Cycle 2 CELTA Course

CYCLE:
2
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
Andrea Bernal Hernandez, Consuelo
Cedano, Diana Zea
Secretara de Educacin Distrital de Bogot, 2014
Consultores Acadmicos Av. El Dorado No 66-63 Bogot Colombia
Alejandra Roa www.educacionbogota.edu.co
Revisin de Estilo Todos los derechos reservados.

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.
Miguel Angel Plazas Figueroa Bogot D.C. - Colombia
MODULE 1 Family and school chores
1
and
es
l chor
Family
schoo
UNIT
ALCALDA MAYOR
DE BOGOT D.C.
8
WEEK: 1 AIMS: By the end of this session, students will be able to design a timetable of classroom chores, applying the use of related
MODULE: 1 vocabulary, expressions and developing communication skills around interaction. In this session, teachers will also get
UNIT: 1 to know their students for the first time to establish a closer bond and assess their profile, level and expectations.
SESSION: 1
TOPIC: Different Kinds of Chores

TIME STAGE AIM PROCEDURE INTER. COMMENTS
Starting routine:
Hello song: Teacher (T) can start the class with a fun hello song according to the age. Whatever When the letter T
song/chant/rhyme is chosen it should be part of the beginning of the lessons at least for the first appears it corresponds
few weeks so that Ss know what to expect from the lessons. If the international teacher knows a to the word Teacher.
greeting song, chant or rhyme they would like to share, it is a good idea to use it at this point. T- Ss When the letter S
appears it corresponds
Here are some suggested links: to the word Student. Ts
https://www.youtube.com/watch?v=-WnY866kBRY and Ss for plurals.
https://www.youtube.com/watch?v=Rh8fI5uIxYs
https://www.youtube.com/watch?v=eBF9DxxAfkU
https://www.youtube.com/watch?v=L89IDDq30J8 The starting routine
should be established
Greeting: Teacher will greet the group introducing him/herself and asking for children to reply. in the first class
To start
For example: and repeated at the
moulding a
Teacher: Hello! My name is Ms. Smith beginning of every
class routine
Starting Children: Hello Ms. Smith class. Teachers can
5 min that will be a
Routine Teacher should also introduce the supporting teacher and ask the kids to greet him/her as well. Ts-Ss-Ts build their routine to fit
part of every
the profile of the group.
beginning of
Date: Teacher says todays day and date. Asks the children to repeat and then writes it in a visible
the sessions.
place.
Weather: Teacher looks outside the window and acts out the weather. Then makes a sentence Besides writing a simple
orally. E.g. Today is sunny. Students repeat the same sentence. Then T writes the sentence in a version of the stages of
visible place and repeats it once again. the session, T can also
write the time that is
Topic of the day: Teacher can state the class objective or the stages. For today Teacher can write planned for each part,
Name Activity and tick them once they
Classroom chores T- Ss have been developed
Reading so it is visually helpful
Handout for the children and the
Timetable Teacher as well.
Closing
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IMMERSION ROOM - SESSION PLAN ALCALDA MAYOR
DE BOGOT D.C.
9

