look, this is , its my puppet friend,
he/she likes to eat healthy food such as strawberries, bananas, meat and bread and likes to drink juice;
he/she likes to play tennis, swim and dance.
Then T says, My friend can play basketball and ride the bicycle but my friend cant play soccer.
T tells Ss to say hello to his/her puppet friend and allows Ss to take it and observe the puppet.
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T hands out a paper bag for each S and tells them they are going to create their own puppet friend.
To review vocabulary from previous units, T can tell Ss they are going to start drawing the face of the
puppet according to what the T says.
To drill sports
vocabulary and T starts asking Ss to draw the eyes, the nose, the mouth, and the ears and then can ask them to paste
20 min Pre task practice the I the hair using colored yarn. T-Ss
play structure
with Ss Then T tells Ss they are going to decorate their puppet with colored paper or glitter. And T monitors Ss
work.
After Ss are finished, T asks them to think about the healthy food and sports their puppet likes and the
actions their puppet can and cant do.
Instead of having all
To encourage students go to the
Ss to front of the class,
Each S will go in front of the class and present his/her puppet friend in a similar way as how the T
participate an alternative is to
presented his/hers. T-S
30 min Report orally while have them sit in a
S
presenting circle and present
T can help Ss by asking them questions to elicit vocabulary and structures.
their paper bag their puppet in a
puppets. non-threatening
environment.
To cool down
Wrap up
10 min Ss and end the T plays one of the songs Ss have learned during the unit related to food and actions. Ss-Ss
activity
class
Session vocabulary: dance, walk, jump, run, swim, hop, stomp your feet and turn around, can, cant, like, puppet friend.
Session expressions: he/she can, He/she cant, and this is my puppet friend.
Paper bags for the paper puppets, one per S; flashcards from previous sessions about sports and actions, glue, colored yarn, colored paper, colors.
Resources
How to make a paper bag puppet pdf file. Taken from www.abcteach.com
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MODULE 2 Caring for my body
4
y
body
for m
Caring
UNIT
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WEEK: 17 AIMS: By the end of the session, Ss will identify and name habits they must have at school and at home to stay healthy.
MODULE: 2
UNIT: 4
SESSION: 1
TOPIC: Healthy habits in my house and my

school
T welcomes Ss and tells them they are going to watch a video about David and his routines.
T asks Ss to sit in their chairs and watch what David does.
To awaken T plays the video Personal hygiene.

Ss interest in
T-Ss
15 min Warm up the class and T asks Ss if they think David is healthy, happy and strong.
Ss
set up their
attention Ss might answer in Spanish; T should try to translate answers into English always leading them to
understand that David is happy and healthy because he has a healthy routine.
T should model the language so that Ss can start using the correct language, e.g. Is David healthy? Yes,
he is, Yes, David is healthy.
T plays the video again, this time stopping to drill every action David does during his routine: play, wash
his hands, eat healthy, brush his teeth, read a book, take a shower, comb his hair.
T names each action and asks Ss to repeat after he/she names it. T repeats each word at least three
times in choral drills.
Then T asks Ss if they do those actions, e.g.. Do you wash your hands?, acting out the actions, Do you Once the song has
brush your teeth?, etc. T can help Ss answer I do while nodding his/her head to affirm he/she does the been introduced
To present action. (This is the way
everyday T-Ss you ) play it in the
25 min Lead in T tells Ss to take out the elements they brought from home: tooth brush, a small towel, soap bar, a comb
routine hygiene Ss background so that
or a hairbrush.
habits to Ss Ss can get used
T takes out his/hers and starts naming each element while asking the Ss to show him/her the element to the words and
he/she mentioned, e.g. Look, this is my toothbrush, now show me your toothbrush, etc. actions.
After T and Ss have seen all the elements, T asks Ss, What do you do with this? E.g. showing the comb,
teacher says, What do you do with the comb? Ss might answer in Spanish, Me peino, and T repeats in
English, You comb your hair; what do you do with this? (Showing the soap). Ss might answer, Me enjabono
o me bao. T repeats in English, I put soap or I wash my body or my hands, acting out, and so on with each
element. T makes sure to have Ss repeat the English phrase when responding in Spanish.
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Then T tells Ss they are going to watch a video and hear a song about a healthy routine and T plays the
video This is the way you from YouTube, or any other video about the same topic.
T plays the video the first time and takes his/her elements to imitate the images on the video while
singing.
T invites Ss to do the same as they listen to the song and watch the video.
This activity can be done three times, Ss love it!

For this stage, T needs cut-outs or flashcards that represent each action Ss learned during the previous
stages: play, wash your hands, wash your face, eat healthy, brush your teeth, read a book, take a shower,
To drill sports
comb your hair, put on your clothes.
vocabulary and
T tells Ss his/her routine by saying each activity he/she does at her house in the morning and while
play structure
naming each activity T pastes the flashcards on the board.
with Ss
Then T can ask Ss to repeat each name as he/she points to the flashcards.
T gives Ss a piece of white paper and tells them he/she is going to sing and act out one part of song This
is the way you and they are going to draw it on the paper.
To review
vocabulary T can name two or three habits depending on the time Ss take drawing.
learned during
T-Ss
20 min Task the lesson T can start singing This is the way I brush my teeth, and Ss must draw the picture of them brushing
S
while checking their teeth.
listening
comprehension Then T can sing This is the way I comb my hair and Ss are supposed to draw the picture.
The idea is that the T sings without acting to check Ss comprehension.

To cool down
Wrap up T can sing with Ss the This is the way I . song using the elements they brought from home, without T-Ss
activity the video to enhance Ss production. Ss
class
Session vocabulary: Play, wash your hands, wash your face, eat healthy, brush your teeth, read a book, take a shower, comb your hair, put on your clothes, healthy routine, tooth
brush, a small towel, soap bar, a comb or a hairbrush.
Session expressions: this is the way, do you? Yes I do, no I dont.
David and his routine personal hygiene video taken from https://www.youtube.com/watch?v=jEy0Ltlm3nU
Song and video taken from https://www.youtube.com/watch?v=L9EVcNoyfFA
Resources Flashcards with the vocabulary mentioned on the session plan.
Recyclable paper, coloured pencils, markers, tape.
Personal hygiene elements mentioned on the lesson plan. Tooth brush, a small towel, soap bar, a comb or a hairbrush.
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WEEK: 17 AIMS: By the end of the session, Ss will identify and name some games found on the playground while learning about the
MODULE: 2 importance of playing safely
UNIT: 4
SESSION: 2
TOPIC: Playing safe

T could take the Ss to the schools playground to show them the games they can play there. If it is not
To awaken possible, show students a picture of a playground or elicit objects and draw them on the board.
Ss interest in
T-Ss
15 min Warm up the class and E.g. Look. This is the slide. Do you like to slide? And so on with every game that could be found on a
Ss
set up their playground.
attention
T asks Ss to repeat the name of each game while showing the images from the video.
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.
The S who finds it must shout, I found it!

To present
playground T models the first time for Ss. Look for the merrygo- round, as the T makes circles with his/her hands T-Ss
20 min Lead in
games and acts out as if he/she were in the merry-go-round. Ss
vocabulary
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.

With the flashcards on the board T reviews vocabulary with Ss by naming each flashcard and having Ss
repeat the names one time.
To drill sports For the second time T randomly points at one flashcard and Ss must name it, T can help them by
vocabulary and prompting the names.
T tells Ss they are going to watch a video about the right and wrong way to behave on the playground.
play structure
with Ss T plays the video playground rules. Since the video is very long (approx. 6 min), T can play some parts
of the video to show Ss the dos and donts of the playground rules.
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After the video is over, T goes to the flashcards and asks the Ss to act out the correct way and the wrong
way to behave on each one of the games.
T points at the swings and asks the Ss, What is the correct way when swinging? T acts out the correct and
the incorrect way to swing.
T does this with each playground game.
T draws a happy face and a sad face on the board and tells Ss that the correct way to play on the
playground gets the happy face and the incorrect way gets the sad face.
Dos and donts in 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 way.
To review
T gives Ss 3 o 4 min to prepare their act and then asks the groups to come out front and represent the
vocabulary
role-play.
learned during
T-Ss
25 min Task the session
When Ss are finished, the rest of the group says if they behaved correctly on the playground and get a S
while checking
happy face or if they behaved incorrectly they get a sad face.
listening
comprehension
Each group gets their faces on the board.
If the T sees it is feasible he/she can take the Ss to the playground so they can do their role play on the
real playground games and for the happy and sad faces, T can take out a piece of craft paper to draw
the faces.
To cool down
Wrap up T-Ss
10 min Ss and end the T plays treasure hunt with the flashcards again to review vocabulary form the playground.
activity Ss
class
Session vocabulary: slide, swing, seesaw, merry go round, climber, rocker, basketball hoop, bench, jungle gym, springer.
Session expressions: Is this correct? Is this incorrect? Games at the playground.
Playground vocabulary flashcards, craft paper in case they decide to go outside for the role plays, tape,
Resources Playground train video taken form https://www.youtube.com/watch?v=UUep14EeXMI
playground rules video taken from https://www.youtube.com/watch?v=cTXP9txUbOA
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112
WEEK: 18 AIMS: By the end of the session, Ss will identify and name common ailments (headache, sore throat, runny nose, cold,
MODULE: 2 earache, cough, stomachache) and will reflect on the importance of having a healthy lifestyle to avoid those ailments.
UNIT: 4
SESSION: 3
TOPIC: Germs make me sick

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, Im very good, healthy, and happy. How are you? T encourages Ss to respond if they are good,
happy, healthy, sleepy, or ill.
To awaken
Ss interest in Then T tells Ss they are going to watch a video about people who are sick and acts out the word ill. T-Ss
20 min Warm up the class and
Ss
set up their While the video, Im too ill plays, T shows Ss each flashcard with each of the ailments they hear from
attention the video.
T allows Ss to watch the video once while showing the flashcards.
The second time T plays the video, s/he asks them to stand up and act out each ailment as they listen
to it. T also acts out.
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.
To present
common The idea is that T is going to lead Ss into reflecting on how a healthy routine can help them prevent
common ailments.
ailments
vocabulary T-Ss
20 min Lead in T pastes ailments flashcards on the board and reviews names with Ss.
and reflect on Ss
how to prevent Then T shows Ss the healthy routine habits and tells them how to prevent getting sick.
them with a
healthy routine 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 ache, and pastes the flashcard next to the stomach ache flashcard
to help Ss make the connection.
To drill
T needs ailments flashcards and healthy routine habits flashcards.
common
ailments
T pastes ailments flashcards and reviews vocabulary by asking Ss Whats wrong with him/her?
vocabulary
according to the picture.
20 min Pre task while reflecting T-Ss
on how to
T helps Ss answer, He has a cold, She has a cold, He has an earache, She has an earache, and so on.
prevent them
with healthy
T repeats this activity two times, by changing the order of the flashcards.
routine habits.
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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.
Once the Ss finish reviewing healthy habits vocabulary, T points to one ailment and asks Ss, What healthy
habit can prevent this?, pointing for example to the stomach ache and starts pointing at the healthy T-Ss
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.
T shows the Ss the ailments hand out if the T cant copy the handout attached, T can do a similar handout
with similar images related to the vocabulary seen in the session.
T tells Ss theyll hear the name of one ailment and they must colour it as the T mentions it. Now, T can
To review use the aliment in a sentence (in context) so that Ss become familiarized with its use.
vocabulary
related to E.g. earache Mark has an earache. T monitors that all of the Ss are colouring that ailment.
T-Ss
20 min Task ailments while
S-S
checking T asks Ss to draw a possible prevention habit for each ailment they colour.
listening
comprehension T goes around monitoring Ss work.
When Ss are finished colouring and drawing, T sets students in pairs, picks up the worksheets and asks
one S to pick one up randomly and present one ailment and one possible prevention habit that his/her
classmate drew. To his/her pair.
To cool down
Wrap up T divides the class in two groups, shows the ailments flashcards and gives a point to the group that calls T-Ss
activity out the right name for each flashcard. Ss
class
Session vocabulary: ailment, headache, sore throat, runny nose, cold, ear ache, cough, stomach ache, wash your hands, walk, eat healthy, wash your face, sleep.
Session expressions: What is this? Whats wrong?
Ailments and healthy routine habits flashcards.
Resources Ailments worksheet
Im too ill story, taken from http://learnenglishkids.britishcouncil.org/en/short-stories/im-too-ill
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WEEK: 18 AIMS: By the end of the session, Ss will identify and name different actions and routines that can help them prevent common
MODULE: 2 ailments (headache, sore throat, runny nose, cold, ear ache, cough, stomachache) and will reflect on the importance of
UNIT: 4 playing safe to take care of their body.
SESSION: 4

T welcomes Ss and asks them 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.

To connect ss T-Ss T should search the
15 min Warm up
with the class. T will play the song a second time but this time T will stop the song and Ss will be invited to sing without Ss song on YouTube.
the music to enhance their oral production.
T can help them with the rhythm and the vocabulary by singing with them the first time.
T can create two groups, the first group asks whats wrong and the second group answers and then they
switch roles.
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
To review
throw and eraser to them, the flashcard where the eraser falls or is nearest to it is the one the S who
vocabulary threw the eraser needs to name. T-Ss
15 min Lead in
from previous Ss
sessions His/her partners should assess whether it is right or wrong. Their conversation should be something like:
Whats that?
Its stomachache
Thats right/wrong
T can do this one time per S. The Ss who already played can help the others with vocabulary.
T will tell Ss they are going to create a poster where they share 3 habits that allow them to stay
healthy.
To reflect
on habits Ss T will explain to the Ss they can use the flashcards as examples of the habits they must have to stay
15 min Pre-task T-Ss
practice to stay healthy and avoid getting sick.
healthy.
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.
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To review
vocabulary It might be helpful
related to to provide Ss with
T can give each S a recyclable sheet of paper and they start drawing, T monitors their work. T-Ss
20 min Task ailments while figures to colour in
T guides Ss into drawing healthy habits and safety rules to avoid getting sick. S
checking or complement and
listening not draw everything.
comprehension
Report and To allow Ss to Each S presents their ideas to stay healthy. T helps Ss with the vocabulary. T models the language to be
10 min wrap up present their used by presenting first and then looking for 2 or 3 volunteers to follow Ts lead, e.g. This is my park. This TS
activity work is a swing. I like to swing.
Session vocabulary: vocabulary related to healthy routine habits and playing safe in the playground.
Session expressions: I like to
Resources Recyclable paper, colours, markers, tape, flashcards from previous sessions.
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MODULE 2 Keeping my family and friends
5
healthy
ng my
and
lthy
s hea
family
Keepi
friend
UNIT
ALCALDA MAYOR
DE BOGOT D.C.
118
WEEK: 19 AIMS: By the end of the session, Ss will identify and name some basic house chores (make the bed, wash the dishes, do the
MODULE: 2 laundry, sweep the floor, cook, and dust and pick up the toys) and will share how they and their relatives help at home.
UNIT: 5
SESSION: 1
TOPIC: I help at home

T welcomes Ss and tells them they are going to watch a video about a Megan and Cleopatra doing house
To activate chores.
prior
knowledge T plays the video and allows Ss to look at it without stopping the first time.
T-Ss
15 min Warm up while reviewing
For the second time, T plays the video and stops periodically to ask questions about what the girls are doing Ss
simple
classroom and to explain to Ss what tide up means.
commands
After the video is over for the second time, T and Ss will reconstruct what happened in the video.
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 tells Ss they are going to watch the video about Megan and Cleopatra again.
To review T has Ss get in groups of 4. She/he will handout picture sets for students to organize as they watch the video.
vocabulary T-Ss
15 min Lead in
from previous The Ss start watching the video and every time the video presents a house chore, the T stops the video and Ss
sessions explains for Ss to take the right card and put it in order.
When the video is over T asks Ss if they do some house chores like Megan and Cleopatra.
T can help Ss with vocabulary as they are only starting to get familiar with it.
T will have family chores flashcards, 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.
T will start telling Ss, In my house, all my family helps to clean up. My mother cooks, my father washes the
To reflect on dishes, I make my bed, my sister picks up the toys, etc.
15 min Pre-task chores Ss T-Ss
perform. T can give one example with each member of the family putting the flashcards together as T names the
family member and the chore.
T draws a chart on the board with 6 squares and on each square, puts one flashcard of one family member,
then under each family member puts a flashcard with one house chore picture and while repeating each
member of the familys name and the chore they do.
T also includes him/herself in the chart with one house chore he/she does.
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T gives each Ss a chart (worksheet at the end of the lesson plan) and asks them to complete it by drawing
his/her family members and how they help at home. T-Ss
20 min Task To practice
S
T monitors Ss work and when they finish T asks them to share their charts with their classmates.
This song is
Report and To allow Ss to To organize the classroom T starts singing the clean up song and asks Ss to help him/her clean up. T can also
key and should
10 min wrap up present their get Ss to lead the song as well, taking turns so that throughout the week(s) everyone has had an opportunity S
be recycled
activity work to lead the song.
constantly.
Session vocabulary: living room, bathroom, bedroom, house, house chores, make the bed, wash the dishes, do the laundry, sweep the floor, cook, and dust and pick up the toys.
Session expressions: Lets clean up, How do you help at home?
Megan and Cleopatra tidying up video taken from: http://learnenglishkids.britishcouncil.org/en/kids-news/tidying-up
Handout taken from: http://learnenglishkids.britishcouncil.org/sites/kids/files/Tidying%20up%20-%20activity%201_0.pdf
Resources
Clean up song taken from https://www.youtube.com/watch?v=Lte1uo5hLVw.
House chores chart, coloured pencils, tape.
HOUSE CHORES CHART
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WEEK: 19 AIMS: By the end of the session, Ss will identify and name some basic strategies and actions to be a good friend and to
MODULE: 2 behave in class.
UNIT: 5
SESSION: 2
TOPIC: I am a good friend

T welcomes Ss and asks them to sit on the floor. You might want
to label these
Before class, the T has posted some flashcards with basic classroom commands around the classroom. as Class Rules
To activate
or Essential
prior T tells Ss he/she is going to ask one S to look for one flashcard with one specific command and the S must Agreement s and
knowledge go and find it. T-Ss
once they have
15 min Warm up while reviewing Ss
When the S finds it, he/she can tell the rest of the class to perform that action. been taught,
simple
paste a copy in
classroom
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 classroom
commands
the Ss to stand up. next to the door
or bulletin board
Flashcards can have commands, such as stand up, sit down, be quiet , raise your hand, etc. (visible)
T asks Ss to sit and watch the video Basic classroom rules 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 concept
To review basic And T gives examples like, When a S wants to speak what do you do? Do you speak without permission? T
that has to be
classroom acts out that situation T asks, Do you raise your hand and wait for permission? and T raises his/her hand. introduced
rules while
carefully. You
20 min Lead in presenting the The idea is to have Ss reflect on how to behave in the classroom and at school. T-Ss
might want to
concept of
explain this
being a good T then repeats the video to stop on the part where they talk about bullying and being a good friend.
in Spanish or
friend.
T asks Ss, How do you help a friend? How do you stop bullying? provide the
Spanish term.
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.
T needs to have 8 cut-outs or flashcards with images related to being a good friend or not. There are some
images at the end of the lesson plan as examples.
To reflect on
20 min Pre task what being a T shows the images to the Ss and asks them, Is this a good friend or not?, showing the image. Ss answer if T-Ss
good friend is he/she is a good friend or not and why. The response can be said in Spanish.
T has to model the desired language, e.g. This is a good friend. He/she is helping. He/she is kind.
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T pairs up Ss and gives them sheet of craft paper.
To have Ss
T tells Ss they are going to create a poster with drawings with ideas on how to be a good friend and have
reflect on what
good behaviour in the classroom.
being a good
Task and T-Ss
40 min friend is while
report T monitors Ss work, and then when Ss are finished they share their posters with the class. Ss-Ss
performing
hands on
Ss in pairs briefly explain their poster.
activity
T will provide an example with desired language, starting off the presentations with 2 or 3 pairs of Ss.
This song is
Report and To allow Ss to To organize the classroom T starts singing the clean up song and asks Ss to help him/her clean up. T can also
key and should
10 min wrap up present their get Ss to lead the song as well, taking turns so that throughout the week(s) everyone has had an opportunity S
be recycled
activity work to lead the song.
constantly.
Session vocabulary: raise your hand, stand up, sit down, be quiet, raise your hand, help your friend, bullying.
Session expressions: Im a good friend when;
Resources https://www.youtube.com/watch?v=RyLzsQKFpB0
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WEEK: 20 AIMS: By the end of the session, Ss will identify and name some actions they should and shouldnt do to keep the schools
MODULE: 2 environment healthy.
UNIT: 5
SESSION: 3
TOPIC: My school is a healthy place

T welcomes Ss and plays the video and song related to things that can be done on the playground.
The idea is to review and recycle some vocabulary that was already studied regarding the playground and
To connect Ss T-Ss
10 min Warm up sports.
with the class Ss
Once the song is over, T asks certain questions from the video, e.g. Do you on the playground? or Should
you . on the playground? questions can be asked.
T asks Ss how they think their school looks, if it looks pretty or ugly and why.
Note: It would
T shows them images that reflect healthy and unhealthy school environments. Some examples are at the be advisable
end of the lesson plan. to use real
images from
To present the T can also prepare a PPT if he/she wants. your school, i.e.
20 min Lead in concept of a T-Ss in the morning
healthy school The idea is to have Ss reflect on how every image looks and have them name what is right or wrong with the when Ss arrive
images and what Ss are doing. (clean) After
Lunch (messy)
E.g. T shows one image and says, Look. Is this a healthy or unhealthy school? Ss answer healthy if the image and after school
is of an organized school, if Ss in the pictures look happy or unhealthy if its a disorganized school messy or (dirty)
dirty.
T pastes a large piece of craft paper on one wall in the classroom.
T tells Ss they are going to have a wall of dos and donts in school.
When acting
To reflect on T tells Ss they are going to draw one image of one thing they should do at their school to keep it healthy out, T needs
20 min Pre task what being a and one they shouldnt do. T-Ss to help model
good friend is the desired
T can give examples by acting out some correct behaviour like cleaning, organizing, being a good friend language.
and some bad behaviour like throwing trash, shouting, being mean to other Ss.
T can invite Ss to act out some examples also.
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To have
To organizes Ss into groups of 3 or 4 and provides them with 4- 6 images representing desired behaviour at
Ss reflect
school. Have Ss describe the objects and actions in their pictures to each other.
on what a Provide Ss with
healthy school T-Ss models to follow
25 min Task T should be rotating around the class, helping Ss with vocabulary.
environment Ss-Ss in order to draw
is while having or colour.
Then Ss start to summarize their group task by drawing the right action and the wrong action on the craft
a hands-on
paper according to their flashcards or images.
activity
To assign T tells Ss that for next class they need to bring images of healthy, correct actions to do at home and at
5 min Homework homework for school and images of actions they should avoid at home and at school. Each S must bring at least 6 images;
next class. three with appropriate behaviours and the other three with in appropriate behaviours.
Session vocabulary: playground safety vocabulary, simple commands in the classroom vocabulary.
Session expressions: a healthy school, an unhealthy school.
Playground video taken form http://learnenglishkids.britishcouncil.org/en/songs/playing-the-playground
Resources
Flashcards with playground games.
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WEEK: 20 AIMS: By the end of this session, Ss. will be better able to suggest ideas on how to keep their environment healthy.
MODULE: 2
UNIT: 5
SESSION: 4
TOPIC: Consolidation and Assessment

T welcomes Ss and tells them 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
To set up Ss acts it out
attention and T-Ss
T invites Ss to imitate him/her and continues singing the song while varying the chores or actions
10 min Warm up create a good Ss
vocabulary.
atmosphere to
start class 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 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 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.
To present the T can also review family chores by asking Ss, How do you help at home? Showing them different
concept of a household chores flashcards to review vocabulary.
banner and
T gives Ss examples of how he/she helps at school and at home to create a good environment. T can
explain to Ss
10 min Pre-task use cut-outs for these examples or the same flashcards mentioned before. T-Ss
the task they
will do while T says, I help at home when I wash the dishes and I help at school when I respect my friends, or when I
reviewing clean the classroom.
vocabulary
Then the T says, I dont help at home when my room is messy, I dont help at school when I shout.
Now T encourages a few Ss to model the language previously introduced.
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T sets Ss in groups of 4 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 banner shape (like a rectangle) and T tells them they
To reflect are going to use the images they brought from home to create the banner with the right and wrong
on right and actions they do at school and at home.
20 min Task wrong actions T-Ss
at school and Ss can paste pictures and decorate the banner.
home
T monitors Ss work and goes around helping them with the vocabulary.
If time permits, at least 3-4 groups should briefly explain their banner using Dos and Donts. T helps Ss
to construct sentences and phrases when necessary.
Do not forget to
use the sandwich
Ss are to have a portfolio display, it is up to the T to decide whether she/he wants to have a one to one
technique for
presentation or if S per S should present to the whole group.
feedback. Say
something good,
To present Ss should be told to keep all the crafts and products they have made during the development of all the
S-Ss something that
Ss outcomes, sessions, especially the assessment and consolidation ones.
Portfolio can be improved
40 min which have
display and close with a
been kept in a Ss will select the 2 or 3 pieces they like the most and they feel more confident presenting. They should
S-S comment about your
folder describe those pieces to other Ss and T.
favourite part of the
presentation. This
T should monitor as Ss present and take notes on their performance. Once presentations are over, T
will decrease anxiety
should provide Ss with feedback.
and Ss frustration to
failure.
Session vocabulary: vocabulary related to house chores and schools chores and commands.
Session expressions: I help at home when; I help at school when
House chores flashcards.
Healthy and unhealthy house and school environment images
Banner size craft paper, one per each group of 4 Ss, colors, markers, glue, tape.
Resources
Clean-up song can be taken from:
https://www.youtube.com/watch?v=1b4gSs0KhIU
https://www.youtube.com/watch?v=t6uR7ZDwT70
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1
al
artist
natur
Im a
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WEEK: 21 AIMS: By the end of this session, students will be able to recognize their own artistic abilities and likes regarding different art
MODULE: 3 expressions.
UNIT: 1
SESSION: 1
TOPIC: My special artistic talents and abilities

at home and at school

T greets and welcomes Ss
T has Ss sit down on the floor to form a circle so that everybody sees each others face.
To set up Ss T sits down with Ss as well in order to lead the activity. T takes an empty plastic bottle and spins it in the T-S
middle of the circle. When the bottle stops, the S who is facing its cap has to follow a command given by
attention and T will use commands
the T. Open the door, Go to the board.
10 mins Warm-up create a good Ss have already
atmosphere to practiced in class.
After T has done it a couple of times, T can transfer the leadership of the activity to different Ss. At first,
start class to volunteers, then T can encourage shy Ss to try it. If Ss do not want to try alone, T encourages them by S-S
pairs; the idea is to have Ss follow and practice commands and verbs by expressing them orally.
T rewards Ss performance with positive comments, and T gives advice to Ss to do better for further
exercises.
(Ss remain seated on the floor) T presents the objectives to Ss using images and examples (Suggested
objectives: to talk about art and their abilities to do different artistic activities). While T presents the
objectives it is important to show Ss images of key words and specify the work abilities:
Sing I can sing (T mimics)
Draw T-S
Paint
While T leads the
Play an instrument
activity, he or she
Dance
has to encourage
Act
Ss to follow the
To present and Somersault
T pastes the images on the board or walls as they are presented to Ss. Ss repeat words as well. language modelled
Lead contextualize
by T.
15 min in and the topic about
It is OK if Ss make
practice artistic abilities After the images are placed in a visible spot in the classroom, T encourages them to repeat the words
one more time or more. mistakes, since it is a
and vocabulary
free practice activity
Once again T sits down in a circle on the floor and spins the plastic bottle. for them to get used
to the language.
When the bottle stops, T dares the student in front of the bottle with a question: Can you sing?
Encourage Ss to answer, Yes, I can. or No, I cant. If they say yes, Ss have to attempt to perform or act S-S
out the activity
Alter 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 words in case they cannot manage them well.
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As a transition for the next activity, T gives feedback on the previous activity. Then, T points out that
they can do many things and that those are the abilities of a natural artist. T motivates Ss by reminding
them that all of them have talents and that they can be:
Singers
Musicians
Actors
Acrobats
Painters
T-S
To support
students in As T highlights the vocabulary, he/she sticks images related to the vocabulary next to the T must encourage Ss
the process of corresponding abilities that were previously pasted on the wall or bard, so that Ss can make to name the cards as
20 min Practice
getting familiar associations. Ss repeat the words at the same time I can be an actor. they are organizing
with the new them.
vocabulary T asks Ss to repeat the vocabulary and structure once again using the two columns of images pasted
S-S
on the wall I can sing. I can be a singer.
T now mixes the images on the wall or board, so that Ss cant see the pairs anymore.
T groups Ss and gives them a set of mini paper cards with the same images. Ss have to organize them
in pairs by making associations.
As a class, T and Ss check the right answers and give feedbac

Ss decide what and how they are going to perform in the talent show. Ss have some minutes to practice
their performance. (Be sure to allow at least 10 mins. to practice and make sure Ss are clear on the S-S
instructions.)
To Encourage Ss
communicate to say complete
While T leads the talent show, Ss perform one by one their act, but first Ss say their name, the ability and
30 min Task in a talent show sentences, but T can
the profession they chose: My name is Sophia. I can play an instrument. I can be a musician.
the abilities pay attention to the
each S has. process as well.
Ss support their favourite artists with applause. The S with the most applause will be the winner.
T-S
T congratulates Ss for their hard work and talent.
Resources A plastic bottle, flashcards or images, little cards with images of artistic professions,
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WEEK: 21 AIMS: By the end of this session, students will be able to recognize their own artistic abilities and preferences regarding
MODULE: 3 different artistic expressions.
UNIT: 1
SESSION: 2
TOPIC: My favourite kinds of artistic

expression

T greets and welcomes Ss to the class.
Concentration game: T places the previous sessions flashcards on the wall; they should be face down
so that Ss cant see the images. (verbs related to artistic abilities such as sing or dance, and artistic
professions like singer or dancer)
To review and T selects a S to stand up and take one of the cards. Ideally, the S has to name it, but if he/she cant, T T-S The first round is
practice the can help with the word. T instructs Ss to memorize where the image was. aimed to model the
15 min Warm-up
last session activity until Ss get
vocabulary T asks the same S to turn over another image and again, encourages the S to say the word. T can help S-S used to it.
again if necessary.
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 for another volunteer.
Every time a S pairs two cards, all Ss have to build a sentence with those words I can be a singer.
T presents objectives to Ss
(Suggested objective: to associate different art expressions vocabulary, such as music, painting dancing
It is important that
and acting, with basic positive adjectives to describe arts like great, cool and nice.)T tells Ss that art is
T acts out and uses
expressed in different ways like music, painting, dancing and acting. T shows images of these common
To introduce facial clues for Ss
art expressions. For example, for music, an artist in- fashion on stage; for painting, an image of a painter;
the topic and to understand the
for dancing, a popular dance like salsa; for acting, and the image of a famous known movie.
15 min Lead in contextualize different meaning
language and of intensity in each
For example, T tells Ss that he/she likes music, so T plays a video sample of a really nice dance for some
vocabulary word (a vocabulary
seconds. T stops the video and justifies why music is good for him/her, I like music because its great.
technique called
scales)
Then teacher shows an image of a cool painting or cartoon and says I like painting because its cool.
T shows the image of a movie or famous actor and says, I like acting because its nice.
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T draws three types of happy faces on the board. Each one representing a different grade of
excitement for nice, cool and great, and presents them to Ss.
T monitors Ss work
To express an
T gives Ss three medium-sized circles of cardboard to draw their faces expressing the same feelings, and encourages and
opinion about
20 min Practice just like what the T drew on the board. guides them to use
an artistic
complete sentences
sample
T has Ss listen and see different art expression samples from images, or slides on the computer. Every when responding
time Ss see a sample they raise their hand and name one of the three cards to express their opinions,
first in a small group, and then Ss check as a class.
To create a T shows Ss a sample of a mini-poster, as an example for Ss to decorate theirs with different material
mini-poster available at school (recycling paper, temperas, clay (play-dough), strips of colored paper etc.). T
in order to encourages Ss to be creative.
Complete sentences
represent Ss
are not a must;
favourite art Each Ss stands up and shows their poster to their classmates My favourite artistic expression is music. S-S
however, they should
40 min Task expression, and This is reggaeton.
be modelled and
at the same S-T
encouraged at all
time, to give an Their classmates raise their cardboard faces (made in the previous session) and say aloud what their
times.
opinion about opinion is.
their partners
posters. Students glue their crafts around the classroom. According to Ss opinions, a winner is chosen.
Resources Videos and online images to support the presentation of vocabulary
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WEEK: 22 AIMS: By the end of this session, students will be able to recognize their own artistic abilities and likes regarding different
MODULE: 3 types of artistic expressions.
UNIT: 1
SESSION: 3
TOPIC: I can create art with colours and

shapes.

T greets and welcomes Ss.
Chinese whisper: T has already displayed on a classroom wall all the images used in previous lessons to
teach vocabulary related to art abilities, professions, and artistic expressions or representations (sing,
singer, music, draw, painter, paints, act, movies, cartoons, etc.)
T Divides the classroom into 2 teams, both of them sit down separately in 2 different lines. T-S During the modelling
round, Ss will make
mistakes or break
The Ss in the head of both lines are the heads and Ss that are last in line are the tails
rules. Thats the
opportunity for T to
To assess T calls the heads to model a first round of the game. The heads stand up and go to the Ts place. Then
clarify them.
and review T whispers a short sentence to them, I can dance. The heads run, sit down in their chair and whisper
15 min Warm-up It is also important
lesson 1 and 2 the message to the S behind them, then, that S whispers what he/she understands to the S behind, and
to highlight that Ss
vocabulary so on.
must remain quiet
when the tail goes
T reminds Ss that they can only whisper to the person right in front or behind them. The head can send
for the picture. They
the messages as many times as necessary and nobody is allowed to talk, only to whisper. cannot help. T must
S-S always monitor
When the messages finally arrive to the tails ears, the tails stand up, run to the wall and take the picture
of the flashcard related to the sent message.
After the modelling round, class can start officially playing.
The team with the most images is the winner.

T presents objectives to Ss (Suggested objective: review colours and get familiar with basic shapes
To introduce in order to create and represent real figures and describe them). T doesnt mention the name of the Ts attitude and
and shapes yet. energy when working
contextualize with songs is key
the lesson While presenting the objectives, T shows Ss a sample of a figure made up of basic shapes (car, landscape, T-S because T can pass
20 min Lead in topic by using clown, house, robot, etc.) in order to let them know what is expected from them by the end of the lesson. that energy on to Ss,
realia, mime S-S catch their attention
and gestures, T uses Ss previous knowledge in order to have them predict the shapes names (circle, triangle, square, and make them feel
and Ss prior rectangle, cone, line, and oval). If necessary T can use parts of the words (pre/suffixes) vocabulary confident.
knowledge technique, so that Ss get sound clues for some of the words that are similar to their mother tongue
(Triancirrec)
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Ss tell a partner their predictions triangle, circle, rectangle
T plays a video song where these figures are explicitly taught, so that Ss check their predictions. Ideally,
the song will review colours, so that Ss identify the correct words, colours and sentence structure as
well. Therefore, Ss are able to repeat and sing the vocabulary following clear language patterns.
T must apply basic steps to present and scaffold a song:

1. T Plays the song and sings when key words appear (shapes) making emphasis on pronunciation
and drawing the shape with his/her hands, while students just listen.
2. T plays the song a second time, so that Ss move to the the songs rhythm and draw the shapes
in the air with their hands along with the T.
3. The third time, T encourages Ss to sing while moving to the rhythm of the music and acting out.
T congratulates Ss, and encourages them to continue using the vocabulary learned.
Ss sit down at a table facing their peers in groups of three or four Ss.
After the song, T goes over the first picture sample of creating a drawing with shapes previously
displayed when presenting the objectives. If possible, T gives a copy of the drawing to each group. T
asks Ss to look at the image, identify the figures and colours, and tell their peers what they can see. T
gives Ss a language model to follow in order to show Ss that they can use sizes too: I can see a house.
This is a small red circle. This is a long brown rectangle. T monitors Ss to
guide and encourage
T asks Ss about other types of drawings to create basic shapes. T elicits some answers from different them using the right
To have Ss vocabulary
Ss, e.g. This is a house. This is a box.
identify and
name figures Ss already know,
T uses realia so that Ss can manipulate the figures. The T has a big bag, or a box, full shapes of
and colours and have been using
different sizes. Before opening it, T asks Ss to guess whats in it. T asks a S to put his/her hand in it
in order to colours and sizes in
25 min Practice a take a figure. The S has to name it and show it to the class. The T helps, Its a small blue square. Ss T-S
create basic previous modules.
repeat.
sentences and
identify things
Some Ss continue taking out of the box or bag different shapes. Ss end up getting at least two figures
to create with
in order to do the next activity.
shapes T monitors Ss to
ensure that Ss
In the same groups, Ss will use their figures to represent any object. After 3 minutes, T says, STOP! are using the new
And asks one or two group(s) about their object in order to model. Whats it? Its a church. What vocabulary.
shapes does it have? A big squarea big triangleand two small circles Ss may not come up with
the exact sentences, but they should be logical. If Ss need help producing responses, T can assist. T
paraphrases Ss sentences. In that way, Ss can self-correct.
Now T asks the previous questions to all the groups, but this time Ss will answer each other in their
groups.
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To foster Ss T tells Ss that they are about to use their creativity to produce an artistic drawing using shapes, colours
creativity by and sizes. T tells Ss that they are going to be evaluated by their peers using the cardboard faces (See T-S
using basic session 2) and three adjectives to describe arts (great, cool, nice).
shapes and
colours in
T gives Ss a piece of cardboard to create their drawing. Ss do not use rulers or moulds, just their drawing
order to create
skills. T reminds Ss to use different shapes, colours and sizes. Ss have 15 minutes to finish their artwork. T goes around
a drawing
the classroom
(landscape, an
Ss who finish their artwork before their peers can decorate it with a frame. monitoring
animal, a car,
30 min Task groups, fostering
an airplane,
T groups Ss (4 or 5 members per group) and they sit at a table in order to present their creation. participation and
etc.)
the appropriate use
To recycle
Before presenting their drawing, T models the activity with a high achiever: vocabulary.
session 2
It is a lion. It has 2 yellow circles. 1 small triangle. It is red
adjectives
Cool (Ss name and show a cardboard face to rate the drawing.)
to rate or
describe arts
(great, cool, T congratulates all Ss for their hard job. T goes over some Ss drawings to point out important S-S
nice) characteristics that make them special.
Real wood, plastic or cardboard shapes for Ss to build figures.