To break the
ice, get to know
Name Activity: The ball. T asks the class to sit in a circle. T takes the ball and says: My name is T-S Keep the class
each others
_________. Whats your name? When T asks the question, he/she throws the ball to somebody organized in a circle
5 min Ice breaker names and
else and models the activity once again until everyone has gotten a chance. It is also advisable paying attention to the T
assess the level
to get learners to use nametags during the first few sessions. S-S for the next part.
of English of
the class.
Classroom chores: T can now tick the first activity that was written. Now reads the second activity:
classroom chores.
T presents the flashcards to the class one by one, drilling each word or group of words, first
chorally, then individually with a few students. Now T will show the flashcards once again, but this
time T shows the flashcard, says the corresponding action, asks the ss to repeat it chorally, then
some children individually, then T acts out the action and asks children to act out as well. T can T makes sure when
To introduce now say the action without showing the flashcards and kids should act the action out. Then T can T-Ss presenting the
Vocabulary
10 min target act out the actions and ss are expected to say the corresponding action. Correct pronunciation by vocabulary to always
Presentation
Vocabulary drilling as many times as needed. Ss- T repeat the same
language
Vocabulary: to erase the board, to organize the chairs, to pick up papers, to open the door,
to take attendance, to ask for silence, to organize the tables, to sweep the floor.
Paste the flashcards on the board at the end of the presentation and conclude with the title:
These are Classroom chores. Drill once again focusing on pronunciation and stress.
Vocabulary Practice: Hand out pictures and words in pairs. Students have to match words to the
pictures and compare with other pairs. T has the flashcards of the actions, and should also have
Vocabulary To practice T monitors pair work as
5 min the language cards of the actions written. To correct the matching activity, it is important to use S-S
Practice vocabulary needed
these sets of cards and paste them on the board or on a wall. Once this activity is over, T can allow
time for Ss to take notes of the target vocabulary.
Reading: see appendix 1.1. Reading is done
individually, but the
Before Students read, teacher assigns the first task: Allow students to read individually and identify first task is explained
which chore has not been presented. T can now go back to the task and allow a few seconds for before they read the
pair check their answers. The answer should be: to organize the library. first time around. Before
To encourage
Receptive they shout out their
10 min practice of S-S
Skill Specific task: Hand out of the days of the week. The objective of this activity is for students to answers, it is important
reading skills
identify which day of the week each task in the reading is done. T should revise the days of the to allow pair check so
week as much as needed. Ss read individually once again and allow time for developing the activity that they are sure about
individually and then for pair checking before correcting in an open class. their answersCheck
instructions by
The best way to correct this activity is to project it and correct it on White Board (WB). modelling the task.
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The language focus
should be an inductive
T takes a sentence from the reading and writes it on the board: approach, which
On Monday Ana sweeps the floor. On Tuesday, I sweep the floor. basically means that
To focus on the
T supports ss so that
present tense
Language Ask what is different about these two sentences. Ss might say the name, the day, the s in the answers come from
10 min particularly S-T
Focus verb in the second sentence. This last one is where the teacher wants to stop for a minute. Ask their own reflection and
on the third
again why is it different? Students might come to the conclusion of the different persons and not because T gives
person
conjugation. T keeps asking Ss, until they can figure out the answer. The idea is to establish the answers out. For further
difference in the verb conjugation according to the person that is doing the action. reference go to the
methodology section in
the root document
Teacher writes the following sentences on the board or projects them if possible:
On Thursday Carolina organize/organizes the chairs and tables
On Friday I open/opens the door
On Tuesday I ____________________________________ T monitors the
To practice On ___________ Martin _____________________________ individual and pair
Individual
5 min Practice language use work to support as
work
and form. Allow students to write and reflect in Individual work, then pair check, then open class correction needed. This practice is
intentionally short
Semi-controlled: A follow up to the previous hand out, that will help a further practice of the
language presented before, allowing students to include some of the information from their
previous experience.
T shows a task sample: First shows a calendar, practicing the names of the week. Then shows the
chores on the board. T divides the class in groups of 5 and each group is in charge of designing a
months timetable chore, e.g. February group 1, March group 2 and so on. In groups,they should
T designs a model
To apply the design a chart, assigning classroom chores for the next classes in a calendar. This chart should
Group timetable chore to be
language in include everybody in the group and it should be a part of the class routine at the beginning and
20 min Task work of adapted to the times
a useful and end of the class for the rest of the year. Each group can be in charge of a month. It does not matter
5 Ss the class takes place if
meaningful task if all chores are not included or if they create a new one.
its once or twice a week
Materials that can be used, include colour cardboard, magazine cut outs, illustrations made by
students, and whatever they need to make their idea possible,
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T encourages groups to paste or display the calendars around the classroom so that Ss can
go around the proposals and observe what ideas the other groups had. T can give out a list of
questions that they can ask each other while going around. (Who is organizing the tables next
Monday, Who will sweep on Fridays, What month are you working on?)
Two students can stay with the timetable and the others should go around. T or Ss should keep
T reminds the aim
the information displayed in the classroom, so that they can check it at the beginning or at the
of sharing their
end of a lesson as needed.
presentations so that
they are active listeners
T can give feedback to each group by having some criteria given before the beginning of the
by writing down the
activity written throughout the whole lesson. It may include a similar structure to the following: Groups of
questions suggested
To practice students
by the teacher and the
speaking skills CATEGORY 4 3 2 1 presenting
15 min Presentation answers given by peers.
and to socialize and
Use of Class Time Used time well during Used time well during Used some of the time well Did not use class time to For the feedback T can
Ss work each class period. each class period. Usually during each class period. focus on the project OR visiting
Focused on getting the focused on getting the There was some focus on often distracted others. write the words of the
stations
project done. Never project done and never getting the project done criteria and ask Ss to
distracted others. distracted others. but occasionally distracted
others. evaluate these three
Graphics -Clarity Graphics are all in Most graphics are in focus Most graphics are in focus Many graphics are not
aspects while they go
focus and the content and the content easily and the content is easily clear or are too small. around as well.
easily viewed and viewed and identified viewed and identified from
identified from 6 ft. from 6 ft. away. 4 ft. away.
away.
Attractiveness The poster is The poster is attractive The poster is acceptably The poster is
exceptionally attractive in terms of design, layout attractive though it may be a distractingly messy or
in terms of design, and neatness. bit messy. very poorly designed. It
layout, and neatness. is not attractive.
Sing Good Bye song/chant/rhyme, which can be sung at the end of every lesson. Teacher can T can also bring a bit
To finish the
also include a different closing routine, like organizing the room, then singing a song, maybe bring of their country into
session in a
in a video, talk about her/his country, play a traditional game, talking about session outcomes, these last minutes of
positive way
5 min Close up any activity that ends the session on a positive note is perfect. Here are some suggested links for T-S the lesson, any short
and also bring
goodbye songs. activity they want to
in a closing
http://www.youtube.com/watch?v=Xcws7UWWDEs share with Ss at the end
routine as well
https://www.youtube.com/watch?v=sGT9hjGcA10 of the session.
Reading and Information Chart
Vocabulary Flashcards printed or in PPP (to Erase the board, to Organize the chairs, to Pick up papers, to Open the door, To take attendance, to ask for Silence,
to organize the tables)
Resources
Hand outs
White Board
Projector if needed
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WEEK: 1 AIMS: By the end of the session, students will describe their responsibilities at home, practice new vocabulary and recycle
MODULE: 1 vocabulary from previous session by exchanging information with peers and sharing their new knowledge with their
UNIT: 1 family and by creating a diorama that involves the family in house duties.
SESSION: 2
TOPIC: Family chores