A video song including shapes or geometric figures. If possible combined with colours and sizes, would be ideal.
Resources
An option to the song is to play the game in the following link:
http://learnenglishkids.britishcouncil.org/en/word-games/paint-it/shapes
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WEEK: 22 AIMS: By the end of this session, students will be able to recognize their own artistic abilities and likes regarding different art
MODULE: 3 expressions.
UNIT: 1
SESSION: 4

T starts singing session 3 song about figures and invites Ss to stand up, sing along with him/her and .
To practice
act out the actions in the song. Ss in the line cant
and review
help their partner by
last session
Now T plays the song video or audio and invites Ss to sing even louder. pointing at the objects
vocabulary
20 min Warm up or speaking Spanish.
and to make
T asks Ss to stand in two lines with the first person facing the board. If after 6 seconds any
associations
of the Ss run for an
with real
In The go for it battle, the first S in every line represents their teams and must compete to be the first object, the line has to
objects
in finding and going for any object in the classroom with specific characteristics. T says A big brown rotate.
rectangle, so Ss go to the door and touch it. The first S that touches the correct object is the winner
and gets a point for her/his team. The points will be registered on the board. Ss rotate in every round.
T presents objectives to Ss (Suggested objective: to review and practice different types of artistic
expression (music, painting, acting, shapes and colours)
To introduce T shows Ss an image of a real gallery. T tells Ss that it is a room where artists exhibit their creations,
other including photography, sculptures or paintings to people in the community, and that there are many T-S
10 min Lead in techniques and galleries in the city in places like museums, libraries and schools. T tells Ss about online art galleries
drawing styles for kids all around the world where people can see arts and crafts and rate them. S-S
to Ss.
T opens a public online art gallery for Ss to enjoy watching some kids drawings samples. T encourages
Ss to describe them; naming colours, sizes and shapes: It is a pink house.Its a big cat. Its yellow. It has
small red circles.
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T-S
T selects 3 or 4 interesting drawings from the online gallery and invites Ss to rate other childrens art
by working in groups of 4.
T monitors Ss
In their teams, while T displays the drawings, Ss say what it is: (Its an animal, an object, a person, a
constantly in order
landscape, etc.), name some key characteristics (Its blue, Its big, It has circles; etc.) and rate them
To be critical to make sure every
using their rating faces used in previous sessions (Its great, Its cool, Its nice.)
15 min Practice by describing member of the group
art pieces is taking part in the
Finally, the class chooses the best art piece from the 2 or 3 drawings that were critiqued together.
S-S communicative part of
the activity.
T displays drawings one more time, one by one, so that every team in the classroom chooses one of
the three rating faces to evaluate it. Every group raises a face and T gives a score from 1 to 5 to each
T-S
drawing in order to have the best one.
T shows a portrait
made by him/herself
made with showing
different technique(s),
T asks Ss to remember what they can be according to their artistic talents (an acrobat, a singer, a
for example, using
painter, an actor, a musician, a dancer, etc.) by showing them flashcards or images used in previous
shapes, dark
sessions. T tries to elicit responses from at least 3-5 Ss.
backgrounds, filling
T-S
with small pieces of
T shows Ss a self-portrait of him/herself being an artist (a sculpture, a clown, a dancer, etc.) made by
To make a self- paper, or anything
him/herself This is my self-portrait. Im a musician. Because I can play the guitar and the drums.
portrait using shown in the online
30 min Task any technique art gallery, in order to
T tells Ss that now they have to make a very creative self-portrait showing what they can do (or what
and drawing inspire Ss creativity.
they would like to be able to do), and that the portrait will be pasted on their classroom gallery wall.
style
T has different material
T explains to Ss that they can use any technique or style they want and any material available if they S-S
ready for Ss in table
want to.
in order to decorate
their self-portraits
like pieces of paper
of different colours,
aluminum foil, cotton,
glitter, etc.
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Ss paste their drawings on the gallery wall. Then T opens an art exhibition for Ss to have fun looking
T can use the class
at their partners artwork.
whiteboard or get
ready a wall of the
T asks Ss which pieces of art their favourite ones were by eliciting answers. T can ask questions like T-S
class as an art gallery
Who is this? Are you a singer? T makes sure to ask at least 5-8 Ss to respond.
for displaying childrens
drawings.
T highlights childrens effort and talent, and congratulates them for their great effort.
Online art gallery samples:
http://www.kidsatartnyc.com/online-art-gallery-for-kids-in-nyc/
Resources http://www.kidsatartnyc.com/online-art-gallery-for-kids-in-nyc/
Different types of material for decoration
Cardboard faces (Appendix 1)
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MODULE 3 I express my feelings through
2
music
y
ough
music
ess m
gs thr
I expr
UNIT
feelin
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WEEK: 23 AIMS: By the end of the session, Ss will be able to identify value and name different types of music from their own culture and
MODULE: 3 international genres that influence them.
UNIT: 2
SESSION: 1
TOPIC: Music I like

T (teacher) greets and welcomes Ss (students)
T presents a video song to Ss:

T-S
1st: T plays the video and asks Ss to move their bodies softly with the song rhythm. T will model and T has to prepare and
show Ss how. 1 minute later, T starts clapping and asks Ss to keep rocking and clapping with him/her. practice the song
To get Ss into a rhythm in advance
musical mood 2nd: T asks Ss to take 2 pencils, crayons or coloured pencils from their pencil case. T models how to tap in order to avoid
15 min Warm-up
and play with out a rhythm with pencils on a table. Now T taps out the rhythm of the song without playing the music getting Ss confused.
rhythms and asks Ss to follow the rhythm too. Be sure to
carefully follow the
3rd: T plays the video one more time and asks Ss to rock with their heads and tap out the song using instructions.
their sticks. T pauses the song where the drummer is introducing the song in order to show Ss a clearer S-S
image of what tap out means.
T congratulates Ss and informs them that they will continue practicing the song through the unit.
T presents objectives to Ss (Suggested objective: to be introduced to common music genres different
Ts attitude and
from what they usually listen to in their community and at home and to express their music preferences).
energy when working
To have
with songs is key
Ss identify Music genres: romantic, tropical, rock, pop and hip hop.
because T can pass
different types
10 min Lead in that energy on to Ss,
of music by T plays some popular music samples (music that is in fashion) and asks Ss to identify the type of music T-S
catch their attention
recognizing it is: Whats it? Is it tropical? Is it reggaeton? Is it romantic? Is it rock, rap, pop? (These are the types of S-S
and make them feel
rhythms music Ss are more likely to have been exposed to in their culture)
confident.
If Ss dont know what it is, T tells them the genre, so that Ss get familiar with them.
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T can design
another type of
graphic organizer
T gives Ss a puppet to act out different actions with different music samples. T plays a music sample for matching music
and models with a puppet what it can do with that type of music (dance, sing, rap and tab) genres and actions.
To represent music
T keeps playing music genre samples, calls the actions, e.g. Dance! and Ss perform the action(s) with genres use symbols
their puppets such as a heart,
for romantic music;
T asks some Ss to stand up in front of the class to perform the action an electric guitar,
for rock; maracas,
After some practice, T gives Ss a graphic organizer in order to classify music genres into different for tropical; baggy
To associate actions (Appendix 1 chart sample). Ss have 4 action categories so that they can glue music genre clothes, for hip
different types symbols in each category. T-S hop and some
20 min Practice of music with S-S headphones for pop
different types Then, Ss compare their chart with a partner. Language model: I can dance to tropical, music. I can sing music.
of activities romantic, tropical, pop and rock. Ss may not be
able to produce
Now, T asks Ss, What type of music do you like? For example, I like rock music because I can sing and complete accurate
play the guitar. I like tropical music too, because I can dance and sing. sentences, however
be sure to guide
T asks a high achiever, What type of music do you like? T asks the same questions to a couple of Ss them on how to use
and helps them answer with the target vocabulary. the vocabulary in a
logical manner.
T has Ss work in pairs in order to report the type(s) of music they like and why. T constantly
monitors Ss and
encourages them
to participate in the
conversation.
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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.
T organizes Ss into 5 different groups (a group per taught music genre) in order to represent a
different type of music genre: a rock party, a tropical party, etc.
T-S
T puts little pieces of paper with images representing each genre in a plastic bag, and asks every
group to take one of them in order to assign a theme to every group.
To express In order to save time, T gives every group a set of large images for colouring, related to a specific
musical music genre. Ss colour and stick the images on a piece of craft paper or poster board.
30 min Practice preferences
and to support When Ss paste their banners on the classroom walls, T asks them to go to their seats and gives each S
choices a pass with a little piece of tape in its back so that Ss are able to choose a party banner and stick their
pass on it.
S by S stands up and chooses a party, sticks his/her pass on its banner and says why: I like the hip-pop
party because I can rap and dance. S-S
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 music genre, and Ss have a short party dancing, singing,
rapping, and tapping with their puppets.
Video song:
http://learnenglishkids.britishcouncil.org/en/songs/chocolate-cake
Resources Puppets
Cut-outs
Craft paper or Poster board
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WEEK: 23 AIMS: By the end of the session, students will be able to identify, value and name different types of typical music from their
MODULE: 3 own culture and international genres that influence them.
UNIT: 3
SESSION: 2
TOPIC: Musical bounds

T plays last class song in order to practice it.

To have
students Ss work with the same
T asks Ss to take out 2 pencils or coloured pencils or crayons from their pencil case to have sticks
playing with T-S video song of the
for taping the song out.
rhythms and previous session. To
15 min Warm up stimulate their know what they already
T plays the video song and both, T and Ss start tapping the song following the rhythm. Suddenly, T
creativity by did with the song check
stops the song but Ss have to continue tapping without missing the correct pace and rhythm
practicing S-S last session lesson
the previous plan.
T makes the activity even more challenging by splitting the class in two (girls vs. boys if they prefer
session song.
to) so that Ss can compete taking turns to tap the song correctly.
T congratulates Ss and tells them that next class the song will be even more challenging.
T presents objective(s) to Ss (Suggested objectives: to be introduced to the most important and
traditional music genres from Colombia, typical instruments, clothes and other international typical
music genres.)
T uses Ss previous knowledge in order to have them identify types of music through images. T shows
Ss different images of typical Colombian dances like Cumbia, Joropo, Mapale and Bambuco.
T shows different images to Ss and elicits some answers at the same time. (Ex. This is Cumbia. This is
Mapale.
To present and The audio samples in
15 min Lead in contextualize this activity must last
If Ss are not able to answer, T will name the dance and invite Ss to repeat, Ex. This is Mapale. T-S
the topic about 10 seconds.
S-S
Now T names a Colombian dance and plays an audio sample of it (a video would be great).
With the audio sample, T asks Ss to take their sticks (pencils) and tap out the rhythm according to the
song. Also they can dance if they want to.
T does the same activity with every dance
T congratulates Ss on a job well done.
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T asks Ss what instruments can be used to play these types of music What musical instruments can we
To associate
use to play these rhythms? A piano? Drums, A guitar?
some basic
traditional
Ss may answer in their mother tongue but T can say the English version after them, and if it is correct,
instruments
T shows the image for Ss to have a visual representation of it.
and clothes
with typical
T models language: I can use a harp and maracas to play Joropo. I can use drums to play Mapale. I
dances from
can use a guacharaca to play Cumbia, etc. (Note: Be sure to use images to reinforce the names of the
Colombia
instruments)
T plays the music samples again, but this time Ss name and mimic the instruments that match each
If possible, use
music genre by following their mimic. Then T says aloud I can play Mapale with drums, and have Ss
realia (real musical
repeat.
instruments) for Ss to
To generalize manipulate them and
T generalizes the typical outfit of these rhythms since they are really similar, except for the mapale T-S
the typical make the activity more
30 min Practice where the womens skirt is short and men wear any clothes on their torso. As T generalizes, she/he S-S
clothes used meaningful.
shows flashcards to Ss.
to dance
traditional
T gives Ss a worksheet in order to dress a man and a woman figure with the correct clothes by drawing
rhythms in T monitors Ss to check
Colombia they use the correct
Ss work in pairs to compare their pictures. One S takes a turn describing the boy and the other for
the vocabulary
describing the womans clothes. He wears pants, a hat, sandals, and a shirt she wears a skirt, a
blouse and a flower.
T asks a couple of Ss to report men and womens clothes to consolidate the activity. T helps them with
language if necessary.
To show Ss the
most popular
T points out (using images) that there are other parts of the world that have important famous dances
dances in their
as well: Flamenco, samba and the belly dance, for example.
culture from
around the
T just plays some samples and asks Ss to dance and tap their rhythm out with their pencil sticks.
world
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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)
To represent
a national or Ss choose one of the traditional rhythms they liked a lot in order to create its rhythm. If they are not
Ss can use real musical
international able to decide about it, T can assign the group a specific genre.
instruments, sticks, or
20 min Task rhythm by S-S
their body like their
creating Every group performs the rhythm they just composed. T has 1 S from each group introduce the
mouth, hands, or feet.
the rhythm rhythm.
themselves
After every group finishes playing their music, T asks the other groups to guess the genre being
played and then to name the ideal instruments to play it.
Video song: http://learnenglishkids.britishcouncil.org/en/songs/chocolate-cake

Typical Colombian musical instruments like guacharaca , drums (tambores), maracas, tiple
Resources
Cutouts 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.
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UNIT: 2
SESSION: 3
TOPIC: I express my feelings through different

types of music

T plays the song from the previous class song to practice it.
To have T asks Ss to act out the song using the video as a model. Ss work with the
students same video song of
playing with T plays the video song again and both T and Ss start trying to sing the song following the rhythm. the previous session.
15 min Warm-up rhythms and S-S To know what they
feel different T makes the activity even more challenging by splitting the class in two (girls vs. boys if they prefer). already did with the
emotions Group 1 taps out the song rhythm while group 1 sings and acts it out. song, check last
through music session lesson plan.
T plays the song for the last time and repeats the last activity the other way around.
T asks Ss about their feelings while working with the song: How did you feel? Did you feel happy/excited/
nervous/enthusiastic?
T presents objectives to Ss (Suggested objectives: talk about their feelings and moods when listening
to different types of music.)
T shows some flashcards to Ss in order to present basic vocabulary about moods and feelings (happy, T-S
sad, excited, enthusiastic, bored, romantic/sentimental, aggressive, relaxed, energetic)
T pastes the flashcards on the board and starts playing some music samples that strongly represent
different emotions
Be sure to introduce
To present and the vocabulary using
T acts out feelings while listening to the music: I feel very sad with this song. (T weeps)
25 min Lead in contextualize flashcards or images
the topic as well as modelling
T splits the group into lines standing in front of the flashcards.
the expressions.
T plays a song and the first S in the line runs and takes the flashcard that represents the emotion they
are feeling. T-S
The S who took the flashcard first has to state how he or she feels, I feel excited with this song. T and
classmates can help the S find the language.
S-S
T plays as many rounds as he/she considers necessary for Ss to have enough vocabulary input.
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T uses session 1 images about types of music (tropical, rock, pop, hip hop and romantic) and asks the
T monitors that Ss
class to name them.
use the correct
vocabulary. They
Now T plays a song sample for each genre of music and Ss name or point to the feeling on the T-S
To associate must focus on
flashcards that are pasted on the wall.
different types function rather than
15 min Practice of music with on grammar.
T asks for volunteers to act out different feelings so that their partners guess how they feel.
different types
of activities T needs to be
T encourages Ss to guess using the sentences, He/she feels energetic. S-S
prepared to have
several songs going
Finally, T has Ss work in different groups and they express how they feel according to the music they
on at the same time,
are listening to.
in different groups.
Ss get a worksheet with a chart in order to classify their feelings according to the type of music.
To classify
On every line of the chart, Ss draw a face representing the emotion they feel.
and talk
about feelings
25 min Task After Ss finish completing their chart, they work in pairs in order to tell their partner about their S-S
according to
feelings using the previous language models.
the type of
music
To consolidate the activity, T elicits some answers from Ss and encourages and supports them to use
complete sentences.
Video song: http://learnenglishkids.britishcouncil.org/en/songs/ -cake
Resources
Session 1 images or flashcards
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UNIT: 2
SESSION: 4

T asks Ss to move the chairs and tables around the classroom and stand up in the middle of the classroom
because they are about to dance
To review
If possible, it is
some typical T plays a sample of a typical Colombian song and asks Ss to name it. Then, Ss start dancing.
better to play videos
Colombian
15 min Warm-up S-S for Ss to have a
rhythms T does the same with the rest of the kinds of music seen in Session 1 (bambuco, mapale, joropo and
model of how to
through cumbia).
dance
dancing
T can play the international dances seen in Session 1 as well (flamenco, samba and belly dance).
T can have some volunteers to dance in the middle in order to compete for the best dancer. Their
partners can vote with applause rating.
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 uses Session 1 musical instruments in order to review previous vocabulary
Also, T asks Ss which typical Colombian music is played with these instruments. What type of music can
Lead To introduce
you play with this instrument? I can play cumbia. T-S
15 min in and Ss new musical
S-S
practice instruments
T asks Ss if they know different instruments. Ss may name the typical ones like the piano and the guitar.
T teaches Ss at least two new instruments (suggested instruments: panpipe and castanets)
T asks Ss if they can think of a type of music played with these instruments. T plays an audio with
Peruvian music for the panpipe, for example, and flamenco for the castanets.
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T shows Ss how to create 2 or 3 different musical instruments quickly and easily with recycled
material.
Ss choose one of the crafts that T just modelled re: traditional music from the ones presented during
the unit. T researches how
T-S to use recycled
T asks Ss to make a model of that instrument using some of the recycled material. material to make
To create instrument models
a musical The material is placed on a table in advance. for pre-schoolers
50 min Task
traditional with recycled
instrument Ss receive the material they need according to the instrument they just chose. material and shows
them to Ss (see the
T helps Ss creating their instrument. S-S suggested link in the
resources section)
Ss present their instrument in a classroom art gallery naming the object, and the type of music they
can play with it.
T congratulates Ss for the quality of their job.

Musical instruments: maracas, drums (tambores), tiple, guacharaca, castanets and panpipe.
Instruments crafts for preschool samples:
Resources
https://www.google.com.co/search?q=happy+face&rlz=1C1AVSA_enCO588CO588&es_sm=122&biw=1236&bih=585&tbm=isch&tbo=u&source=univ&sa=
X&ei=89oVVMLsL8S1ogSeq4H4Bg&ved=0CB0QsAQ#tbm=isch&q=instrument+crafts+for+preschool&imgdii=_
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MODULE 3 Traditional colours and symbols
3
ional
rs and
ols
symb
Tradit
colou
UNIT
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WEEK: 25 AIMS: By the end of the session, students will be able to identify and name some important national symbols from Colombia
MODULE: 3 and its capital city in order to start building a sense of national identity.
UNIT: 3
SESSION: 1
TOPIC: Our national symbols

T asks Ss to look at his/her clothes and name as many colours as possible
T shows Ss objects of different colours so that Ss name them aloud.
Ss are about to play a game outside the classroom, but first, T explains the game steps and rules in the There are many
classroom to make sure everybody pays attention and understands them. variations of this
T-S
popular game Name
To review 1st: T splits the class in two. around the world,
and practice so T can modify it as
colours and to 2nd: Three children from each group play scissors, rock, paper in order to have someone eliminated. needed. Also, if it is
20 min Warm-up
have Ss relax not possible to go
and have fun 3rd: the S who loses the game calls out a colour aloud, so that his/her teammates start running to find out of the classroom
before class and touch an object with that colour. The S stays immobile and watches everyone find an object and T can adapt the
identifies the last S touching the object. game to play it in the
S-S
classroom not having
The last S to touch the object has to do the role of watching in the second round and so on. all children running
at the same time.
Ss try not to repeat colours.
Ss play at least 8 rounds.
T takes Ss to an open space at school, the playground if possible.

T presents objectives to Ss (Suggested objectives: to be introduced to an important part of their cultural
identity by getting to know Colombian national symbols )
T prepares in
T tells Ss that they are about to watch a video containing important information about Colombia. T tells advance images
To have an Ss to pay attention to the information in order to identify people, places, and objects they know. or real objects of
image of what the representative
15 min Lead in Colombian T shows the National Anthem video to Ss so that they can identify and appreciate cultural diversity and T-S artefacts, animals or
colours and representative colours and national symbols. places that appear
symbols means in the video in order
After watching the video, T elicits answers from different Ss. Ss may report most of the answers in to introduce key
Spanish, but T can help them paraphrasing their words and showing at the same time images or vocabulary.
flashcards, or even real objects that appear in the video. However T should model expected responses
and limit the amount of L1 being spoken. T should always encourage Ss to use English.
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After some Ss participate, T goes over the objects and flashcards he or she has shown Ss and has them
repeat the vocabulary.
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
Since these symbols
are an important part
T tells Ss that there are official symbols that represent each country. For example, their school has
of childrens identity,
symbols that make it different from other schools. T asks What things or objects represent your school?
T uses the translation
If there is no answer, T can help them with an idea, the uniform. Ss may name things like the school
technique to work
emblem, the flag or colours in the flag, etc.
with vocabulary.
T-S
Make sure that Ss
In this regard, T asks Ss to name possible symbols that make their country different from others. T
understand why
elicits some answers from Ss. They may come up with answers in Spanish, but T will paraphrase what
Spanish is being
To identify they say and support their ideas with realia: the flag, the emblem or coat of arms, the condor, the
used to introduce
Colombian orchid and the wax palm/Palma de cera.
30 min Practice new concepts. Ss
national
meet both the word
symbols Guessing the symbol:
in English and in
Spanish our symbols
T models an activity where Ss have to guess the symbol based on colours. It is yellow, blue and red?
are.. Ss repeat
What is it? It is. The flag! S-S
after T.
T monitors that Ss
T asks for a volunteer to do a different example with a class object.
use the correct
colours to describe
T pairs Ss so that they play the guessing game but only with the patriotic symbols.
the symbols during
the guessing game.
T tells Ss that he/she created his/her own country Diegolandia/Diegopolis based on his/her name
and that this country has its own national symbols as well.
T monitors Ss
T shows Ss the national symbols she/he has created
constantly to make
sure everybody
Ss create their own country based on their first names. Ss choose the flag colours, the national flower
To create a participates and
(that can refer to their mothers name) and the animal that can be their favourite one.
30 min Task fake country uses the correct
and its symbols S-S vocabulary. T
Ss get a big piece of cardboard to draw their symbols.
supports and
helps them when
Ss get in groups of 4 to share their make-believe countries with their partners. My country is
necessary.
Saralandia. The flag is pink, purple and green. The flower is Martha. The animal is the cat.
T consolidates the activity by having some volunteers presenting their country for everybody.
Colombian anthem: https://www.youtube.com/watch?v=SrvKADxxsqg
Resources National symbols: The flag, the coat of arms, the orchid, the condor and the wax palm. +
Big cardboard pieces
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UNIT: 3
SESSION: 2
TOPIC: Our ecosystems

Make sure that rules
T splits the class in 2 in order to play Pictionary. of the game are
explained to Ss.
To review A representative from every group goes to the board.
10 min Warm-up the national S-S Children may not
symbols T shows them a picture of the symbol they are about to draw. draw well at their
age, but it will make
Ss draw the symbol on the board while their partners try to guess what it is. the game more
challenging.
If a S guesses the symbol, he or she must call it out in English, if not, the other team can call it.
T presents objectives (Suggested objectives: to introduce the types of ecosystems in Colombia and
their characteristics)
T asks Ss about the names of important regions in Colombia, like Santa Martha and Cartagena. Ss can A map of Colombia
name other popular places. T asks Ss if they like these places and about the beautiful things they can should be used to
see there, like the water, the ocean, the colours, etc. reinforce the names
and locations of
places.
T tells Ss that there are other places that are important in terms of natural places in Colombia, like the
T prepares in
Amazon. T shows some images of the Amazon to Ss. Then, T names some key words like jungle, big
advance 5 single
plants and wild animals.
posters with basic
To present and
features that
30 min Lead in contextualize T tells Ss that the Amazon is an ecosystem, which is a group of animals and plants that share a place T-S
represent the
the topic with special characteristics. S-S
ecosystems taught in
the session. They can
T tells Ss that the Amazon is so big that it is also part of other countries like Peru, Ecuador and Brazil and
be done in butcher
that it is very important for the planet.
paper. T will use
these posters for the
T shows Ss a video song about the Amazon jungles in Brazil, for Ss to have a better image of it, following session as
contextualize the topic and have fun. well (Session 3).
T pauses the video in the map image in order to point to the continent, Brazil and Colombia.
T asks Ss to pay close attention to the video in order to identify its characteristics.
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Ss report all the objects they saw in the video (plants, colours, animals, rocks, water, etc.)
T tells Ss that there are other types of ecosystems (basic ecosystems: 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.
T divides the class into 4 or 5 groups.
T gives every group a set of cut-outs with different features related to ecosystems (sand, rocks; plants
T-S
like trees, cacti, alga and vines; and water).
T supervises Ss
T has another set with the same images Ss received. T shows an image and calls its name, so a member going around the
To associate
of every group stands up and sticks it in the correct poster. classroom to make
different
15 min Practice sure they interact
features with
After sticking each of the objects on the ecosystems T and Ss describe them together. There are rocks with their partner
ecosystems
in the desert. There are vines in the jungle, etc. and use the correct
vocabulary.
Ss rotate in every round in order to stick the cut-outs.
S-S
When all the cut-outs are on the posters, Ss go around the classroom with a partner and name the
objects they can find in each of them. (Ss use the same language model)
T shows Ss a mock up sample from the internet, or T can show them a real one. T tells Ss that they are
about to build their own mock up representing their favourite ecosystem using modelling clay
To make a T clarifies that in this session Ss will only make the ecosystem features (water, plants, rocks, etc.), but
T monitors Ss job
craft (mock up) not the animals because they will complete it in the next Session (3).
and occasionally
25 min Task representing
helps them when
their favourite Each S gets a disposable plastic plate as the base for their mock up, and modelling clay of different S-S
necessary.
ecosystem colours (it depends on the ecosystem they chose)
When Ss finish their mock up, they describe their ecosystems characteristics by naming them: The
ocean. There is water, There is algae and rocks.
Video song (British council learnEnglishkids) http://learnenglishkids.britishcouncil.org/en/songs/jungles-brazil
Ecosystems posters (forest, jungle, ocean, desert and grassland)
Resources Cut-outs (sand, cactus, rocks, trees, vines, grass, water, alga)
Disposable plastic plates
Clay of different colours
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WEEK: 26 AIMS: By the end of the unit students will be able to identify and name some important flora and fauna from Colombia.
MODULE: 3
UNIT: 3
SESSION: 3
TOPIC: Our flora and Fauna

T tells Ss they are going to sing in order to practice the song and vocabulary from the previous class.
T asks Ss to say some of the vocabulary they remember from the video. T mentions an example: plants.
To review T asks Ss to share more words with a partner. Then T elicits more answers. T makes sure to make use of
and practice flashcards and the board to help recycle vocabulary. T supports and
15 min Warm-up last session S-S encourages Ss to
vocabulary and T plays the video song form the previous session once to confirm Ss understanding. There are trees, act the song out by
song vines and grass. acting out too.
T plays the video song a second time for Ss to imagine they are explorers in the Amazon, like the kids in
the video. T has Ss act out the song.
In the third time, T and Ss sing the song together. T models the song 1st then encourages Ss to join in.
T plays the song at least 2 times so that Ss can sing on their own.
T uses Ss background and asks them about the types of animals found in the ocean. T elicits some
answers and helps Ss say some animals in English. T makes sure to make use of the white board and
writes the words & figures there to help Ss make the association.
T tells Ss that every ecosystem has different types of animals, and that they are about to watch a video
To introduce
of the animals that they can find in the ocean.
basic
vocabulary
20 min Lead in T elicits some answers after watching the video. Ss may answer in Spanish. T paraphrases their words:
related to T-S
There are crabs, sharks and snakes.
fauna and flora
in Colombia
T tells Ss that the whale is a representative animal from the Colombian Pacific Ocean.
T directs Ss attention to last session ecosystem posters and sticks a whale cut-out on the ocean poster.
T tells Ss that now they are about to meet a representative animal for the rest of the ecosystems.
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Now that T has stuck the whale in the ocean ecosystem, T has Ss to think about the representative plant
of the ocean. According to the vocabulary seen in the last session, Ss may answer alga.
T groups Ss in teams of 4 children and gives them a set of cut-outs: whale and alga (ocean), turtle and T-S
cactus (desert); macaw and vines (jungle), tapir and brushes (grassland) bear with glasses and the oak
To meet a (forest).
Complete sentences
representative
are not a must. Ss
animal T calls out the name of an animal and Ss stand up to stick it in the correct ecosystem by turns. Ss rotate
20 min Practice must use the correct
and plant as T calls different animals and plants as well.
vocabulary and use
from every
logical ideas.
ecosystem T goes over the images again in every ecosystem poster, naming fauna and flora vocabulary for Ss to
repeat and practice.
S-S
Ss stand up and go around the classroom looking at the ecosystems and naming all the vocabulary they
know. Afterwards, T models it him/herself: There are rocks, bears and oaks in the forest. There are frogs
and brush in the grassland. etc.
T must monitor
Ss during all the
process in order
Ss take the corresponding flora and fauna vocabulary for their ecosystem and complete their mock up
to help them with
To finish their with the clay. Ss carefully add their new items to their art craft.
language and with
ecosystem
the hands on activity.
mock up by Ss are ready to present their mock ups in small groups (3 or 4 Ss). Ss name their ecosystem and point
30 min Task S-S
adding new to different items in it by taking turns: It is an ocean. There is a whale; there are algae, small rocks, and
During the
elements from water.
interaction stage,
flora and fauna.
T helps them with
To consolidate the activity, some Ss volunteer to present their mock up for all the class.
language and
encourages them to
make an effort.
Video song (British council learnEnglishkids) jungles of Brazil http://learnenglishkids.britishcouncil.org/en/songs/jungles-brazil everything beneath the
sea: http://learnenglishkids.britishcouncil.org/en/songs/everything-beneath-the-sea
Fauna and flora cutouts: whale and alga (ocean), turtle and cactus (desert); macaw and vines (jungle), tapir and brushes (grassland) bear with glasses and
Resources
the oak (forest).
Last session mock ups
Clay
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UNIT: 3
SESSION: 4

Chinese whisper: T plays a modified version of the common Chinese whisper game with Ss.
T splits the class in two groups, the tapirs and the oaks
Students line up in two different lines with the first S facing the board.
The Ss at the front of the line are the heads (who will receive the message) and the ones in the last
For the teams
position are the tails.
To practice names, it is
vocabulary important that T
In this Chinese whisper lesson, the message goes from the tail to the head, who draws the sent word
15 min Warm-up form the S-S remind them about
on the board.
previous class the meaning of these
and have fun animals by showing
The message is always a single word from the vocabulary seen during the unit.
an image.
Ss rotate roles in every round. The head of the line will go to the tail, so that Ss move one position
forward.
Ss cannot yell since the activity is about whispering.
T must set a time limit to report the words.
T gives answers when Ss are not able to do so.
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T plays the video about Jungle in Brazil with no volume.
Ss just act out whats happening by looking at the video. Ss also have to act out the animals that appear
on the video.
In a second round, T plays the music but does not take off the video. So that Ss try to identify key words
To practice
from the audio and acting out as well.
songs and
Lead
vocabulary
35 min in and Now T elicits some important vocabulary that can be taken from the jungle ecosystem. T makes sure to
from the T-S
practice provide Ss with a language model to follow.
previous
session
T asks Ss to work in pairs and talk about the things they can find in a jungle: There are trees, vines,
macaws, snakes and monkeys. This should be done in 10 mins, while T walks around to listen to and
encourage Ss to Ask and answer the correct way.
Now T plays the Everything beneath the sea video song, and Ss repeat the same process they did with
the previous song.
T asks Ss to work alone at their tables using a Tree graphic organizer given by their T. The three leaves
To represent must be big enough for Ss to glue their cut-outs properly.
Colombian
It is advisable to
most Ss choose among different flora and fauna cut-outs, the ones that truly belong to the representative
use cutouts for
outstanding Colombian fauna and flora seen during the unit.
30 min Task S-S colouring, in that way
natural
Ss get more involved
symbols in When Ss are done, they compare their graphic organizer with another child in order to see if they used
in the activity.
a graphic the same animals.
organizer.
After comparing, T checks answers with all the class in order to give vocabulary feedback.
Video song (British council learnEnglishkids) jungles of Brazil
http://learnenglishkids.britishcouncil.org/en/songs/jungles-brazil
Resources everything beneath the sea: http://learnenglishkids.britishcouncil.org/en/songs/everything-beneath-the-sea
Different unit vocabulary mini cut-outs
A tree graphic organizer
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MODULE 3 Meeting the world and the
4
continents
the
e
ents
and th
n g
contin
Meeti
world
UNIT
ALCALDA MAYOR
DE BOGOT D.C.
162
WEEK: 27 AIMS: By the end of the unit students will meet the world continents and some representative cultural symbols like countries,
MODULE: 3 types of music, food and means of transportation.
UNIT: 4
SESSION: 1
TOPIC: There are six continents

The idea of the
T asks Ss to sit down on the floor making a circle game is to recall last
unit and previous
Ss talk to the child next to them (the child on their left) trying to remember and name as many animas modules vocabulary
To stimulate
as possible in English. about animals, since
students
it will be used in this
memory
T sits down in the circle too in order to model a memory chain game. T sits down next to a S, gives the module as well.
and activate
10 min Warm-up ball to a S and asks him/her to name an animal monkey and to pass the ball to the T again. When T S-S
previous
takes the ball repeats the name of the animal that the S said and names other animal monkey, turtle. If during the game
knowledge
Then the T passes the ball to the Ss on his/her left and that student must name the 2 last animals plus T notices some
about animals
his/her own one. Monkey, turtle, whale. pronunciation or
vocabulary
vocabulary errors,
Every time a S breaks the chain, that S has to sit down in the middle of the circle. (T stops the chain he or she can help
whenever he or she considers it necessary) the student by giving
clues.
Ss who had to go to the middle of the circle must have a penalty imposed by the T.
T presents objectives to Ss (Suggested objectives: to meet different continents and their most
representative animals)
T asks Ss to work in pairs and to tell their classmate as many city or country names as possible they
know in 15 seconds (Spanish is ok)
T Says stop and elicits some ideas from Ss.
To present T tells Ss to pay close attention to a video in order to identify countries and cities names. And that the
15 min Lead in the topic and pair that participates the most will be the winner
T-S
contextualize it.
S-S
T plays the video one small world once
After showing the video, T has Ss share what they remember in pairs.
T elicits one more time some answers from Ss. They may have pronunciation errors or even name
continents as if they were countries and cities since Ss at this age may not know the difference.
T chose the winning couple for participation the most.
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T takes a globe and tells Ss that the world is divided in six big parts called continents which are the big
shapes in the ball.
In order to have Ss notice the continents shapes better, T also has a balloon already blown up with the
continents shapes drawn by him/her
T shows it to Ss and asks them to count the shapes with him/her.

After counting the balloon shapes, T asks Ss to watch the video again and try to identify only the
continents names in the song.
T elicits some Ss answers, and every time a student says a continent T takes a marker and starts writing
the name of the continent inside the balloons shapes.
If Ss dont name all of them, Teacher will say them and keep labeling the shapes.
Ss may point out that
some animals from
T takes the balloon pointing at the continents and asks Ss to repeat their names.
other continents
can be found in
T throws the balloon to any S in the classroom and encourages him/her to say the name of the continent.
Colombia too, as it is
Then that S throws the balloon again and says a different continent name and so on.
the case of the dog
from Europe. T must
T takes out the pieces of a giant continent jigsaw puzzle and asks Ss to help him/her figuring it out by T-S
clarify that many
looking at an image of the original shapes (a slide if possible). Puzzle is solved on the floor.
animals, which have
To identify the traveled around the
T shows Ss a picture of each continent with a special feature for Ss to make connections and have a
continents world, belong to a
point of reference and mentions some of the ecosystems seen in the previous unit.
30 min Practice and their specific continent
representative originally.
T gives Ss some cut outs of different representative animals from each continent (two animals per S)
animals
T asks Ss to show them to a partner and say the animal names either in Spanish or in English.
T monitors the use
S-S
of the language
T displays some images, slides or flashcards of the same animals that Ss just received. T presents the
focusing on the
animals to Ss by naming them and refereeing to the kind of ecosystem they belong to The panda bear
meaning rather than
lives in the forest.
in the form. So it is
not mandatory that
Ss who have the panda bear must guess where it belongs to Does it live in Africa No, it doesnt. It
Ss use complete
lives in Asia Yes, it does. So all Ss who had gotten pandas glue them on the correct shape of the
sentences.
jigsaw puzzle.
T continues doing the same with the rest of the animals: kangaroo (Australia), giraffe (Africa), penguin
(Antarctica), caribou (north America),armadillo (south America), panda bear(Asia), dog (Europe)
Looking at the giant continent map on the floor, Ss work in pairs and state where each animals lives. The
caribou lives in North America The dog lives in Europe
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Ss are given a set of little animal cards, an animal per continent. It means that each bingo set has only
6 cards.
T groups Ss in teams of 5 children, meaning that Ss play 5 different rounds.
To play yes / In round number 1, for example, a S thinks about an animal but keeps it in secret. The partner on his/her
no question right takes a card from the table and turns it over. If a penguin appears on the card, for example, the S
T supervises the
bingo game in who took the card must answer a yes/no question related to the animal Are there any penguins? No,
game constantly
order to guess there are not/ yes, there are Is it Africa? no, it isnt / Is it the Antarctic? yes! It is.
30 min Task S-S in order to avoid
an animal
misunderstandings
according to If the answer is negative, the S who took the card out must put it back on the table upside down. And
and provide model
the continent the S on his/her right must take his/her turn and take another card being careful of not taking the same.
language at all times.
it belongs to
If the answer is right, the student who took the card keeps it as a point.
Then it is the turn for other Ss to choose a continent.
In every round, Ss must start the game again putting all the cards back on the table.
British Council learnEnslishkids video song: http://learnenglishkids.britishcouncil.org/en/songs/one-small-world (one small world)
A blown up balloon with drawn continents on it
Resources A big continent puzzle
Animals cutouts (giraffe, panda bear, armadillo, dog, kangaroo and caribou)
Little bingo cards with these animals images.
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WEEK: 27 AIMS: By the end of the unit students will meet the world continents and some representative cultural symbols like countries,
UNIT: 4
SESSION: 2
TOPIC: Popular countries and means of

transportation
To review T plays the last session song to Ss:

and practice
last session 1st: T plays the song and asks Ss to follow the rhythm of the song clapping.
15 min Warm up S-S
vocabulary
through a 2 : T plays the song again and invites Ss to try singing along with him/her.
nd
song
Finally T gives every student a puppet. The puppets have to sing, and yell the name of a country, city or
continent every time it appears in the song.
T presents the objective to Ss (Suggested objective: To get introduced to some means of transportation
around the world.) T names some common means of transportation like cars, bicycles, buses, taxis and
so on).
T asks the following question to Ss Do you know what mean of transportation in Bogota is the most original
or strange one?
T elicits some answers from Ss.
T tells Ss that every continent has historical representative means of transportation.

Ss will not go deeper
T shows the picture of a donkey, for example, and tells Ss that in the past, their great grandparents used to into the countries
travel around by donkey. And that nowadays there are many people who still use them for transportation. names since it
To introduce
would be too much
and
15 min Lead in T asks Ss what other animals different from the horse are used for transportation. vocabulary, but it is
contextualize T-S
important to mention
the topic T points out the camel in the desert, and the elephant in India, Asia. S-S
them in order to
have a reference for
T tells Ss that they are about to watch a video of a historical mean of transportation in London-Europe. association.
Also, T asks to mimic all the actions that appear in the video. T will mimic as well in order to guide Ss.
After watching the video and acting out, T gives Ss two possible names for that type of bus. Ss have to
decide which names sounds better a red decker or a double decker
Ss must pay attention to the word double which refers to 2.