Starting routine:
Hello song: Teacher must have chosen a song on previous session. Try to start class with this song
or rhyme so that students understand that it is time to start and begin to learn it as well.
Greeting: Teacher will greet the group introducing him/herself again and asking Ss to reply. As it T- Ss
was done in the first session:
The starting routine
Date: Teacher says todays day and date. Asks Ss to repeat and then writes it in a visible place. should be established
To start
in the first class
moulding a
Weather: Teacher looks outside the window and acts out the weather. Then makes a sentence and repeated at the
class routine
Starting orally, e.g. Today is sunny. Ss repeat the same sentence. Then T writes the sentence in a visible beginning of every
Routine place and repeats it once again. class. Ss will start to
part of every
identify this on the
beginning of
Classroom chores: In the last session Ss developed a timetable of classroom chores. During this second or third lesson
the sessions.
session, it is important to go back to that calendar and revise who is responsible for what that day so its important to
and praise Ss for doing their chores well. repeat it
Ts-Ss-Ts
Topic of the day: Teacher can state the class objective or the stages. For today Teacher can write:
Revision Game
Family chores
Parts of the house
Diorama
Closing
Teacher reviews the flash cards from previous lesson with Ss through any of the activities used
To review
the last class. Showing the flashcards and expecting students to say the action or acting the
vocabulary It is important to
chore and having them say the name. T can judge which practice activity worked well with the
from last T elicits activate previous
group from last session. Here is a suggested fun review/practice activity:
3 min Lead in session and to vocabulary knowledge and review
prepare them from Ss what is familiar to them
For the practice, paste flashcards on the board or a wall. Make two teams. Ss make two lines.
for todays at any given chance
T says a chore and one member of each group should run to the board and touch the correct
session
card. The first one to touch the correct one should pronounce it and wins a point.
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STAGE AIM PROCEDURE INTER. COMMENTS

Based on Ts international background and experience, he/she presents the type of chores he/ Though T uses
she used to do at home when he/she was the same age as Ss. T uses flashcards as story cards used to, to present
to present the language. T can also arrange a PPP with pictures of him/herself, which students the language, the
enjoy very much. vocabulary is focusing
on the actions, the
The same presentation technique as the previous session can be used: drilling chorally and same way they were
To present new individually and going back and forth, focusing on pronunciation and stress. Here are some presented in the
Vocabulary vocabulary that suggestions for vocabulary and chore presentations, which can be adapted so that the T shares T tells the last class. This is
12 min
Presentation will be needed his/her personal experience. This can be done in a PPP, but flashcards will also be used later on. story to Ss an ideal excuse for
for final task international T to
This is me when I was 8-9 years old. (show pictures). This is my house. This is my family (my sister, share a bit of his/her
my mom, my dad, etc.). This is my bedroom. When I was a child I used to make my bed every culture and childhood.
day, clean my room on Tuesdays and Saturday, and take out the garbage on Sundays. This is Children enjoy seeing
the kitchen. My sister used to clean the kitchen every day, feed the dog and fold the laundry on what adults looked like
Sundays. when they were their
This is the laundry room. age
In an open space (a classroom with no chairs or moving the chairs to the sides or in an outside
courtyard) T can use masking tape to draw a blueprint of a house on the floor, big enough to
stand in the rooms and spaces. Keep in mind that you will need a kitchen, laundry room, a living
T should be careful to
To include the room, and a bedroom. T gathers group around it.
use the same language
parts of the
Practice of structure as in the
10 min house to enrich T says: This is a house. Where am I in the house? T stands in the kitchen, and shows a picture or T-S
listening previous chores and
context for a label of the kitchen. Ss may reply with the correct word after. Good. What chore did I do in the
the questions of the
core activity kitchen when I was 8-9? T should show the house chores picture cards from previous story so
parts of the house.
that children figure it out. The answer is of course clean the kitchen. T does the same with every
part of the house and every chore in an open class. T makes sure he/she places the language
or picture cards on the floor in the corresponding space.
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Ss can now draw a similar map in their notes to remember the new vocabulary and location. In
the main task Ss will be choosing a part of the house or a room of the house and are going to
create a diorama of a particular house chore in a particular room. In groups of 4 ( a person per
room in the house) They can bring into the classroom for the day shoe boxes, coloured paper,
glue, scissors and any other material they would like to use. Each house has to have four rooms
one in charge of each member. In each room, there should be a person or a character acting
To plan out a out a house chore. Ss have to create each room individually but they have to also think of the
Teacher monitors
chore chart house as a whole Students in
group work to support
30 min Task that will be groups of
language and motor
displayed and Ss can bring or use any materials that they need or want and be as creative as possible. There four
skills
used at home are examples of dioramas on line that can be shown to the Ss to give them ideas.
Ss plan the chart with help of a graphic designer that can go in their portfolio
After they planning the chart, Ss start building it. When they are finished, they get to share it with
a partner and finally they can take it home and present it to their families as well hoping that
everyone will agree and carry out the project.
Remember to give
them a reason for
Ss now have to listen to the presentations that should keep a common structure such as, Hello.
listening to their
This is our house. This is Juan (character) he is cleaning the kitchen. And then each S has a go.
To share the Groups classmates so that
work they have present they really pay
25 min Presentations While presentations go on, Ss have to pay attention to what is different in their own diorama
done during and rest of attention to their
compared to the one that is being presented to the class. After each presentation T asks each
the lesson Ss listen peers. Assigning a
group, What was different? Ss should answer, In our diorama the kitchen is blue. or down or
task is vital to have
up. T can guide or correct their answers using the whiteboard for support.
respectful listeners
and happy presenters.
To finish the
Closing routine.
class properly
5 min Closing Class chores assessment for today and for the next class S-T-S
in a routine
Good-bye song
frame
Resources Classroom chore chart, construction paper, glue, picture cards and language cards, masking tape, glue, scissors, shoeboxes or similar boxes.
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WEEK: 2 AIMS: By the end of the session, students will combine the knowledge from the two previous sessions to create a storyboard
MODULE: 1 that will show evidence of their skills by creating a short story in writing with visual support.
UNIT: 1
SESSION: 3
TOPIC: How can I help more?