T says Lets go around London one more time and T plays the song one more time.
Again Ss and T act out all the actions in the song.
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Ss will only
learn a mean of
transportation per
continent since the
objective is to only
T arranges different images on the board (countries and means of transportation). The images are not get familiar with
paired but at the contrary, they are scrambled. other cultures icons.
In order to represent countries with images, T uses similar images to the warm up video where iconic Cities: London, New
monuments appear next to native children (play the warm-up video again if necessary) york, Bogota, Venice,
Canberra, India,
T asks Ss to get close to the board and take some minutes to think about how they can match the image Egypt and Antarctica.
with the right city.
T-S
Transportation
T asks Ss to sit down. T gives Ss a small ball so that Ss pass it around will T sings hot potato, hot potato, means: double truck,
hot potato.. Burn! So that the S who gets burned has to go to the board and match one of the pictures ferry, transmilenio,
gondola, railways, the
T and the class agree or disagree with the S.
elephant, the camel,
To associate
T repeats the activity until all the images are paired. and the dog sled.
continents,
15 min Practice countries
and means of On the floor, T displays the continent puzzle used in the previous session with animals still in there. Now T
transportation takes off the image pairs from the board and asks some Ss to place them in the right continent. T and Ss
help their partners. When modeling the
conversation, please
T gives a puppet to every Ss in order to role-play different nationalities. be careful as to how
you introduce the
T models the activity with another teacher if possible: S-S
different countries
A: Hello. Where are you from? and continents. It is
B: Hi. Im from Colombia ,South America. Africa. better to start local
A: How can I get there? (Colombia, then
B: You can travel by plane. Latin America, North
A: Thanks, bye America
B: Bye.
Be sure to introduce
Now T models the activity again, but with a high achiever. the modes of
transportation, Ex.
How do you get to
school? I walk, by
bus, taxi
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To meet Ss may not produce
people from Ss choose a continent and a nationality in order to role-play a dialogue with their puppets following accurate sentences,
different the model on the practice stage. but at least they have
Ss go around the classroom meeting different puppets from different nationalities
30 min Task nationalities S-S to state logical ideas
Ss can change their nationality in every round if they want to.
by role playing To consolidate the activity, T asks two Ss to volunteer and role-play together. T makes corrections if to achieve the goal
and asking necessary by paraphrasing their ideas. of communicating
questions meaning.
British Council learnEnslishkids video song: http://learnenglishkids.britishcouncil.org/en/songs/one-small-world (one small world)
The bus song: http://learnenglishkids.britishcouncil.org/en/songs/the-wheels-the-bus
Resources
Images of the vocabulary listed above
Puppets
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WEEK: 28 AIMS: By the end of the unit students will know the world continents and some representative cultural symbols like countries,
UNIT: 4
SESSION: 3
TOPIC: Traditional music and dishes

Ss will play a game Guessing the transportation mean, the country and the continent
T asks Ss to get together in groups of four in order to list transportation means, countries and continents
names orally
After 3 minutes, T asks Ss to go back to their seats.

T-S
To review Remember to start
T calls on a S to leave the classroom for a few minutes in order to be assigned a word related to
and practice with countries and
15 min Warm-up transportation
last session continents that are
vocabulary more familiar to Ss.
When the S enters the classroom, he/she has to act out the word. S-Ss
There is a push button drawn on the board, so that the Ss who know the answer runs and pushes it.
If the answer is correct the S gets a point, if not, the opportunity is for other S.
Language model: Its a camel. In Egypt, Africa
The game continues with different students acting out.

T presents objectives to Ss (Suggested objectives: to associate continents with traditional food and
music) The vocabulary
presented to Ss is
popular in their own
Welcome to an international Restaurant: culture.
T asks Ss about their favorite food: Whats your favorite food? I like pasta! I like hot dogs! I like Traditional popular
To present and sandwiches! food: French food,
10 min Lead in contextualize Mexican food, Thai
T-S
the topic T explains to Ss that many of the foods they like come from other continents. food, Chinese food
S-S
and Italian food.
T displays several images of foods on the board and asks Ss if they know their names and where they
come from. Ss may say things like Chinese rice or French fries. T points to some common examples: Popular music
Review: samba, belly
Pasta and pizza come from Italy, Europe Thai and Japanese food come from Asia. Hot dogs, and
dance, rock music
hamburgers come from North America, and sandwiches were invented in Europe too!. Thats why the and flamenco.
world is an international restaurant.
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Traditional
international food:
Mexican food,
Now, T displays some online images of appealing internationals food to Ss and asks them what they like. French food, Thai
Do you like it? Yes, I do. / No, I dont. food, Chinese food,
fast food, and Italian
T asks Ss what they want from this online restaurant. What do you want to eat? I want to eat Mexican food.
food. A burrito!
When eliciting
T tells Ss that they already know a lot of information about continents. What can you do in Asia? I can answers from Ss,
eat ., What can you do in North America? I can eat hamburgers / I can play . T can help Ss by
giving them the first
In order to reinforce vocabulary learnt, T can play the Music game in order practice the activities that syllable of what they
can be done in each country. want to say, or by
helping them finish
a sentence they
couldnt finish.
T asks Ss if they remember the international types of music they worked on a couple of weeks ago.
T tells them that they are about to play a game using samples of those traditional rhythms.
T-Ss
T has Ss organize their chairs in a circle in the middle of the class. But the chairs are facing the door and
windows and have their backs together. So that Ss can dance around the chair.
Each Ss stands in front of one chair.
When Ss are standing in front of their chair. T takes out a chair from the circle, so there will be a S without
a chair.
To report
the activities T plays some music (any of the international rhythms seen during the previous unit) and Ss have to start
20 min Practice one can do walking and dancing around the chairs.
in different
continents T suddenly stops the music and Ss have to sit down fast. But there is S who does not have a chair to sit
in. T asks him/her What can you do in South America?
In the first round, T helps the S answer questions by giving him/her some clues.
S should answer something like, I can dance tropical music. I can eat meat, I can travel by transmilenio
T continues playing with Ss taking chairs from the circle and practice questions and answers to talk
about the things they can do in different places.
T-S
T tells students he/she wants to know which type of international food the most popular in the classroom
S-S
is.
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Ss get a little table with pictures representing international dishes in its files
T tells Ss that they are about to ask a short question to their classmates in order to investigate on the
most popular dish of the class
To find out the T takes one of the formats and models the activity twice with two different Ss
most popular
30 min Task international What do you like? (Students name the food in the picture order of their tables) Mexican food? Chinese S-S
dish in the food? French food? etc. (Appendix 1)
class
Ss draw a happy face on the file in front the food picture every time a Ss answers Yes, I do.
Finally, T asks S by S about the quantity. On the board T adds the points and gets to a conclusion
and the most popular dish in the class is

Resources International Food flashcards, or slides
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WEEK: 28 AIMS: By the end of the unit students will know the world continents and some representative cultural symbols like countries,
UNIT: 4
SESSION: 4

T groups Ss in teams of 4 kids Ss have to guess the

animal they have stuck
T takes a set of little drawings in his/her hand and asks a S to choose one of them and stick it on the T-S
on their forehead.
Ts forehead without showing it to the T.
To do so they will
T says he/she doesnt know whats on the paper and Ss have to help him/her discover what it is by use basic questions
answering some basic questions. Is it big? Is it black? Is it gray? Does it live in Europe? Is it a they have worked
dog? with. But anyway they
are expected to use
After T guesses the animal with Ss help. T once again shows images of the representative animals from logical questions
To review and each continent. Ss not only name the animal and say where it lives, but also mention some physical with key vocabulary
practice the characteristics like color and size. it is big. It is brown. It can jump. It lives in Australia. Its a Kangaroo in order to show
25 min Warm up unit content comprehension of the
through a After practicing, T sticks a picture in every ones forehead without letting them notice the animal they unit and not to produce
game have. complete accurate
language questions or
Now Ss are ready to play the guessing game. S-by-S starts asking basic questions and the rest of the sentences.
group answers.
T advises Ss to be
T monitors the activity constantly to make sure Ss understand instructions and to control that Ss dont careful and not to
take too long guessing an animal. If its the case, their partners will say the answer.
say the name of their
When Ss are done, T consolidates the activity by having the whole class choral answer basic questions partners animal, to be
S-S
about 1 or two animals How big is it? What color is it? Where does it live? honest and try not to
look at their own paper.
T shows the picture where the animal lives and elicits key vocabulary like rocks, water, vines, trees,
grass, sand, cactus and oak.
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Picture dictation:
T tells Ss that he has a special picture in his hands and that they will draw it according to the T-S
instructions. The Ss who draw it well will get a star on their drawing.
T dictates the instructions for drawing a jungle, the home of the macaw, an iconic animal from South When T has to make
To practice America. images clearer for
understanding Ss by using body
and giving There is grass. There are tall trees. There are vines on the trees. There are rocks on the grass and language as well when
S-S
descriptions there are many plants. There is a red, blue and yellow macaw. reading. When using
25 min Practice
with there the preposition on
is/ there are Ss compare their picture with a partner by using there is/are look! there is a macaw. It is yellow, blue tall, T can make a
to describe and red there isnt a cactus soft movement with a
places hand to indicate the
T asks Ss to dictate what they have in their picture. T starts drawing on the board. T only follows the preposition meaning.
instructions that are correct.
Now Ss can know if their drawing is correct or not. Ss who think their drawing is great stand up and S-T
ask the T for a star. T encourages the other Ss who have not finished their drawings, as well help
provide them with language needed as well as descriptions.
Ss get a big medium piece of cardboard containing the six continent shapes of different colours. Also,
Ss get a set of cut-outs in a little envelope or plastic bag labelled (student A and student B). There can be a
variation of the activity.
Ss take their cut-outs out of the bag, and display them on their table. Ss must correctly classify the Ss can be paired by
vocabulary in the right continent. continents. Then the
To complete cardboard only has one
world collage As Ss stick their cutouts, the cardboard starts turning into a collage full of culture. continent shape and
by matching they only focus their
30 min Task key vocabulary As soon as Ss are done, they start comparing their collages S-S attention on one place.
inside the A: America. There is a big armadillo
continents B: There are two small armadillos T does ongoing
shapes A: There is French food. monitoring and
B: No. There is French food in Europe. assessment during the
A: There is Brazil activity focusing on
B: Good. content rather than on
A:There is tropical music form (grammar).
B: No. There is tropical music in Africa.
Tape
Little animal images
Resources Big cardboard pieces with paper continent shapes on them of different colours
Unit vocabulary cut-outs: 2 different sets; students A, and students B. the differences on the sets are mainly colours, sizes, and number of items. But both Ss
must have the same vocabulary (check the vocabulary unit in every lesson)
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MODULE 3 Important celebrations and
5
traditions at home and at school
tions
and a home
ol
t scho
elebra
ns at
tant c
aditio
UNIT
Impor
and tr
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WEEK: 23 AIMS: : By the end of the unit students will be able to name, value and recall activities related to the most important
MODULE: 3 celebrations at home, at school and around the world.
UNIT: 5
SESSION: 1
TOPIC: My family gets together to celebrate

special dates at home

T tells Ss that today there will be some ability challenges. T gives an example and mimics, and Ss try it
out: I dare you to stand on 1 foot for ten seconds! I dare you to touch your nose with your tongue I
dare you to count your partners in English
T makes sure Ss count their partners aloud and properly in order to practice numbers.
There are numbers from 1 to 12 written on the board, and there are 12 images (challenges), each one in
front of each number. Suggested challenges (1. rub your head and your tummy (stomach) at the same
time, each hand should rub in an opposite direction. 2. Walk like a penguin. 3. Dance the belly dance.
4. Sing. Walk around the classroom carrying a spoon with a ping-pong ball in your mouth. 5. Make your
To focus and
partners laugh. 6. Do not blink in ten seconds. 7. Do not smile in ten seconds. 8. Act like a monkey. 9. Set a limit of time to
20 min Warm-up bring energy to S-S
Walk backwards. 10. Cry like a baby. 11. Blow kisses. 12. Act like a chicken. fulfill the challenge
class
T illustrates the challenges to Ss mimicking them.
Ss sit down in a circle. T throws 2 big dice in the middle of the circle. Example: If the number is 5, T
chooses the student who is in the fifth position in the circle, and the fifth challenge on the board. So the
fifth student stands up and fulfills the challenge.
The same S throws the dice again to choose a new S and a new challenge.
To call the next person, T has to start counting from the last position (in this case the 5th position).
T has Ss play at least 6 rounds.
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T reads objectives to Ss (Suggested objective: to describe how families in Colombia celebrate special
dates at home.)
To present and -Birthdays
-Easter
contextualize
-Christmas
the topic -New years eve
T-S
T takes a big bag or box with different objects inside it. Those objects represent artifacts used in
celebrations, like presents, decoration or food.
T asks for volunteers to stand up and take an object from the bag. S shows it to his/her partner to
identify it.
T asks, Whats it?
T encourages Ss to answer, it is a/an
If Ss answer in Spanish, T can re-state the word in English. Before this stage, T
sticks a big paper
Ss report sentences like its a birthday cake its a Christmas tree its a Halloween pumpkin S-T
poster decorated
with a frame allusive
T asks Ss to brainstorm important events they celebrate at home with their family. We celebrate
20 min Lead in to celebrations. It
Christmas We celebrate birthdays
can be decorated
As Ss keep participating, T takes some images or flashcards that represent these celebrations and stick with figures like
them in the celebration poster. balloons, party
streamers, etc.
If Ss dont mention all of them, T presents and sticks the ones that are missing.
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 birth day?
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.
To get familiar S-S
with the T tells Ss that now it is time to practice the months names with a song.
months of the
T plays a video song, and asks Ss to pay attention in order to see if they mention 12 months
year
T plays the song a second time in order to have Ss check their answers. This time Ss sing the months
names and touch a finger every time they say month.
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T directs Ss attention to the objects taken from the bag or box in a previous activity.
T asks questions like How do you celebrate birthdays at home?
T encourages Ss to answer using the adverb always Narrow the

To identify We always have a cake We always blow out candles We always give/get presents vocabulary of the
basic common activity by just
activities T sticks images on the wall representing the four types of celebrations selected for this lesson. having 2 or 3 activity
20 min Practice carried out T-S examples for each
to celebrate T splits the class in two, so that Ss work in two different groups in order to play Chinese whisper special date.
special dates at Example: Halloween:
home T whispers a traditional activity that matches a celebration to the first Ss in both lines. dress up and ask for
candy on the streets
Ss send the message to the kid behind them by whispering it.
The last S in the line runs to the board and touches the celebration image and says the activity. The
sentences are correct if it makes sense.
Ss are divided in different groups in order to perform the assigned celebration.
With the Ts supervision, Ss get some minutes to prepare and practice how to represent that specific
event.
To perform
a short play
Ss have to represent both parents and children.
in order to
25 min Warm up represent one S-S
For Ss to differentiate between children and parents can draw a beard on her faces; use their school
of the family
sweaters as an apron for mothers.
celebrations at
home.
Ss present their mini-plays to the class.
After ever group finishes its presentation, Ss have to name aloud all the activities they saw during the
performance right away.
Realia: objects or artifacts that represent each celebration and traditional or typical activities as well.
Resources Flashcards representing each of the celebrations
British council video: http://learnenglishkids.britishcouncil.org/en/songs/time-another-year
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WEEK: 29 AIMS: By the end of the unit students will be able to name, value and recall activities related to the most important
UNIT: 5
SESSION: 2
TOPIC: The school community celebrates

memorable dates
T asks Ss to work in pairs and try to recall as many months of the year as possible
To focus and
bring energy to 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.
15 min Warm up the class and S-S
review some T plays once again last class song Time for another year
vocabulary
Ss check their answers by listening to the song
Ss practice the song singing. In this second round, T pauses the music to challenge Ss to keep singing.
T presents objectives to Ss (suggested objectives: To talk about different memorable Colombian
school dates and how they are celebrated at school)
-Earth day
-Language day T-S
-Race day
-Family day
- Water Day
While presenting the objectives, T explains memorable dates to Ss by naming some examples. Also
T emphasizes the importance of commemorating these dates.
T tells Ss that there are other children in other continents who commemorate special dates too, for
To
example, in Africa, Egypt.
contextualize
15 min Lead in and present Story time: My favorite game Eid al fitr
objectives to
Ss T displays the online story image, and contextualizes the story (basic facts)
T plays the story and pauses it frequently to analyze the images for Ss to understand better This is
Egypt, these are the pyramids
Also, every time a slide of the story is told, teacher paraphrases the most important vocabulary and
ideas.
S-S
After listening to the story and analyzing the images, Children are asked What activities do they do to
celebrate memorable dates?
Ss name the basic activities in pairs like decorate, eat candy, get money, dance and play.
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T asks Ss to work in groups 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 narrows the topic by sticking or showing images that represent 4 important celebrations (earth, T-S
language, race and family day)
To match
memorable T has Ss practice the words by repetition
dates
celebrated Now, T briefly refers to each one in order to mention why it is a relevant date
20 min Practice
at school
with months T gives a format to Ss where they can classify different activities to represent each memorable date
and different by drawing little pictures (Appendix 1)
activities
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 we decorate a card for them. We celebrate Race day S-S
on and we paint our faces and dance to typical music
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 (paint, decorate cards, plant a tree, etc.)
T assigns every S a specific memorable date with a little paper picture they take out from a bag
To make
a comic Ss get a blank strip of paper (previously designed by the teacher)
strip about
30 min Task a specific In the first comic strip section they draw an image that represents the date they are about to show. S-S
memorable Then, they keep drawing the activities related to their corresponding topic.
date and report
activities Finally, Ss get together in order report what they did to a classmate We paint our faces, We dance to
traditional music etc.
British council video song:
http://learnenglishkids.britishcouncil.org/en/songs/time-another-year
Resources
British council video story
http://learnenglishkids.britishcouncil.org/en/short-stories/my-favourite-day-eid-al-fitr
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UNIT: 5
SESSION: 3
TOPIC: My favourite holidays are celebrated

around the world too

T asks Ss to work in pairs and tell their partners what they usually do to celebrate Christmas
T encourages Ss to push them using previous vocabulary (dress a Christmas tree, give and get
presents, eat special food)
Story time: Santas little helper
T displays the online story image, and contextualizes the story (basic facts)
T plays the story and pauses it frequently to analyze the images for Ss to understand better
To practice ideas.
previous
15 min Warm up After listening to the story and analyzing the images, Children are asked, What activities do other S-S
lessons
language people do to celebrate Christmas?
Ss name the basic activities in pairs like decorate home, put presents under the Christmas tree, throw
snow balls, eat special food, etc.
True or false activity: jump if its true
T splits the class in two and asks Ss to make 2 lines. Each line must face each other. Each S must face
another S.
T says a sentence related to the story that can be true or false Santa uses the window to enter the
house
If Ss consider it is true they jump and tell a sentence to the classmate in front of them Santa uses
the fireplace
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T presents objectives to Ss (Suggested objective: To identify the most popular holiday not only
celebrated in Colombia, but around the world as well )
T tells Ss that there are many international celebrations where people do very similar things
Story time: Cliffords Halloween
With this mini book Ss will identify the celebrations around the world that they share, and will notice
similarities and differences.
Before reading, Ss will use two important reading strategies:
Preview: Ss determine what they think will happen in the text by using the title, text and illustrations
to help them.
Visualize: Ss create mental images of the characters, settings and events in the text. T-S
Ss are not able to write
To much at this stage,
Lead T should have chosen a story related to one of the celebrations studied in session 1 in advance. Also,
contextualize however if time permits
40 min in and a PPT, poster, flashcards or video should have been prepared in order to present the story to Ss.
and present they may attempt to list
practice
the objectives Show Ss some pictures related to the story so that they get familiar with vocabulary. 3 or 4 of the holidays
S-S
found in the book.
Have Ss use the predict strategy: Prepare some questions to support Ss applying the strategy. Ask
Ss to choose an option for some statements.
Use the visualize strategy.
Since Ss cannot read, they only need to listen to their teacher narrating or reading the story. So,
Ss have to close their eyes and visualize the characters of the story, what they do, their clothes, the
landscapes, settings and so on.
Ask Ss to work in pairs and confirm their predictions from what they just listened.
Reading 2: T reads the story again and Ss look at the images this time.
T Tells Ss that they are about to confirm what they just visualized. Ask them if the images they had in
their minds were similar or not (the colours, the characters faces, etc)
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T shows Ss a little poster about him/herself doing different activities like eating, dancing, and dressing
up, etc. (It should have been prepared in advance)
T says, for example, This is a new holiday. I invented this holiday My new holiday is the national
sandwich day I can eat. I can share sandwiches at school! T constantly monitors
Ss in order to support
To invent a new
T asks Ss to invent a new holiday based on the things they like the most (food, sports, music, hobbies, them with vocabulary
holiday based
25 min Task etc) S-S and structures, and
on something
to make sure they
Ss like a lot Ss make a drawing representing the activities they can do in this day. interact and followed
instructions properly.
Ss present their new holiday to some partners in small groups by telling them its name and the
activities they can do there.
Their partners can complement the presenters ideas with new ones.
Resources Santas little helper short video story: http://learnenglishkids.britishcouncil.org/en/short-stories/santas-little-helper
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UNIT: 5
SESSION: 4

T asks Ss to work in pairs and try to orally list the months of the year in the correct order
T elicits some answers from Ss
Song review and practice: Its time for another year

To practice the T can play the song
20 min Warm-up months of the T plays the song and encourages Ss to sing along with him/her T-Ss one more time if
year necessary.
T pauses the song in some segments, but Ss cant stop singing (specially in the parts where a month is
about to be said)
T divides the class in two groups. Each group takes a turn to number the moths of the year at the same
time.

The group who does it better is the winner.
T presents objectives (Suggested objective: To review and practice vocabulary from previous session)
T asks Ss about their favourite dates What are your favourite dates or celebrations of the year?
Ss work in pairs to answer this question My favourite day is
T asks Ss the reasons why they like this date Why do you like this/these date(s)?
To
Lead contextualize Ss must answer with CAN because I can Complete sentences
T-S
30 min in and and practice are not a must, but
S-S
practice previous T invites Ss to watch a video story about other children in the worlds favourite day. logic sentences.
lessons
Video story: My favourite day, Christmas
T displays the online story image, and contextualizes the story (basic facts). T may recycle the strategies
used during the last session (Preview and visualize).
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)
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ideas related to the topic.
After watching the video 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 everybody:
- When is Christmas? September? October?
- Where does he put the presents? In the fireplace? Next to the Christmas tree?
- What can he decorate? The living room? The presents?
- What do you do with Christmas carols? Play? Eat?
- What can he eat? Burgers? French food?
T can do the same activity with a similar video story to offer Ss more input and practice if necessary.
(My favourite day Diwali)
T(s) needs to select
the calendar model
they want children
to work with in
advance, so that the
T tells Ss that they are about to create a favourite day calendar aircraft to decorate their bedroom at calendar formats and
home. materials are ready
for Ss to use.
T shows Ss a finished model of a calendar
Production of
To create a
It contains images that represent different celebrations complete sentences
35 min Task favourite day S-S
is not a must, but
calendar craft
Once Ss finish their calendars, they share and express what they like with peers recycling expressions logical and coherent
and vocabulary My favourite day is Halloween because I can dress up. I can be a super hero. I can eat ideas that allow Ss to
candy. I can decorate my house. (Ss do the same with every date they put on their calendars) understand others
and be understood.
Ss present their calendars in an inner and outer circle. However, encourage
ss to use complete
responses and
remember to model
desired language at
all times.
Song to practice the months of the year: http://learnenglishkids.britishcouncil.org/en/songs/time-another-year
Video Story, my favourite day- Christmas: http://learnenglishkids.britishcouncil.org/en/short-stories/my-favourite-day-christmas
Resources
Video story (extra story): Diwali : http://learnenglishkids.britishcouncil.org/en/short-stories/my-favourite-day-diwali
Calendar models
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MODULE 4 Technology is all around me
1
s all
d me
logy i
aroun
o
Techn
UNIT
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WEEK: 31 AIMS: By the end of the class, Ss will learn and practice vocabulary, different types of media and time expressions.
MODULE: 4 By the end of the class Ss will be able to ask and answer questions about the media e.g.
UNIT: 1 When do you watch TV? - I watch TV on the weekend.
SESSION: 1
TOPIC: Types of communication

T shows Ss what s/he does every day using mime. T asks Ss to guess the actions and then, asks if they
do the same things or not.
T places the flashcards with the actions most people do on the board, e.g. Teacher: I have breakfast. And
you? Class: Yes, I do / No, I dont. Teacher: I take a shower. How about you? Class: Yes, I take a shower
/ No I dont take a shower.
To catch Ss
attention and
10 min Warm up T continues with other routines: go to school, drink chocolate, have lunch, watch TV, read the newspaper, T-S
have them feel
listen to the radio, etc.
relaxed
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 watch TV in the evening. And you? etc.
T highlights time expressions like in the morning / afternoon / evening, after school, on (Sundays), on
the weekend.
T presents the Ss 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.
T shows each flashcard, says the name of the media and asks Ss to repeat the word. T needs to repeat
To introduce it several times.
new vocabulary
15 min Presentation T-Ss
about the Then, T shows the flashcards with the actions and elicits the verbs for each picture: read the newspaper,
media watch TV, read a magazine, listen to the radio, surf the Internet.
Then T says complete sentences using the time expressions. T gets Ss to repeat the sentences after
him/her: She reads the newspaper every day. He watches TV in the evening. etc. Highlight the 3rd
person singular s, es.
T gives a number to each activity, and asks Ss to remember the sequence.
I.e.:
1. I watch TV after school.
To encourage 2. I listen to the radio in the afternoon.
10 min Practice Ss to use new 3. I surf the Internet on the weekend, etc. T-Ss
vocabulary
Then T describes one of the pictures and encourages children to call out the number, e.g. Teacher: He
watches TV on the weekend. Class: Number 3! Teacher: She watches TV after school. Class: Number 1!
The Ss can then continue in small groups.
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T takes a hand puppet out of the bag and it greets all the Ss. T encourages Ss to greet the puppet.
T starts by modelling a dialogue with the puppet.

Teacher: When do you watch TV?
Puppet: I watch TV in the evening, and you?
Teacher: I watch TV in the morning Be sure to provide
Ss with clear
To monitor
The puppet asks one of the Ss When do you read a magazine? T encourages the student to answer T-S instructions on
Ss while
40 min Production using a complete sentence I read a magazine in the morning. The puppet continues, and asks next S-S what goes on the
using learnt
student a question. T can also ask Ss to do this exercise in pairs, so that Ss practice asking and answering Front page of
vocabulary
the question. the newspaper/
magazine
Then, T divides the class into 2-3 groups and gives them the task to create a front page of a magazine/
newspaper. The Ss should use coloured paper, crayons, stickers, glue, scissors, etc. T monitors the
process and helps the Ss when needed.
T asks Ss to share their front pages with the class.

T brings back the puppet and it says goodbye to each student individually, sings the goodbye song
To end the T can use any other
5 min Wrap up (https://www.youtube.com/watch?v=Xcws7UWWDEs) together and goes back to sleep. The puppet
class goodbye song
encourages Ss to continue singing in order for him/her to go to sleep.
Flashcards
Resources
The goodbye song https://www.youtube.com/watch?v=Xcws7UWWDEs
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WEEK: 31 AIMS: By the end of the session, Ss will learn about different means of transportation.
MODULE: 4 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
UNIT: 1 bus)
SESSION: 2
TOPIC: Modes of transport

Before class, T prepares flashcards of the vocabulary of the different types of transportation (car, van,
helicopter, motorcycle, bus, train, lorry, plane, boat) and hides them around the classroom behind a
chair, on the window sill, in a book, etc.
In class, T welcomes Ss and tells them s/he has lost some pictures.
To catch Ss T finds one of the flashcards and looks relieved and happy to have found it.
10 min Warm up T-S
attention
T asks Ss to help him/her to find 8 more flashcards.
T gets everyone to hunt around the room helping him/her to look for the flashcards.
Every time Ss find the next flashcard, T counts One, two, three, four, etc. Once all of the flashcards have
been found, T sits everyone down again.
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 shows the corresponding flashcard, pronounces the word, and asks Ss to repeat
after him/her.
T continues with other means of transport (eg, car, train, boat, plane, bus, motorcycle, etc.)
T invites some Ss to help him/her to draw the pictures. This can be done on the board or at their desks,
invite 4 volunteers to draw on the board, dividing the board into 4 equally marked sections, each titled
with a media of transportation,
Once Ss have
identified the
To introduce
drawing, model
15 min Presentation new vocabulary T-S
the correct way to
about transport
say it: E.g. This is a
plane, This is a car.
Car Bus Plane Boat
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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)
To encourage and says I go to school by car. T accompanies it with the gesture of holding and moving a steering
15 min Practice Ss to use new wheel of a car. T-Ss
vocabulary
T asks all Ss to stand up and imitate driving a car.
Next, T changes the flashcard, and shows the one with a plane 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.

T starts by asking Ss a question using the different means of transportation.
T asks a model question and writes it on the board. Then T divides the class into groups of four. Each S
draws a table (T draws one on the board as a model).
Student Student Student Me

1 2 3
To monitor bus
T-S
the Ss while
25 min Production car S-S
using learnt
vocabulary plane
boat
T asks the Ss to answer the questions about themselves and then ask each other the question Do you
like travelling by ? and write Yes or No in the columns.
T then asks each student How many Ss like travelling by car? T encourages Ss to give a complete
answer Two Ss like travelling by car
T prints out Bingo cards and counters.
To end the
T gives one Bingo card and four counters to each player.
class while
The Ss choose four pictures (or words), then cover them with counters. T-S
reviewing
15 min Wrap up The caller calls out words for any of the pictures on the Bingo card at random. S-S
the concepts
The Ss uncover each of their chosen pictures when they hear the caller names an object.
learned during
The first person to uncover all four pictures Shouts Bingo!
the session
He or she then becomes the caller and the game can be repeated.
Flashcards
Resources Bingo Cards
Images of different modes/types of transportation
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WEEK: 32 AIMS: By the end of the session, Ss will learn about road safety and will be able to recognize traffic lights three colors and
MODULE: 4 their meanings.
UNIT: 1
SESSION: 3
TOPIC: Road safety

To review the
T shows a flashcard with a means of transportation and calls it out and encourages Ss to say on land,
vocabulary
in the air or on water. T-S
10 min Warm up learnt in the
S-S
previous
T does a few more examples before Ss continue in small groups practicing the desired language.
session
T shows Ss the video about the traffic lights (https://www.youtube.com/watch?v=Olq6sBeMc0M ) in

order to teach the basic road safety rules.
Twinkle, twinkle traffic light

Shining on the corner bright.
When its green its time to go;
When its red its STOP! You know.
Twinkle, twinkle traffic light
Shining on the corner bright.
Stop! says the Red light,
To introduce
Go! says the Green.
new vocabulary
5 min Presentation Wait! says the Yellow, T-S
about road
Till the light is Green.
safety
Next, T shows traffic light flashcard 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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T uses cones, chalk, or stop signs to mark start and finish lines.
To encourage T explains the rules: when the T says Green Light Ss can walk towards T and the finish line. The
20 min Practice Ss to use new teachers back will face Ss during green light. When the T says, Red Light everyone has to stop and S-S
vocabulary freeze in place. The T will immediately turn around and see if anyone is moving. Anyone caught moving
has to take three steps backwards. These steps are repeated until someone crosses the finish line and
ends the game.
T shows Stop/Look/Listen/Think flashcards and has Ss practice each of the following gestures 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 safer to cross; hands
(touch): holding hands with an adult.
To monitor
the Ss while T-S
30 min Production T asks all Ss to:
using learnt S-S
1) Show how you stop before you cross the road with an adult.
vocabulary
2) Show how you turn your head to look for traffic.
3) Show how you know that a car is coming and it is not safe to cross the road.
4) Show what we use to listen for traffic.
When the Ss are ready, T plays the following song http://learnenglishkids.britishcouncil.org/en/songs/

stop-look-listen-think
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?
To end the
5 min Wrap up T should encourage Ss to give a complete answer I go!/I cross the street T-S
class
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
Resources
Song
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WEEK: 32 AIMS: By the end of the session, Ss will be able to identify and follow different traffic signs they may find in the street.
MODULE: 4
UNIT: 1
SESSION: 4

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
the contents toward T. If T says, Red light, the Ss should stop freeze exactly where they are. T alternates between
10 min Warm up
studied during commanding Red Light, Green Light and Yellow Light until one of the players reaches him/her. That
past sessions player is the winner.
S-S
T might also use the signs that were created by the Ss to guess what it is.
Then, T asks the Ss to play this game in small groups.

T tells Ss that traffic signs arent just for drivers.
The Ss need to understand the different road signs so that they know how to proceed and what to
To show
expect from the cars.
students other
signs that are
20 min Presentation In this session, Ss are going to make a model of different road signs such as stop, yield, pedestrian T-Ss
important to
crossing, school zones, one-way streets, and do not enter. So, T presents those sings and mimics for
keep in mind in
students to figure out their meaning.
the street
As T shows students different flashcards with those traffic signs, she/he inquires about what they
SHOULD or SHOULDNT do when they see the signs.
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To monitor the
Then, Ss will get in pairs and T will pass the flashcards around. Ss must have a short conversation in pairs
process when T-Ss
about the signs. They show each other the sign and say what they have to do if they see it. I need to
Ss create their
stop! I need to listen! Etc. T monitors the process and models the desired language (should/shouldnt).
traffic signs
20 min Practice and when
Then, once again, T guides Ss to practice by holding up the signs and having them tell what they mean.
they apply the
traffic rules
By the end of the class, Ss stick their signs on the wall, and they could be later used for vocabulary
they have S-S
review.
learnt
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
Then, Ss will stick their signs to the classroom walls and one student in each group will be assigned to
traffic signs
25 min Production present the traffic sign. S-S
and explain
them to their
Ss should say the traffic sign name and what people should and shouldnt do when they see it. Groups
partners
can prepare those sentences in advance to avoid Ss feeling anxious as they present.
To close the T asks Ss what they can remember about their partners presentation to review the use of should/
5 min Wrap up T-Ss
session shouldnt and the meaning of the traffic signs.
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MODULE 4 My house and my school
2
d
hool
n
use a
my sc
My ho
UNIT
ALCALDA MAYOR
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WEEK: 33 AIMS: By the end of the session, Ss will be able to ask and answer the following question Where are you going? - I am
MODULE: 4 going to
UNIT: 2
SESSION: 1
TOPIC: Places around me

T-Ss
T asks everyone to line up behind him/her.
To catch Ss
attention and
10 min Warm up T asks everyone to shout Where are you going? and the T shouts back Over here! - Then T starts
have them feel
walking to a different part of the classroom, with everyone following in a line behind T (like a snake).
relaxed
After some time of playing this game, T asks a S to be the head of the snake and give instructions. S-S
T can use the following

T needs to prepare the flashcards for the different places such as school, the park, the shops, the
song as an alternative
To introduce beach, etc.
to present new
new vocabulary
vocabulary
15 min Presentation about the T presents new vocabulary to the class by holding up each flashcard and teaching the word.
https://www.
places in a
youtube.com/
town T has Ss pass each flashcard around the class with each student saying the word as s/he passes
watch?v=LULzOE1IVYk
the card.
T plays Touch a flashcard game.

T-Ss
T places all the flashcards, picture up, on the floor and gets everyone to sit around the cards in a
To encourage
circle
15 min Practice Ss to use new
vocabulary
T says Touch the park! and everyone must quickly put their hand down on the correct card.
S-S
T plays this until every card has been practiced.
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T needs two sets of the places to position the flashcards for the following activity.
T gets everyone to close their eyes as s/he places each card from the first set around the room (e.g.
place the zoo card in the corner, the park card under on the chair, etc.).
Next, T tells everyone to open their eyes.
T gives a card (e.g. station) from the second set to a student. T models the following conversation:
Probably, the activity
To monitor Teacher: Where are you going?
will be a bit hectic
the Ss while Student: Im going to the beach
30 min Production but the Ss will have a
using learnt Teacher: How are you going there?
lot fun and they will
vocabulary Student: Im going (e.g. by bus, by car, by bicycle, etc.)
practice the structures.
Teacher: Ok then. Goodbye
Student: Goodbye
The student must then search for the beach flashcard. When s/he finds it s/he can return to the T for
another card.
As the first student is searching, T gives another card (e.g. the beach) to another student and has
the same conversation.
To end the
T plays a song Welcome to my neighborhood and sings it along with the Ss. https://www.youtube.
class while
com/watch?v=M3_6qtuipA8
reviewing
10 min Wrap up
the concepts
The song contains Spanish and English expressions, which will help the Ss to learn the song faster
learned during
and in a funnier way.
the session
https://www.youtube.com/watch?v=M3_6qtuipA8
Resources
Flashcards In the town
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WEEK: 33 AIMS: By the end of the class, SSs will learn the vocabulary of house and rooms.
MODULE: 4
UNIT: 2
SESSION: 2
TOPIC: My house
T asks Ss to sit down on the floor making a circle.
T gives each S a handout with a house to color and asks them to follow instructions.
To catch Ss
T points at the sun, and says Colour the sun yellow. T waits until they complete the task. T must color a copy
attention and
of the picture ahead
15 min Warm up revise the T-S
T points at the chimney, and says Colour the chimney brown of time to use as a
vocabulary of
reference.
colors.
T continues giving the commands until all the elements in the hangout are coloured.
By the end of the activity, T displays his/her picture so the SSs can compare their finished product
with his/hers. If they followed the directions, each picture should look similar.
T should use praise words to boost Ss performance.

T uses a glove puppet to introduce new vocabulary.
The puppet greets all the SSs, 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 SSs to repeat after him/her.
To introduce
The puppet looks at another picture, points to the window, and asks, Is this a window? T answers
new vocabulary
15 min Presentation Yes, it is a window, and the whole class repeats after him/her.
about the
house
The dialogue continues until all new words are introduced and repeated by Ss several times.
Then, T uses the flashcards with the names of different rooms in a house to introduce them.
(bedroom, living room, kitchen, bathroom, cellar)
After introducing the vocabulary, T asks each S a question What is your favorite room? and
encourages Ss to give a complete answer My favorite room is
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T asks SSs to brainstorm lots of different animals on the board.
T plays the Animal house song http://learnenglishkids.britishcouncil.org/en/songs/animal-house and

asks SSs to listen and see if any of the animals that were brainstormed on the board are mentioned
T-Ss
in the song.
To encourage
After listening, T checks answers and sees if Ss can name another animal that was in the song.
vocabulary
T plays the song again and asks SSs the questions and encourages them to answer as a group.
(Where is the kangaroo? - The kangaroo is in the kitchen.)
S-S
T asks this question about each animal.
Now, T plays the song again and encourages SSs to sing along!
T plays the online matching exercise with the SSs http://www.wikisaber.es/Contenidos/LObjects/
bb1/act3f/act3f.html
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.
To monitor Then, T completes the rooms handout together with a S. First, the Ss need to identify the room, as If the website is not
the SSs while Ss cant read, T should read the options aloud; and second, they will practice tracing the names of T-S available, T can use
30 min Production
using learnt the rooms. S-S flashcards to play a
vocabulary matching exercise.
Finally, T asks the Ss to plan and to draw their house following the model from the previous exercise.
After drawing their houses, T helps Ss to label the different parts of the house.
Finally, T asks Ss to work in pairs. SSs swap houses with a partner and ask each other questions about
the house. (i.e. What is it? What color is it?, etc.)
Ss write their names on their drawings and T helps the SSs to hang/paste them on the walls.
To end the
5 min Wrap up
class T might also use this song https://www.youtube.com/watch?v=DR5qPNPGCmY in order to finish the
class and revise the vocabulary leant.
Flashcards
The rooms handout
Resources
http://learnenglishkids.britishcouncil.org/en/songs/animal-house
http://www.wikisaber.es/Contenidos/LObjects/bb1/act3f/act3f.html
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WEEK: 34 AIMS: By the end of the session, Ss will be able to use some basic vocabulary related to furniture in a house.
MODULE: 4
UNIT: 2
SESSION: 3
TOPIC: My room
T greets and welcomes all Ss.
To catch Ss
attention T passes out the handouts and asks Ss to complete the task. Ss need to colour and count the
10 min Warm up and review windows, doors and chimneys. T-S
the structure
there is/are When Ss are ready, T asks every student How many windows are there? and encourages Ss to
respond with There are 5 windows
T elicits different rooms names from Ss .
T writes these words across the top of the board. Then for each room T asks them to tell the names
of some of the furniture that is in that room. (Its is OK if Spanish is used, however model the correct
To introduce
response in English
new vocabulary
about the
Next, T uses flashcards in order to teach the furniture that could be found in the house.
furniture
T shows a flashcard and asks Ss to guess what it means. T praises Ss for all correct answers.
T asks the Ss to repeat each new word several times.