Starting routine:
Hello song: T must have chosen a song on previous sessions. Ss will understand that it is time to start
and begin to learn the song as well. T- Ss
The starting
Greeting: T will greet the group introducing him/herself again and asking for Ss to reply. As it was done routine should
in the first session be established in
To start
the first class and
moulding a
Date: T says todays day and date. Asks Ss to repeat and then writes it in a visible place. repeated at the
class routine
Starting beginning of every
Routine Weather: T looks outside the window and acts out the weather. Then makes a sentence orally, e.g. Today class. They will
part of every
is sunny. Ss repeat the same sentence. Then T writes the sentence in a visible place and repeats it once start to identify this
beginning of
again. on the second or
the sessions.
third lesson so its
Classroom chores: In the first session, Ss developed a timetable of classroom chores. During this important to repeat
session, it is important to go back to that calendar and revise who is responsible for what that day and Ts-Ss- it
praise Ss for doing their chores well. Ts
Topic of the day: Teacher can state the class objective or the stages of the session as it was done the
first two sessions. Today they will be combining School and House chores.
T has pasted flashcards used in the two previous lessons around the classroom. Before the game
starts, T can point to these flashcards and ask students to say the corresponding vocabulary as a way
Warm To review of reviewing and activating prior knowledge. T can award points
up and vocabulary for this activity to
15 min S-T
vocabulary from the last T makes two teams and makes them sit in two circles in the middle of the classroom. T acts out an encourage active
revision two lessons action from the flashcards and two students have to run to the corresponding card. The student who participation
finds the card first has to say the action correctly. T can model this activity with a pair of Ss, one from
each group before beginning to give points for each action.
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Listening T tells a story using story cards or PPP, in the shape of a storyboard.
This is the story:

Lucy is 10 years old. She lives in Bogota. She has one brother and one sister. They live with their
mother and their grandmother. Lucy helps at home doing different chores. On Monday and Friday,
Lucy cleans her room and takes out the garbage. On Tuesday and Thursday, Lucy feeds the cat.
On Wednesday, she cleans the windows and the bathroom. On Saturday, Lucy folds the laundry.
To model the T can adapt this
Every day she makes her bed and washes the dishes. She likes feeding the cat, but she doesnt like
product of the story to include their
washing the dishes.
Receptive task that will be own story and share
15 min T-S
Skill done by the Ss more information
After Ss listen to the story, T asks them to choose the best title for the story out of these three:
at the end of about their culture
Lucys life
the session and experience
Lucys chores
Lucy likes cats
Then the T asks some comprehension questions to check comprehension: When does Lucy clean her
room? Does she like washing the dishes? When does Lucy feed the cat?
T shows the text of the story to Ss in individual handouts, previously written on the board or projected.
To practice
T can use symbols
stress and
Language T and Ss look at the story together and work on stress and intonation by marking these aspects and and different colour
15 min intonation of T-S
Focus practicing the pronunciation together in an open class. markers to show
the vocabulary
stress and intonation
in context
T pairs up Ss. T asks Ss to retell the story to their partner viewing the images on the board and the T should focus
To practice prompts. on stress and
pronunciation intonation, but since
Language
10 min interacting and T monitors listening closely to the students practicing and correcting pronunciation when necessary. S-s there is some new
Practice
correcting in vocabulary it is also
pairs Appendix 1.2- The teacher shows the template of the story to the students, with some blanks that important to answer
they need to fill out freely. This work should be done in pairs and teacher monitors their work closely. vocabulary questions
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Create a small storyboard using the model of the reading.
To create a Ss write the model in groups of 5 people, then divide the story in 5 parts to make 5 drawings. They
storyboard to can be in one piece of paper or in 5 pieces of paper that they can later present to the class. The T monitors pair
give further sentences of the story must be written in the back of each picture to read as they present. The Groups work closely so that
25 min Task
practice of sentence that goes with each picture is specified in the corresponding template. of 5 everyone has an
vocabulary in active role
context. Ss share the storyboards with the class by showing the pictures and telling the stories by reading the
sentences from the back of each picture. Listeners can choose a title similar to the one chosen in the
first story, changing the name of the character.
While Ss present it is
Closing routine organizing the class and checking classroom chores for next session based on
To share class a good idea to give
5 mins Close up calendar S-S
work the listeners a task
Goodbye song
to listen
Resources Projector, handouts, construction paper for storyboards, markers or coloured pencils.
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WEEK: 2 AIMS: By the end of the session, Ss will design a blueprint of the miniature model of their neighbourhood that will be
MODULE: 1 developed in the project sessions.
UNIT: 1
SESSION: 4
TOPIC: Consolidation and Assessment

Starting routine:
Hello song: T- Ss
Greeting:
Date: Teacher asks a S to try to say todays day and date. T asks Ss to repeat and then writes it in
a visible place.
Today a S is in charge of
the date. T should make
To start a class Weather: T looks outside the window and acts out the weather. Then makes a sentence orally, e.g.
Starting sure to start giving class
5 min with a familiar Today is sunny. Ss repeat the same sentence. Then, T writes the sentence in a visible place and
Routine some responsibility for
routine repeats it once again.
starting routine little by
little.
Classroom chores: In the first session, Ss developed a timetable of classroom chores. During this
session, it is important to go back to that calendar and revise who is responsible for what that day
and praise Ss for doing their chores well.
Ts-Ss-Ts
Topic of the day: T can state the class objective or the stages of the session as it was done the
first two sessions. Today they will be starting to work on the module project
Teacher prepares a Power Point Presentation (PPP) or poster based on his/her neighbourhood
back in their country. Starts presentation by saying: The PPP should include
To introduce
as many pictures as
15 min Lead in the topic for T- S
This is me. This is my neighbourhood in my country. These are my friends. These are some possible of the places in
the day
important places in my neighbourhood. This is the store. This is the coffee shop, this is the park, the neighbourhood.
this is the church and this is the school.
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T finalizes PPP by showing a map of his/her neighbourhood, with labels of the places that were
mentioned so that T can show Ss where each place is and repeat the vocabulary while showing
the map. Here is a sample picture:
It would be nice if
information presented
To model the
10 min Presentation T-S was real so that T
task for the day
can really enjoy the
presentation.
To plan out a Ss will be developing a similar map of their neighbourhood in groups of 4 or 5 students. T
T monitors individual
chore chart explains they will be making a miniature model of their neighbourhood. The first step is to draw
work to support
30 min Task that will be a map of their neighbourhood with labels. While a couple of Ss in each group draw the map, the GW5
language and motor
displayed and others can start to decide in which material each place is going to be made from in the actual
skills
used at home model. To support this work, see appendix 1.3
To share ideas Before class is over, models should be presented to the rest of the groups. Each group has
25 min Share and compare to vote for a model different from their own to be chosen for making the actual model in next GW - WH
models project sessions.
To finish the
Closing routine.
class properly
in a routine
Good bye song
frame
Resources Power Point presentation, hand out, Construction paper, coloured markers or pencils.
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MODULE 1 Active participation at school
2
Active
n at
l
schoo
ipatio
partic
UNIT
ALCALDA MAYOR
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22
WEEK: 3 AIMS: By the end of this session, Ss will be able to identify their rights and responsibilities as children
MODULE: 1
UNIT: 2
SESSION: 1
TOPIC: Rights and Responsibilities