T plays Bingo vocabulary game with the Ss.
T prints out Bingo cards and counters.
T gives one Bingo card and four counters to each player.
To encourage
The Ss choose four pictures (or words), and then covers them with counters. Bingo cards must be
20 min Practice Ss to use new T-S
The caller calls out words for any of the pictures on the Bingo card at random. printed beforehand.
vocabulary
The Ss uncover each of their chosen pictures said by the caller.
The first person to uncover all four pictures shouts Bingo!
He or she then becomes the caller and the game can be repeated.
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Now, T divides the class into 2 groups and asks them to listen attentively to the story.
T reads the following story to the Ss, and the 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 very nice armchair is next to the sofa. There is a small bookcase on the right side
of the TV. My colorful cushions are on the sofa and the clock is above the TV. There are some newspapers
on the coffee table and few magazines on the bookcase.
T reads twice (even three times if it is necessary)
To monitor Then, T asks the Ss to draw the living room on a piece of paper based on the description made.
the Ss while T-S
25 min Production
using learnt T gives some time to the Ss to complete the task, while reading or playing the audio of the story S-S
vocabulary several times
Finally, he asks all Ss to sit down in a circle, takes both 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 more 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?
To end the
class while
reviewing In order to finish the session, T plays a coloring game with the Ss (http://learnenglishkids.britishcouncil.
10 min Wrap up T-S
the concepts org/en/word-games/paint-it/bedroom)
learned during
the session
Flashcards
Bingo Cards
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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WEEK: 34 AIMS: During this session, Ss will be able to review, practice and assess all the concepts and contents learned through the
MODULE: 4 unit.
UNIT: 2
SESSION: 4

To revise the
vocabulary
T greets and welcomes the Ss and they sing a song revising vocabulary about the names of the
learnt in the
rooms. https://www.youtube.com/watch?v=d_JilGMyT3w T-S
10 min Warm up previous
S-S
sessions and
Ss will need to listen to the song several times so that they can sing along.
have them feel
relaxed
Ss should get in groups of 3 or 4. T gives Ss the drawing of a house plan. Furniture should be
included too.
To review the Accurate grammar is
vocabulary Groups are supposed to colour the plan. As Ss do so, they should name the parts of the house and not a must. However,
20 min Pre task S-S
about the the furniture they are colouring. this is a chance to
house challenge Ss.
Then, one S should take the paper and ask the others questions about where furniture and rooms
are located (Where is the bed?). Other Ss should recall the information and answer the questions.
Preparation: 20 min
For this consolidation session, T divides Ss into several groups and asks them to design their own
ideal house using boxes. (Shoeboxes can be glued or taped together to create 3D houses, T should
ask Ss to bring boxes to recycle from their homes)
To help the
Ss while T helps the Ss to brainstorm as a class the elements of the house Ss will need to decide on. T helps
they create Ss to decide how many floors and rooms the house will have. They could include furniture, windows
their houses and doors, color scheme, etc.
and monitor Bingo cards must be
40 min Task Once Ss have planned their house in their groups, they should take a box and start creating. They T-S
the process printed beforehand.
when they can use colored or decorated paper for wallpaper and carpet, and they can either draw the furniture
describe them directly on the box or draw it on paper and cut it out. You could also encourage your Ss to create
using learnt their own furniture.
vocabulary
Presentation: 20 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.
https://www.youtube.com/watch?v=d_JilGMyT3w
Resources
Boxes, crayons, coloured paper, glue, etc.
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3
ment
nviron
UNIT
The e
ALCALDA MAYOR
DE BOGOT D.C.
204
WEEK: 35 AIMS: By the end of the session, Ss will be able ask about and describe the weather.
MODULE: 4
UNIT: 3
SESSION: 1
TOPIC: The weather

To catch Ss
5 min Warm up T-S
attention T plays the Good morning song to have the Ss feel relaxed.
https://www.youtube.com/watch?v=1Ziku4FLka4
T goes around class, and stops by each of the flashcards that are on the walls and name the weather.
(E.g. Oh, It is sunny!) . The flashcards should be downloaded from http://learnenglishkids.britishcouncil.
org/en/worksheets/weather-flashcards
Before class,
T needs to
To introduce new T asks Ss to repeat after him/her.
stick weather
15 min Presentation vocabulary about T-S
flashcards on
weather When all flashcards are presented, T shouts out a weather word and asks Ss to run over to the
the walls of a
corresponding picture and touch it.
classroom.
T can stick several pictures of each card around the walls of the room, so that all Ss can participate
in the activity.
T goes to the window, and asks the question several times What is the weather like? What color is
the sky? What should I wear?
T gestures to the SS to come closer and says Look outside!
T tries to elicit some answers from the Ss. S/he encourages all the attempts.
To encourage
Next, T puts all weather flashcards on the board and tells Ss that they are going to sing a song about
vocabulary
the weather. (https://www.youtube.com/watch?v=fWIhHTfJ34M )
T plays the song for the 1st time and uses the corresponding gestures (How is the weather? question
gesture; Look outside your hands over the eyes, etc.) Ss observe the T singing and doing the gestures.
T plays the song for the 2nd time and asks Ss to sing along and repeat all the gestures.
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First, T divides the class into 2 groups and gives a picture weather exercise to each. 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.
T puts Ss in pairs and gives each pair a set of flashcards.

To monitor the Ss
T models an activity that the Ss need to complete.
30 min Production while using learnt S-S
vocabulary
As flashcards are still stuck to the walls. Ss should be paired up and walk around the classroom. One
S should show one flashcard to the other one and asks 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 partners turn to show the
flashcard and ask the question What is the weather like?
T walks around class and monitors the process providing help if needed.
To end the class
while reviewing T-S
T ends class with a game about weather http://learnenglishkids.britishcouncil.org/en/fun-games/
10 min Wrap up the concepts S-S
whats-the-weather
learned during the
session
http://learnenglishkids.britishcouncil.org/en/fun-games/whats-the-weather
Resources https://www.youtube.com/watch?v=fWIhHTfJ34M
https://www.youtube.com/watch?v=1Ziku4FLka4
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WEEK: 35 AIMS: By the end of the class, Ss will be able to use the names of seasons, ask and answer the question What is your favorite
MODULE: 4 season?
UNIT: 3
SESSION: 2
TOPIC: Seasons
T starts the class with a song The leaves on the tree http://learnenglishkids.britishcouncil.org/en/
songs/the-leaves-the-tree
To catch
students T asks the Ss if they can remember the actions that the Ss in the song were doing for each season.
attention and
15 min Warm up T plays the song again, encouraging Ss to sing along and perform the actions. T-S
revise the
vocabulary Finally, T displays a colouring activity on the board and talks about each picture. T should encourage
about seasons Ss to remember what is happening in each picture, while listening to the song. The colouring activity
can be found at: http://learnenglishkids.britishcouncil.org/sites/kids/files/songs-the-leaves-on-the-
tree-worksheet-final-2012-10-22.pdf. T should only print the second page.
T reads the instructions and asks the Ss to colour the pictures according to the season.
T shows Ss a picture of a bear and asks 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 students.
T tells Ss that they are going to watch a story about a bear that sleeps a lot.
T plays the story and stops at different points during the story in order to elicit the name of the
season.
To introduce T-S
15 min Presentation new vocabulary T encourages Ss to explain why it is a .(i.e. winter - there is snow). S-S
about seasons
T discusses all 4 seasons in the same way.
T writes June, July and August on the board and teaches the Ss summer. Then, s/he moves on to the
next season and the months that it includes.
T shows the Ss a calendar and asks them what month it is. T goes through the months and encourages
the Ss to repeat after him/her. To practice, T says a month and asks the Ss to say the next month, e.g.,
T: April; Ss reply: May
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T asks the Ss about their favorite 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.
There are four seasons that happen in a year

Spring, Summer, Autumn, Winter
To encourage Can you tell me what season it is? T-S
15 min Practice Ss to use new Lets take a look S-S
vocabulary SPRING
Can you tell me what season it is?
Lets take a look
SUMMER
Lets take a look
AUTUMN
Lets take a look
WINTER
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T divides the class into 4 groups and gives 1 pen to each. It is very important that T gives different
coloured pens to each team.
Next, put 4 boxes in the 4 corners of your classroom. Each box should be labelled with a season.
T models the activity: s/he takes one piece of paper and draws a snowflake. T should elicit the word
and then T asks, Where should I put this? and gesture towards the 4 boxes.
After receiving a reply for winter, go to the winter box and put the paper in it. Do the same with each
season.
To monitor T-S
T explains that the group with the most correct pictures in each box will be the winner.
the Ss while
30 min Production
using learnt
T places a timer and asks Ss to start drawing different pictures and asking their group where each
vocabulary picture should go. S-Ss
Ss will probably need Ts help with spring and autumn pictures since in Colombia there is only summer
and winter.
T walks around and asks questions (What is that?)
When the timer goes off, T gets everyone to stop and count the number of papers in order to identify
the winner.
T must discuss each paper to see if it was placed correctly into the box.
T organizes the activity with the pictures the Ss drew before.
T invites to all Ss to sit down in a circle on the floor.
T collects all of the pictures and then randomly scatters them around the room.
To end the T-S
10 min Wrap up
class S-S
Next, T picks the Winter box, and says Ok, children! Find all the winter pictures and put them in the
box, Ready, Steady, Go!.
The Ss rush around picking up pictures and placing them in the winter box. Then, T does the same for
the other seasons.
Resources http://learnenglishkids.britishcouncil.org/en/songs/the-leaves-the-tree
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WEEK: 36 AIMS: By the end of the session, Ss will learn about different types of clothes and recognize the importance of the weather to
MODULE: 4 choose what to wear.
UNIT: 2
SESSION: 3
TOPIC: Weather and Clothes

To catch Ss
attention and
review the
10 min Warm up T starts the session with a song about the seasons presented in the previous session in order to T-Ss
vocabulary
review the vocabulary learnt.
about seasons
https://www.youtube.com/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
new vocabulary T explains that the volunteer is going to choose something (among the selected clothes available)
about the that s/he likes.
clothes
T helps the S to put clothes on and teaches the word for the item.
T asks for another volunteer once Ss have been able to use the new word in context and to model
the word(s)
T reminds the Ss that the weather affects many aspects of our lives and especially the clothes we
wear.
T asks Whats the weather like today? and elicits some answers. Possible S responses: It is sunny, It
To encourage is rainy, It is cold. etc.
T-S
S-S
vocabulary Then, T asks questions about the clothes that Ss are wearing, for example, Whos wearing a jumper
today?
T needs to include questions about inappropriate clothes for the weather conditions, for example,
Whos wearing sandals?
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T comes back to the clothes that the Ss were putting on and asks them to categorize the clothes
according to the type of weather. T can use the boxes with different seasons for this 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.
To monitor T tells the class that they have 10 minutes to create a scene with lots of people and different
For this activity, T will
the SsSswhile seasons: the Ss will have to cut out clothes from the catalogue and draw to create the scene.
25 min Production S-S need to bring in some
using learnt
old magazines.
vocabulary It will be really helpful if the T creates his own scene as a model.
During these 10 min, T walks around the classroom asking lots of questions related to the
vocabulary (What is he wearing?, etc.) and helping with any new vocabulary.
Finally, 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).
To end the
class while
reviewing After presentations, T + Ss put all the scenes up on the classroom walls as decoration and use them
10 min Wrap up T-S
the concepts as a reminder and review for future lessons.
learned during
the session
Resources https://www.youtube.com/watch?v=ksGiLaIx39c
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WEEK: 36 AIMS: During this session, Ss will be able to review, practice and consolidate the concepts learnt throughout Unit 3
MODULE: 4
UNIT: 3
SESSION: 4

T greets and welcomes the Ss and asks the question about their favourite month of the year.
Ss need to give some reasons why they like a particular month (Spanish is OK, however when possible
To revise the
reinforce key words and vocabulary in English
vocabulary learnt
T-S
15 min Warm up in the previous
T plays the song Time for another year and encourages Ss to sing along. S-S
sessions and have
them feel relaxed
http://learnenglishkids.britishcouncil.org/en/songs/time-another-year
Ss will need to listen to the song several times so that they can pronounce all the months correctly.
T divides Ssinto four groups and assigns a season for each group.
T explains that each group is going to make a poster for their season. T must set a time limit for making
the poster and a time limit for the mini presentation.
The Ss in each group should decide what things they will have on their poster and decide who is going to
draw what, for example one student can draw a tree with green leaves, one student can draw a squirrel
with nuts, etc.
T gives Ss a large piece of paper and they can cut out and stick their drawings on the paper to make a T needs to
poster. They should label the items in English T should write some of the words on the board in order to inform the
To monitor help Ss choose. T should provide help with language while walking around the class. Ss about the
the process of project during
creation of the While the Ss are working, T plays the song about seasons used in the previous session and encourages T-S the previous
60 min Production
posters and them to sing along if they like. S-S session, so
presenting them that the Ss
to the class. T monitors the process and helps when necessary. bring all
necessary
Finally, T asks Ss to present their posters to the class and mentions as many details as they can (season, supplies
type of weather, describe the nature, talk about different types of clothes)
During the presentation, T must ask questions or provide partial responses if s/he sees that the Ss are
blocked.
T displays the posters around the room and lets the Ss look at each others work.
T asks the questions about Ss favorite season for each group. T encourages the Ss to give complete
answers. E.g. I like summer because it is hot, and I can go to the beach.
Resources http://learnenglishkids.britishcouncil.org/en/songs/time-another-year
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4
s
pact
action
big im
Small
UNIT
with a
ALCALDA MAYOR
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WEEK: 37 AIMS: By the end of the class, the Ss will learn the vocabulary related to the space and the planets.
MODULE: 4 By the end of the class, Ss will be able to ask and answer questions about the planets Which planet is it? It is
UNIT: 4
SESSION: 1
TOPIC: Inside planets

T divides the board into halves and writes Day on the one half and Night on the other.
To activate 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,
10 min Warm up prior T-S
planes)
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.)
Once Ss are done drawing all the items, T uses the drawings to teach them new vocabulary. (The
Sun, The Earth, The moon, the stars, the planets) T points at each drawing, pronounces the word
and writes it down on the board. T tells the Ss to repeat the word several times.
To introduce T tells Ss that they are going to listen to a song about the solar system.
new vocabulary
T asks Ss to carefully listen to the names of the planets.
15 min Presentation about the T-S
space and the T plays the song.
planets.
Once the song is over, T elicits the names of the planets, which Ss remembered and write them on
the board.
T plays the song once again and encourages Ss to sing along using the names of the planets.
T uses the activity sheet for the song, which can be downloaded here: http://learnenglishkids.
britishcouncil.org/sites/kids/files/songs-flying-from-the-sun-to-the-stars-worksheet-
final-2012-10-15.pdf and asks Ss to complete exercise 1 while listening to the song for the 3rd time,
and exercise 2 after that.
T discusses the answers together with the students.
To encourage T asks for some volunteers for the following activity: T gives each student a flashcard of each planet
15 min Practice Ss to use new and asks them to stand up in the same order the planets were mentioned in the song. T plays the T-S
song for the last time.
vocabulary
T asks some of the Ss to draw the Sun and the planets on the board, starting with the planets that
are nearest the Sun.
T elicits the names of the planets and writes them up on the board in order under the pictures of the
planets.
T goes through the names with the class and asks the Ss to repeat after him/her several times.
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T erases the last letter of each planet and asks the Ss to call out their names as s/he points to
them.
After, T erases one more letter and gets the Ss to name the planets again.
T continues erasing letters until s/he only leaves the initial letter of each planet, The Sun, M, V, E, M,
To monitor J, S, U, N, P.
the Ss while T-S
35 min Production
using learnt T elicits the names and erases everything. S-S
vocabulary
Following this, T starts showing the flashcards with the planets and elicits their names. When
showing the flashcard, T asks the question: Which planet is this? - This is Mars! T uses praise for
each correct answer.
Finally, T has Ss work in pairs, showing the flashcards, asking and answering the aforementioned
question.
T gets Ss to sit in a circle and work in group.
To end the T hands out a worksheet with the planets and asks Ss to colour them using the corresponding colours
5 min Wrap up S-S
class for each planet.
T monitors the process and helps Ss to use correct colours for colouring planets.
http://learnenglishkids.britishcouncil.org/en/songs/flying-the-sun-the-stars
Resources http://learnenglishkids.britishcouncil.org/sites/kids/files/songs-flying-from-the-sun-to-the-stars-worksheet-final-2012-10-15.pdf
Colouring page The planets
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WEEK: 37 AIMS: By the end of the class, the students will learn the vocabulary related to the water cycle and will understand the
MODULE: 4 concept of water cycle.
UNIT: 4
SESSION: 2
TOPIC: The water cycle

T greets Ss
T asks about todays weather by looking out of the window and asking the students, Whats the
weather like today? Is it sunny? Is it cold?
Since there is no
To review the
T draws some weather symbols on the board and goes through the words with the class: the Sun, time to ask all Ss, be
vocabulary of
10 min Warm up cloud, wind and rain. T-S sure to look for a few
weather and
volunteers in different
daily activities
T asks the students what they do when it is sunny/rainy/windy, etc. 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 the 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).
T prompts the students to mime the words.

To introduce If it is difficult for a
T asks Ss to draw and color the pictures to represent each of the words.
new vocabulary teacher to draw the
about the water cycle, T may use
T draws a picture of the water cycle on the board.
water cycle. a picture.
T starts by drawing the Sun and asking the students Is it a cloud? No, its the Sun.
T continues with the sea, a cloud, wind, a mountain and a river.
T goes through the vocabulary, checking comprehension, but providing help when needed and
always modeling desired language
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T explains to the students the water cycle.
T asks the students questions while pointing to the picture, e.g. Is the Sun hot or cold? Hot, very
hot. What happens to the sea? The water evaporates and forms clouds. What happens to the Remember to use
To encourage
clouds? The wind blows them and they meet the mountains. What happens then? It starts to synonyms if needed
15 min Practice students to use T-S
rain. Where does the rain go? To rivers. And where do the rivers go? To the sea again! when describing the
new vocabulary
Water Cycle.
T repeats the explanation of the water cycle again, but this time using mime to help the students
understand better. T points to the pictures on the board and have Ss repeat the words : The sun, the
sea, clouds, mountain, etc.
T asks students to work in pairs.
T gives each pair a worksheet which they will need to colour and describe orally.
While students are coloring, T asks the questions What is it? Is it a mountain? What color is
it?
T-S
Once they finish, T starts asking some questions about water.
To monitor the
Ss should draw at least two of the main uses of water.
students while
35 min Production
using learnt
T writes on the board I use water to ... and models a short conversation with one of the students
vocabulary
Mingle
T: What do you use water for?
S-S
S: I use water to wash my hands. (To wash my bike, to water the garden, to cook food, to water the
plants, to brush my teeth, etc.)
Then, Ss mingle and have a similar conversation with different Ss.
After 10 min T has students sit down and elicits interesting uses of water Ss heard from their
partners.
To end the
5 min Wrap up T explains and asks the Ss to follow the movements. https://www.youtube.com/watch?v=e4pxxYFxHj0 T-S
class
Resources https://www.youtube.com/watch?v=e4pxxYFxHj0
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WEEK: 38 AIMS: By the end of the class, Ss will learn the words and phrases to describe environmental issues.
MODULE: 4 By the end of the class, Ss will practice how to use the structure should and shouldnt
UNIT: 4
SESSION: 3
TOPIC: The three Rs (reducing, reusing,

recycling)
T greets and welcomes Ss and announces that they are going to play a game.

T uses some masking tape, makes a long line down the centre of the classroom; so, everybody can
stand on it.