Starting routine:
Hello song
T- Ss
Greeting
Date: T asks a S to try to say todays day and date. T asks Ss to repeat and then writes it in a visible
place.
Today, a S is in
charge of the date.
Weather: T looks outside the window and acts out the weather. Then makes a sentence orally, e.g.
To start a class T should make sure
Starting Today is sunny. Ss repeat the same sentence. T writes the sentence in a visible place and repeats it
5 min with a familiar to start giving class
Routine once again.
routine some responsibility,
little by little, for the
starting routine.
session, it is important to go back to that calendar and revise who is responsible for what that day and
praise Ss for doing their chores well.
Ts-Ss-Ts
first two sessions. Today they will be starting to work on the module project
T can create a
Hangman to guess the title of the lesson: Rights and Responsibilities. T plays hangman
hangman on an
To guess the remembering to draw the doodle and write the letters that are not in the title so that nobody
T-S online site like
10 min Warm up topic of the repeats. If T considers it useful, he/she should also review or correct letters and pronunciation. T
S-S http://www.
lesson should also clear meaning of these words by giving an example or by translating the words. Drill the
hangman.no
pronunciation chorally and individually a couple of times.
There are eleven cards of responsibilities and eleven cards of rights. According to the number of Teacher
Ss, T decides how many groups of Ss he/she wants to have. It is advised to consider groups of 5 Ss explains Its very important to
where each group has 4 cards: 2 of rights and 2 of responsibilities. A model of the cards is available the task check instructions
at: http://voc.org.my/blog/blog/2012/10/01/childrens-rights-needs-and-responsibilities/ to Ss by modelling the
To get the
task, and then
materials for Teacher makes the groups, making sure that each group has a corresponding number: Group 1,
having a student
20 min Lead in the main task Group 2, Group 3, Group 4 and Group 5
model it again.
analysing their
T has previously pasted the rights cards on one side of the classroom and responsibilities cards Ts should take
connections
on another side of the classroom. On the side of the rights, each card has a number from 1 to 5 responsibility for
written on the back that corresponds to the group number. If there are 2 right cards per group, making sure Ss make
there should be two cards that have the same number, e.g. Group 1 has to look for two rights cards pairs correctly.
that have the number 1.
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Once the groups understand what they are supposed to do, they go together to find their 2 rights 5 groups
cards by flipping them over. When they have both of their cards, they have to go to the other wall
of 5
and find the corresponding responsibility to the right cards they already have. T has to monitor the
Students
matching activity with a copy of the pairs, to make sure the groups take the correct card. If not, T
should ask them to try again. each
If possible, Spanish/English dictionaries should be brought into the class either by Ss or Ts.
To understand
Schools libraries
what the cards Ss read their cards and try to understand them using the dictionaries. T supports by monitoring
usually have
15 min Pre- task are explaining or giving further explanations if needed, but the meaning of the sentences in the cards can be
childrens bilingual
using concluded from the words and the pictures. T writes their translations in their notebooks. When they
are finished Ss paste the pairs of cards together (right with corresponding responsibility in front) on dictionaries
translation
a side of the classroom.
To recognize The same
It is important
daily situations groups of
Groups will take the information from their cards and come up with two situations where their to support with
Task and in which Ss 5 students
20 min corresponding rights and responsibilities are explained. They have to act out these two situations in pronunciation during
interaction demonstrate from
two short role-plays that will be presented for the rest of the groups. the practice of their
their rights and previous
presentations.
responsibilities stage
To act out a
Task situation of
Ss present their role-plays to the rest of the class. After each presentation, the rest of the groups
presentation the rights and Whole-
20 min have to guess which pair of cards the plays refer to. Presenting groups say if it is correct or not. Then
and responsibilities class
together they read the cards once again and clarify any particular vocabulary
production to be presented
to the class
If necessary, T
Closing routine can go over some
To close the
mistakes he/she
class properly
10 Organizing the class and checking classroom chores for the day assessing performance, also heard repeatedly
Close up based on S-T-S
mins revising who is in charge for the next session based on calendar. during practice,
established
and also praise
routine Goodbye song. very good sentence
construction.
Resources Rights and Responsibilities cards, Spanish/English dictionaries (at least 1 per group), tape and notebooks
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24
WEEK: 3 AIMS: By the end of the session, students will be able to identify what a political party is and does.
MODULE: 1
UNIT: 2
SESSION: 2
TOPIC: Solving problems

Starting routine:
Hello song
Greeting
Date: Teacher asks a S to try to say todays day and date. T asks children to repeat and then writes it
in a visible place.
To start a class Weather: Teacher looks outside the window and acts out the weather. Then makes a sentence orally,
Starting
5 min with a familiar e.g. Today is sunny. Ss repeat the same sentence. Then T writes the sentence in a visible place and T- Ss
Routine
routine repeats it once again.
Topic of the day: TTeacher can state the class objective or the stages.
T produces some sounds of animals that can be found at the zoo. If there is access to internet, T
may use some minutes of the video on youtube: http://www.youtube.com/watch?v=JJQHJhTvo1k
To set the
T plays the sound of the video and covering the screen for students to write down the name in
5 min Warm up context of the T- Ss
Spanish of as many animals as they can recognize. Once they video has finished T asks the Ss the
class
names of the animals they could listen to. T plays the video and revise pronunciation of each one of
the words after the sound appears in the video. T drills the words and correct pronunciation when
required.
T shows pictures of 4 animals: parrot, dolphin, iguana, monkey and tiger. As T shows pictures asks
them to drill the words and asks them to mime each one of the animals. Then T acts out the actions T thinks of actions
and Ss say the name of the animal. before the lesson,
but sometime Ss
T asks Ss: Do you find tigers at home? Do you find tigers at the zoo? Then T asks the same questions have better acting
with the parrot, dolphin, iguana and monkey. Then teacher asks, Do you think animals have problems skills. Observe Ss for
in the zoo? What problems do you think they have? T writes down on the board the problems ideas.
suggested by the Ss,
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T asks Ss, What animal do you see in the picture? Then T shows the sign and asks the class: What is
the problem? The pictures can be
presented in a PPP
After responses, T says: This is a zoo. Humans cannot feed the monkeys. The monkeys are upset. or in storycards. If
They like to eat very much. done in PPP, text
To introduce Then T shows next image. T asks, Whats the problem? should appear after
the topic After responses, T says, The bed is too small. The monkeys are upset. They like to sleep very much. the pictures have
20 min Lead in further by S-T been shown and the
T shows last image and asks, Whats the problem?
stating the what teacher has acted
a problem is, out the problem. If
After answers, T says, The monkeys swing is broken. The monkeys are upset. They like to swing
done in story cards,
very much.
T writes the text on
WB after the story
T repeats the presentation once again hoping for more replies from the Ss. If time allows another
repetition it is advisable to do this as well, because Ss will enjoy telling the story by themselves as has been told.
well.
T shows the text of the problems now to the whole class and asks, What is a solution for the three
problems? Monkeys need to talk to the zoo keeper. (T shows a picture of the zoo keeper). Monkeys
need the zookeeper for help. Can monkeys talk? Ss reply, No!
T shows a picture of Joseph Monkey as he/she says, Well this monkey is special. He can talk to
humans. His name is Joseph Monkey.
T shows the previous text with images and adds the following text as well: Joseph represents the T asks questions
Zoo Monkeys Party. The group of monkeys is a Party. Joseph Monkey is the Monkeys representative. as the story and
To model the Monkeys need a representative to talk to humans. pictures are shown.
product of the
T can add as many
task that will T shows a picture of Joseph Monkey with the word representative besides a group of monkeys with slides as possible
Receptive be done by the the words Zoo Monkeys Party and shows the following text in addition to the previous one.
to support text also
15 min Skill: Story Ss at the end T-S
to use gestures and
Conclusion of the session The group of monkeys is part of the Zoo Monkeys Party and Joseph Monkey is their representative.
body language. T
and to practice Joseph talks to the zookeeper. T shows the picture of the first problem and says:
should go back to
comprehension
previous slides to
skills Hello zookeeper. Can humans feed the monkeys?
keep illustrating the
Now T shows second problem picture: story.
Can humans give Monkeys bigger beds?
Now T shows third problem: Can humans fix monkeys swing?
Zookeeper says Ok Joseph. Humans can help. Now humans can feed the monkeys. Humans can give
monkeys bigger beds. Humans can fix the swing. Now everyone is happy.
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Group work. T makes 4 groups using cards with the faces of 4 different animals. Ss have to find their
teammates by making the animal sounds or miming their movements from the warm up stage. One
group of tigers, one group of parrots, one group of dolphins and another group of iguanas.
T says, The animals need a Political Party like the monkeys: The Zoo Monkeys Party. What is the
name of your Political parties?
T hands out poster paper per group and allows time for each group to write the name of the Parties
as a title, to create a logo for their party and to choose the name of their representative. Ss write all
this information in their poster using a model shown in a slide.
Groups communicate this to the teacher in an open class
Now each group gets a paper with a problem that animals have.
To gain further
T can use a PPP
understanding Tigers: No space to run, Parrots: little houses, Dolphins: salty water, Iguanas: cold air slide and have
about topic
each part of the
30 min Task and use model T asks, Whats the problem? And models the answer with monkeys T-S
presentation appear
from story to
as they go through
produce a new Monkeys are upset. They have small beds.
them.
writing sample
Then asks each group once again. Whats the problem?
Ss reply _____(name of animals) are upset. They have __________ (problem)
Each group agrees and answers and write the sentences on their posters
T asks, What can the animals do? Can animals talk to the zookeeper? Remember what Joseph Monkey
asked the zookeeper? Can humans feed the monkeys? Lets try it with your animals. T writes stem
sentence.
Hello zookeeper, can humans __________ (solutions)
Possible answers: give the tigers more space? Give parrots bigger houses? Give sugar for the water?
Warm up the air?
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Ss discuss and answer. T supports and writes their answers. The animals,
To consolidate problems and
10 min Presentation the information Ss have written all of the previous information on their poster following the model on the Monkeys. S-s elements of the task
in a poster Now they can display their posters showing them to the class and reading the information for can be adapted by
their classmates the teacher.
To share class calendar
5 mins Close up S-S
work
Goodbye song
Resources Projector, PPP, construction paper for posters, markers or coloured pencils.
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WEEK: 4 AIMS: By the end of the session, Ss will be able to explain the functions of the main bodies of the schools government at
MODULE: 1 their school.
UNIT: 2
SESSION: 3
TOPIC: Who represents me at school?