To catch Ss When all the Ss are standing on the line, T labels one side true and another one false.
attention and
10 min Warm up T-S
have them feel T calls out a sentence using there is/there are and numbers vocabulary. T can use any vocabulary
relaxed topic from the previous modules which is suitable for this exercise. For example, T takes 4 pencils
in his/her hand and says There are two pens in my hand. However, it would be preferable to say
sentences about the topics studied during this unit.

Ss have to jump to the appropriate side. If a S makes a mistake, she/he should be eliminated and
asked to sit down.
T gives students a Recycling Sign coloring page and asks them if they know what it means. If the 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.
Following this, T asks the Sswhat people can do in order to help our planet. T elicits as many
answers as possible (L1 is OK), however it is important for Ts to model the desired responses and
elicit that from Ss.
Now, T asks Ss to listen to the song Its up to me and you, http://learnenglishkids.britishcouncil.

org/en/songs/its-up-me-and-you and see which of their ideas were in the song.
To introduce
T asks Ss to complete exercise 1 of the activity sheet. T drills the phrases to make sure that all T-S
and
15 min Presentation Ss understand the actions. T might think of asking the question So, what can we do to help our S-S
contextualize
Planet? and encouraging Ss to repeat the phrases mentioned in the song.
the topic
T plays the song again and encourages the Ss to do the actions and sing along!
T teaches the meaning of the modal verb should and asks Ss to sort out the habits according to
should and shouldnt. (Remember to use should and should not in context regardless of what
is shown in video.
T plays a video https://www.youtube.com/watch?v=SKvGgb3YcDQ 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 r
or re. T elicits reduce, reuse and recycle and elicit the ideas what we should reduce, reuse and
recycle. Be sure provide language samles / models for Ss to follow.
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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 adds some other examples of the things if needed.
To encourage
15 min Practice Ss to use new Following this, T writes on the board the following words Paper, Plastic and metal, and Glass. T-S
vocabulary
T explains that each object must go into a separate column. T asks to name the objects that will go
to the 1st, 2nd and 3rd box. T uses praise to increase students motivation.
Finally, Ss play the game Clean and Green http://learnenglishkids.britishcouncil.org/en/fun-games/

clean-and-green to make sure Ss understand the concept of recycling.
T tells the class they will do a recycling craft activity.
T is going to ask Ss to make a robot, a spaceship or an insect (due to time sake, it is better to only
suggest 3 possible projects and have models already made of each one but they must only use
T will need to inform
To monitor recyclable materials, such as toilet/kitchen roll tubes, dish washing liquid bottles, plastic lids, leaves
the Ss that they will
the Sswhile and twigs, scrap pieces of fabric, old buttons and so on.
35 min Production S-S need to bring different
using learnt
types of recyclable
vocabulary T needs to monitor the process and help the Ss as needed.
materials for this class.
T should bring a model/sample of his/her creation made of the recyclable materials.
Once the Ss are ready with their creations, they will need to present it to the class.
To end the
5 min Wrap up T organizes a special exhibition of the creations of his/her Ss in class. T-S
class
Toilet/kitchen roll tubes, washing-up liquid bottles, plastic lids, leaves and twigs, scrap pieces of fabric, old buttons and so on.
http://learnenglishkids.britishcouncil.org/en/fun-games/clean-and-green
Resources
https://www.youtube.com/watch?v=SKvGgb3YcDQ
http://learnenglishkids.britishcouncil.org/en/songs/its-up-me-and-you
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WEEK: 38 AIMS: During this session, Ss will review and consolidate their knowledge about the space and planets as well as the best way
MODULE: 4 to take care of them.
UNIT: 4
SESSION: 4
TOPIC: Consolidation and Assessment

T sings the Planet song with the Ss in order to review the names of the planets learnt in the
previous session and to review some adjectives. https://www.youtube.com/watch?v=yGSbf5GUWO8
T plays the song for the 1st time and asks Ss about the names of the planets.
T plays the song for the 2nd time and asks Ss about the description of the planets. What is
Mercury/Venus/Mars, etc. like?
To revise the
vocabulary
We are the planets
learnt in the
And this is our song T-S
Gather all your friends S-S
sessions and
And come & sing-a-long
have them feel
Mercury is small, hot & fiery
relaxed
Venus is bright shiny & sparkly
Earth is home for you & me
Mars has Martians... that are really funny!!
Jupiter is strong & very big
Saturn is the one with so many rings
Uranus is cold & far away
Neptune is last but here to stay
T plays the story The cold planet http://learnenglishkids.britishcouncil.org/en/short-stories/the-
cold-planet and discusses what happens in the story. T asks some questions about this plant. Does
To review it exist?, Would you like a planet like that one?, etc.
some useful
15 min Presentation vocabulary and Then, Ss should make two to four lines facing the board (it depends on how big the group is) and T T-S
contextualize will set the chronometer to give Ss one minute to draw all the objects they can remember from the
Ss, video.
To wrap up, T will ask Ss about the names of the objects or characters they drew during the activity.
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T explains that today Ss are going to invent their own planet.
Ss will need pens, scissors, paints, glue, glitter, paper plates, old CDs, aluminum foil, etc. any other
necessary materials. It is important that the Ss use recyclable materials for this project.
T needs to inform the
To monitor T divides the class into 3-4 groups and asks them to create their own planet using different materials. Ss about the project
the creation Note: Be sure to divide the time accordingly in order to accomplish everything, especially allowing T-S during the previous
30 min Preparation
process of the Ss to present them in a circle. S-S session, so that the
planets. Ss bring all necessary
T monitors the process, constantly asking questions about the materials used, colors, ideas, etc. supplies
While monitoring T should be modeling the desired language at all times.
Ss should also prepare their presentations thinking about the materials they have used, the
appearance of their planet and how they can take care of it (using should and shouldnt)
Once, the planets have been created, T asks Ss to describe their planets to their classmates
by mentioning as many details as possible about their planets. (Materials used, shapes, colors,
To share and
description of the planet: rivers, mountains, sky, the Sun, etc.)
present the
20 min Production
planets Ss
T should start the discussion of each planet with the question Which planet is it? Which
came up with
recyclable materials did you use? Ss should also also display their command of Should and
Should not. You should. To save the planet, You Shoudnt do . To preserve the earth/planet etc.
https://www.youtube.com/watch?v=yGSbf5GUWO8
Resources
http://learnenglishkids.britishcouncil.org/en/short-stories/the-cold-planet
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5
net
My pla
UNIT
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WEEK: 39 AIMS: By the end of the class, Ss will be able to use the names of different animals and the noises they produce.
MODULE: 4
UNIT: 5
SESSION: 1
TOPIC: Amazing world of wild animals

T arranges the Ss so that they are sitting in groups of four or five.
T instructs Ss to start drawing a picture of an animal.

To catch Ss
S-S
attention and After one minute, T tells them to change places around the circle. Each student should now be in
10 min Warm up
have them feel front of a different picture. They continue drawing on the new picture. Ss continue drawing and
T-Ss
relaxed 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.

T puts the animal flashcards into a box before the class starts.
At the beginning of the class, T brings the box and makes different noises to attract students
To introduce
attention.
new vocabulary
about wild
Following this, T slowly takes out the animals and teaches the animal name. (What is it? - It is a
animals
lion!!! What noise does a lion make? - Rooooaaaarrr) T asks Ss to repeat the word several times.
T continues with the next animal.

Once all the words are taught, T takes out a flashcard and passes it to the nearest students.
The Ss need to say This is a lion and pass it to the next student.
T has the Ss pass all the animals around the circle while saying their names.
To encourage
Next, Ss are going to sing a song.
vocabulary
Before the song, T runs through the actions in the correct order of the song.
T plays the song and has everyone do the actions as they sing along.
https://www.youtube.com/watch?v=OwRmivbNgQk
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After singing the song, T has everybody stand at one end of the classroom.

T models the activity: S/he holds up a flashcard of a lion and shouts Run like a lion! Then gets
down and crawls across the room like a lion all the time roaring.

After this, T has the Ss do the same. Note: this can be adjusted according to the space available in
To monitor the classroom or this can be done outside.
the Ss while
35 min Production S-S
using learnt Then, T gives another animal flashcard to a S and asks him/her to do like an animal does. Ss repeat
vocabulary 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.

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, Im not.
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?).
To revise the
vocabulary Afterwards, T colours one of the animals while eliciting its name.
10 min Wrap up T-S
learnt and end
the class 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?)
Once the pages are coloured, T helps the Ss to hang them on the wall.
Resources https://www.youtube.com/watch?v=OwRmivbNgQk
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WEEK: 39 AIMS: By the end of the class, Ss will be able to name the places where different animals live.
MODULE: 4
UNIT: 5
SESSION: 2
TOPIC: Where do the animals live?

T plays Word association. T calls out a colour, and Ss name animals that are that colour or T calls
To get Ss in the
out an action, or place and Ss try to guess the animal T-S
10 min Warm up mood for the
S-S
class
T repeats with different colours, places and actions.
Before the class, T prepares two sets of flashcards. First different animals and second 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 min Presentation about the T points to the places to the farm flashcard and says, Does a cow live on the farm? T-S
places where
animals live T points to a few more places flashcards until Ss have told him/her the correct card (the sea).
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 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.
Them T asks Ss to stand on a line

To encourage
T calls out an animal: Where does the bear live?. All students should jump to the right area and
vocabulary
say, The bear lives in the forest.
Ss have to jump to the appropriate side. The Ss who jump to incorrect side, have to say correct the
sentence again.
T continues with the next animal.
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Ss are going to work on a project in which they will need to create a poster.
T needs a large sheet of construction paper for the poster (as big as possible).
T gives everyone paper, and Ss will need to bring their coloured pencils, scissors, glitter, etc.
T asks Ss to draw, colour and cut out an animal or place to put on the poster.
To monitor
T will need to inform
the Ss while
40 min Production T needs to make sure that Ss cover all the animals and places that were taught in this session. S-S Ss to bring the craft
using learnt
supplies
vocabulary
After everyone has drawn and cut their pictures, Ss need to work together to glue the pictures onto
the poster. (I.e. The S who created the duck and the S who created the lake will work together on
their poster.)
Finally, Ss will present their posters by saying I am a hippo. I live in the river.
T hangs the poster on the wall.

T divides the class into two groups.
To end the T assigns the word big to one group and small to the other.
5 min Wrap up
class
T calls out an animal. Ss stand if the animal matches their adjective and Ss also can shout out the
name of the animal.
Resources Flashcards, masking tape, scissors, glue, coloured pencils, markers, old magazines
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WEEK: 40 AIMS: By the end of the class, Ss will be able to name and describe the main parts of the plant.
MODULE: 4
UNIT: 5
SESSION: 3
TOPIC: Plants
T finds an evocative piece of music for the class.
T tells Ss to lie with their heads on their desks.
T plays the music for a minute. Then, T stops the music and tells Ss to take out a piece of paper and
To have Ss feel T-S
10 min Warm up pencil.
relaxed S-S
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.
T asks Ss about their favorite plants.
T draws the picture of a flower on the board and asks Ss if they know how many parts the plant has.
(Spanish is OK)
T points at each part and pronounces the name of the plants part in English.
To introduce
15 min Presentation new vocabulary T asks Ss to repeat the word several times after him/her. Saying This is the . T-S
about plants
T gives Ss a handout of the plant and asks Ss to color it.
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.
T says some true and false statements about plants.
Plants have got roots. (T)

Roots grow under the ground. (T)
To encourage Plants can walk. (F)
10 min Practice Ss to use new Plants need sun, air, water and minerals. (T)
vocabulary 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 discusses the correct answer after each sentence.
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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.
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 dont know how to read.
T explains that trees have usually got trunks and branches instead of stems. Most trees have got
flowers and then fruits (flowers make fruits).
To monitor
the Ss while
40 min Production T asks Ss to draw their own trees showing the changes between the seasons (summer, autumn,
using learnt
winter, and spring)
vocabulary
Once that was done, T gets Ss into pairs and has them ask each other questions.
S1: Trees have brown leaves
S2: This is autumn
S2: Trees have green leaves and fruit
S1: This is summer!
T monitors the process, and helps as needed.

T mimes the different parts of a tree.
To end the Trunk: stand still with arms down. Roots: hands open next to your feet. Branches: open arms.
5 min Wrap up
class Leaves: open arms and move them in a circle.
The Ss take turns to mime and guess the parts of the tree in groups.
Resources Additional resource: http://learnenglishSs.britishcouncil.org/es/short-stories/the-lucky-seed
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WEEK: 40 AIMS:
MODULE: 4
UNIT: 5
SESSION: 4

T sings the Jungle song (https://www.youtube.com/watch?v=GoSq-yZcJ-4 ) with the Ss in order to
review the names of the animals and the noise that they produce.
To revise the
T revises some actions before listening to the song.
vocabulary
In each stage of the
learnt in the
T plays a song for the 1st time and stops after each noise and asks Ss which animal produces this T-S song, T should elicit a
sound. S-S complete answer from
sessions and
Ss.
have them feel
T plays the song for the 2nd time, and asks the Ss which animals they could identify.
relaxed
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 Ss should get in groups of four. Each group will get a set of cut-outs. Ss should take one picture at a
important time and pass it over to each S in the group.
10 min Pre-task 1 vocabulary
studied during When each S gets the cut-out, they should say an animal, ecosystem or part of the plant, depending
the unit. on the picture they got.
T-Ss
T will go over the pictures and elicit vocabulary from Ss.
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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.
Ss will need to work in groups and draw the animals.
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. Then they can put some gum 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.
To monitor T needs to inform the
Or
the process Ss about the project
They can take a thick cardboard and paint a dinosaur on it. Then cut out the drawing and below the
of creation of T-S during the previous
40 min Task belly, cut out two slits. Draw two legs on the cardboard and cut them out. Cut slits on them also. Insert
the zoo and S-S session, so that the
the legs into the slits under the dinosaur belly. Now you have a model of a standing dinosaur.
present them Ss bring all necessary
to the class. supplies
T monitors the process, and asks target questions Who is this animal? Where does he live?
What size is it? What color is it?, etc.
T asks Ss present their animals to the class. (using colors, sizes, habitats, etc.)
Finally, T helps Ss to stick their animals on the wall.
Once they are done, T asks each group to present their animals by describing them and
producing their noises.
To share Ss
outcomes of
Final project
40 min their projects T should decide how Ss should display their projects and lead a feedback session.
presentation
with their
partners
Resources https://www.youtube.com/watch?v=GoSq-yZcJ-4
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worksheet
worksheet
CYCLE: 1 MODULE: 1 UNIT: 1 SESSION: 1
THIS IS ME!
MY NAME IS
MY NAME IS
MY NAME IS
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Go ahead
3 stars!
Start!
Go back
2 stars!
Goal!
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1 2 3 4 CYCLE: 1 MODULE: 1 UNIT: 1 SESSION: 3
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
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
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
Instructions:
10 10 10 10 10 10 10 10
1. My name is:________________________________________________________ Worksheet
2. Trace the numbers
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Instructions:
1. Draw a circle around fruit and a square around vegetables. Worksheet
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WHAT CAN YOU FIND

IN YOUR FRUIT SALAD?
Instructions:
1. Color the fruit you find in your fruit salad Worksheet
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Instructions:
1. Can you...? (No_____ Yes_____ Worksheet

2. My name is______________________________________________
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I have a cough
I have a sore throat

I have a headache
I have a cold!
I have a runny nose

I have an earache
I have a stomachache
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Take out the trash Make the bed Dusting
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Clean the cat

Wash the dishes Walk the dog
litter
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Wash the Rake the

Do the laundry
windows leaves
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MUSIC GENERIC I FEEL...!
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LIVING ROOM BINGO
CLOCK TABLE SOFA
PLANT PICTURE ARMCHAIR
PHONE TV SET FIREPLACE
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Rainy Snowy Warm Hot Sunny
Cloudy Stormy Cold Foggy
Immersion room
Handout
worksheet
Mercury Earth
Venus
Marte
Uranus
Jupiter Saturn
Neptune
Pluton
Immersion room
Handout
worksheet
Leaves
Stem
Seed
Roots
Immersion room
Handout
worksheet
1. I try to speak in English and use the vocabulary and sentences I
know to communicate in the immersion room.
2. I think I have made progress in
my English learning process.
3. I keep a good attitude towards

class activities complete them in an
enthusiastic way.
4. I attend sessions at the
immersion room regularly.
5. I feel motivated to continue

coming to the immersion room.
Instructions:
1. My name is:___________________________________________________ Immersion room

2 Color the worm to evaluate your performance: Handout
British Council, Colombia
Cra 9 # 76-49 | Piso 5 | Bogot D.C,
T +57 (1) 325 9090
www.britishcouncil.co
ALCALDA MAYOR
DE BOGOT D.C.

Cycle 1 of CELTA Course

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Cycle 1 of CELTA Course

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CYCLE:

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

Declarative knowledge is understood here as knowledge resulting from

Learning to live together is a dimension in which students

Stand up (T stands and so do Ss)

TIME STAGE AIM PROCEDURE INTER. COMMENTS

The puppet is sleeping in a bag.

T uses the puppet to model a short dialogue:

TIME STAGE AIM PROCEDURE INTER. COMMENTS

T tells Ss to stand up and march along and do the actions.

TIME STAGE AIM PROCEDURE INTER. COMMENTS

TOPIC: Consolidation and assessment

T plays a song Ten little airplanes (http://learnenglishkids.britishcouncil.org/en/songs/ten-little-

TIME STAGE AIM PROCEDURE INTER. COMMENTS

T explains the procedures by creating the 1st monster by himself.

T asks Ss to give a name to their monsters.

T encourages Ss to present their monsters by answering the puppets questions.

TOPIC: . Making faces is fun

TIME STAGE AIM PROCEDURE INTER. COMMENTS

Ss make the face on the template A by following instructions.

TIME STAGE AIM PROCEDURE INTER. COMMENTS

TOPIC: This is my body

TIME STAGE AIM PROCEDURE INTER. COMMENTS

TIME STAGE AIM PROCEDURE INTER. COMMENTS

TOPIC: Making sense of my senses

TIME STAGE AIM PROCEDURE INTER. COMMENTS

TIME STAGE AIM PROCEDURE INTER. COMMENTS

TIME STAGE AIM PROCEDURE INTER. COMMENTS

TOPIC: Consolidation and assessment

T starts playing a concentration game.

TIME STAGE AIM PROCEDURE INTER. COMMENTS

T asks Ss to go in front of the class and present their poster.

TOPIC: This is who I am

TIME STAGE AIM PROCEDURE INTER. COMMENTS

T models what the Ss will do in pairs:

The most popular animals are _______________

T gives feedback as necessary.

TOPIC: People I know

T reminds Ss of 4 colours (red, yellow, blue and green).

T touches S1 on the shoulder and says red. T has the S repeat.

T touches S2 on the shoulder and says, yellow. T has the S repeat.

T touches S3 on the shoulder and says, blue. T has the S repeat.

T continues until s/he has gone through all the vocabulary.

T models / demonstrates to the class.

T organizes Ss into vocabulary groups. Each group is a different colour.

TIME STAGE AIM PROCEDURE INTER. COMMENTS

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

T models, Pablo is fast. Pablo is friendly.

TIME STAGE AIM PROCEDURE INTER. COMMENTS

T has each S describe at least 2-3 family members,

T models the language desired.

TIME STAGE AIM PROCEDURE INTER. COMMENTS

Board markers per group

TOPIC: How do you feel?

T starts asking Ss about their feelings:

Ss do their presentations for their partners and Ts.

TIME STAGE AIM PROCEDURE INTER. COMMENTS

TIME STAGE AIM PROCEDURE INTER. COMMENTS

T plays If you`re happy song https://www.youtube.com/watch?v=l4WNrvVjiTwhttps://www.youtube.

TOPIC: Consolidation and assessment

TIME STAGE AIM PROCEDURE INTER. COMMENTS

T walks around to ensure that instructions are being followed.

A: Hello. This is my collage.

The most popular objects are _______, _, ______.