Starting routine:
T-S
Starting
5 min Hello song
routine S-S
Chore chart for the day
T can have access
T shows some pictures of people who are an important part of the schools life. The principal, to these pictures
To introduce a
5 min Warm up coordinators, teachers and recognized students. The class has to say who they are as they appear T-S from year books or
new topic
either by name or position in the school. publications made
by the school.
T shows the pictures once more, but this time s/he can give the names of the positions these people
have at the school.
T makes sure when
presenting the
Vocabulary To introduce As pictures are shown T says their jobs. Principal, academic coordinator, discipline coordinator,
10 min T-Ss vocabulary to always
Presentation Vocabulary head of department, teacher, student representative. T asks Ss, What is the name of the Principal/
repeat the same
academic coordinator/discipline coordinator/head of department/ teacher / student representative
language.
at school? After checking the names of the jobs introduced in the vocabulary presentation, T asks
Ss to take notes on their notebooks about the words presented.
T asks Ss to work in pairs. T hands out a set of pictures of the words Schools Government, Principal,
Coordination Council, Academic Council, Students Council and the words. Ss match words to the
Vocabulary To practice T monitors pair work
10 min pictures and compare with other pairs. After Ss have compared their answers, the T models on PW
Practice vocabulary as needed.
board with bigger model or with PPP so that Ss check their work. After presenting each word T drills
pronunciation with Ss.
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After checking the matching activity and pronunciation of each word, T asks Ss to rank the pictures
and words from the highest authority to the lower authority. T checks the ranking with the whole
class. T creates a graphic organizer on the board with the answers provided by the Ss to represent
the hierarchy. T may use pictures of people to create a pyramid graphic organizer on the board. T-S
After creating the graphic organizer, T hands out the cut-out papers with the names Schools
Government, Principal, Coordination Council, Academic Council, Students Council and cut-out T presents the tasks
Additional To organize
papers with the functions of each body at school. before reading
Vocabulary the schools
10 min - The government in a school each time. Check
Presentation government
- The highest authority instructions by
and practice and their tasks
- The Coordinators modelling.
- The Heads of Departments
- The students representatives
S-S
T asks the Ss to match the papers in pairs. Ss compare their answers. T checks the Ss answers and
asks the Ss how these words can be included in the graphic organizer on the board. T writes the
words of each where the SS think they might belong in the graphic organizer on the board.
T asks the Ss about the functions of each one of the bodies introduced beforehand: Is the schools
government in charge of the organization of the school? Ss have to answer no. Then T asks What
does the principal do? Does the academic council work to improve the academic area at school?
Ss should answer yes. T asks Ss what does the students council do? Then T shows a text that The language
explains the presented vocabulary in a paragraph focus should be an
To check inductive approach.
Language
10 min vocabulary This is the schools government. The principal is the highest authority. There is a Coordination Council S-T T makes sure that
Focus
comprehension. with all the coordinators. The Academic coordinator is responsible for the development of all the answers come from
programs at school. The Discipline coordinator is responsible for the order, discipline and solving the students, guiding
conflicts. There is an Academic Council with all the heads of Departments. The head of department them
is responsible of managing the academic development of his/her department. There is a Students
Council with all the Students representatives. The Senior-Class President personera/o is responsible
of promoting the rights and duties of the students.
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T needs to allow
Ss to read the text,
then cover the
T says a sentence from the text without mentioning the job, for example: is responsible of managing
text and asks Ss to
the academic development of his/her department. T asks Ss to tell the name of the function T-S
To practice develop the activity
described. T asks Ss to work in pairs. T asks Ss A to choose a sentence of the reading and read it
10 min Practice vocabulary and to consolidate the
to Ss B without mentioning the function. Ss have to guess the job being described. Then T asks Ss PW
pronunciation vocabulary.
to do the same now with the names of the jobs. Ss A say the name of a job and Ss B describe the
functions or responsibilities.
monitors the group
work to support as
needed.
Ss need ideas of
T organizes Ss in groups. T gets back to the graphic organizers on the board and checks the
To create graphic organizers,
functions of each member of the schools government with the Ss. T asks Ss to draw pictures of
a visual which should be
each one of the members of their Schools government and write down their names. Then T asks Group
15 min Task organization provided by teacher.
Ss to create a graphic organizer to explain each one of the members responsibilities. T shows work
of the schools They also need
examples of the graphic organizers. T can give out the cut out cards in appendix 1.4 for learners
government materials for their
to use in their design.
design.
Ss share their graphic organizers with the class, practicing the paragraph once again. T encourages T reminds the aim
To practice
not to read, but to try to remember what they can from the text, based on their graphic organizers. of sharing their
speaking skills
10 min Close up S-S presentations so
and to socialize
T takes some time to praise production, neatness and organization, as well as pronunciation. that they are active
Ss work
listeners
Closing calendar
5 min
routine
Sing Good Bye song/chant/rhyme, and assess class chores of the day.
Resources Projector, hand out, cut outs, pictures, construction paper, graphic organizers, scissors, markers, color pencils
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31
WEEK: 4 AIMS: By the end of the session, Ss will be able to create a political party of their own.
MODULE: 1
UNIT: 2
SESSION: 4
TOPIC: Schools government

Class routine
Hello song T can elicit answers

To activate
by pointing at
10 min Warm up prior S-T-S
Check Chore Calendar for the day the posters and
knowledge
identifying the parts.
T reviews the parts of a political campaign using the displayed posters from last session: Name of
the party, representative, logo, motto, problems with solutions.
Ss will be developing
T asks Ss about the most pressing situations or problems at their school. Ss brainstorm problems of
the same type of
the school with the help of the teacher. T writes down the ideas on the whiteboard (WB). T tells Ss they
To model the posters as they did
15 min Presentation will be creating their own political parties for the school, to solve a problem that they can identify in T-S
task for the day with the animals, but
the school. In groups of 3 they can choose one of the problems from the WB and start creating their
this time with the
own work
school.
Ss will start by choosing a problem and finding a solution for it. Then they have to create a name for
their party and create a logo and a motto. Then they have to choose a representative from the group
who will be in charge of presenting the party for the class.
To plan out a
T monitors individual
political party Ss can bring or use any materials that they need or want and be as creative as possible. There are
work to support
60 min Task poster to solve examples on line that can be shown to the students for them to have ideas. S-T
language and motor
a problem from
skills
the school Plan the poster with help of an information table that can go in their portfolio (Appendix 1.5)
After Ss plan the poster, they can start building it. When they are finished, they get to share it with the
class and present it through their representative.
Closing routine.
To finish the
class properly
in a routine
frame
Good-bye song
Resources Information table, construction paper, glue, posters from previous class.
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MODULE 1 My neighbourhood
3
My
ood
bourh
neigh
UNIT
ALCALDA MAYOR
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34
WEEK: 5 AIMS: By the end of this session learners will be able to identify different places in their neighbourhood and talk about the
MODULE: 1 ones that are close to their school and their home
UNIT: 3
SESSION: 1
TOPIC: Places in my neighbourhood

T-S
Starting Teacher greets and welcome students, makes comments on the weather, asks ss for the date and
5 min
routine announces the topic of the session S-S
Hangman
Suggested words:
The teacher thinks of 5 places in a city. He draws short lines depending on the number of letters
Bank
in the word. (For example: ___ ___ ___ ___ for bank)
Get students School
Teacher -
15 min Warm-up interested in Park
T asks students to dictate letters of the alphabet to complete the lines. If the letter appears in Students
the lesson Library
the word, the teacher writes it on the corresponding line.
Hotel
Every time the letter does not appear, the T starts drawing a boy/girl, a tree and a rope to hang
him/her.
T asks students to dictate to him/her other places in the city that they know. To make it easier T can
mention names of places such as Juan Valdez (coffee shop), Exito (supermarket), La Gran Estacin
(Shopping Centre), Simn Bolivar (park), Bodytech (gym), etc
T writes down the places on the board and encourages students to dictate as many as they can.
T drills pronunciation of the places listed on the board
T makes groups of three students and asks them to focus on the list of places on the board to T-SS
Determine how
discuss which of those places there are in their neighbourhood and add others that do not appear
Presenta- much ss know
15 min on the list. A possible conversation starter could be: GW3
tion and introduce
A: In my neighbourhood there is a park, a school (10mins)
new language
B: In my neighbourhood there is a park and there is a school too
T monitors and supports students with language they need in order to carry out the conversation.
T asks ss to come to the board and tick the places they find in their neighbourhood or add new ones
to the list, then the list is checked with the whole group to make sure meaning is clear
Note: ss can be given some time to write the list of places in their notebooks
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T writes on the board: Near our school there is a supermarket / Near our school there are a lot
of shops
T encourages ss to produce more sentences like the ones in the examples and he/she writes them
down in the correct column (singular/plural)
Introduce T asks ss questions to help them realize the difference between there is/are For example:
Language
15 min language within WH
focus
a context What is different between the words of the place in the sentence on the right and the word of
place in the sentence on the left? (plural/singular)
Is the verb in the sentence on the right different from the verb in the sentence on the left?
If ss find it difficult to produce more sentences T asks them. How about a hospital? A chemist?
Ss are given some sheets of paper for them to draw five places that are close to their homes.
Ss rehearse the presentation of their places to the group

Individual
T supports students with ideas, vocabulary and pronunciation. work (10
Practice the
mins) Note: Drawings
Production/ language
30 min T organizes groups of 3 for the oral presentations. Students present their work to the group by should go to the
task introduced in
saying: Near my home there is a/an or there are. As Ss are doing their oral presentations, GW3-WH portfolios
class
T walks around the classroom monitoring, helping Ss with language required and taking notes on (20 mins)
pronunciation or vocabulary that needs correction.
Once the oral presentations are over, T corrects the mistakes during the oral presentations in
groups.
To check
Finishing
10 min vocabulary Materials are packed and the whole class come together. T sums up what has been achieved
routine
comprehension.
Resources Sheets of paper, markers and video beam
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WEEK: 5 AIMS: the end of the session students will be able to talk about what they like about their neighbourhoods
MODULE: 1
UNIT: 3
SESSION: 2
TOPIC: What I like about my neighbourhood

5 min
routine announces the topic of the session
T writes on the board some very simple and common adjectives to describe places (big, beautiful,
hot, clean, organized, dangerous, cheap) This web-page
offers possibilities
T hands out a flashcard to students in pairs for them to match with one of the words on the board. for downloading
Help students flashcards but
remember T checks and then hands out a flash card with the opposite of each adjective, ss go to the board and there is the need
or introduce stick it next to the previous flashcard. to look for other
15 min Warm-up Pair work
vocabulary possibilities:
necessary for T writes the name of the adjective (small, ugly, cold, dirty, disorganized, safe, expensive) http://www.mes-
the next activity english.com/
T works on pronunciation and asks students to give him/her examples of other things that are flashcards/files/
cheap, dangerous, etc adjectives1_flash.
pdf
Note: Students can be given some time to write the list of adjectives in their notebooks
T tells and shows ss about his/her neighbourhood. Example: In my neighbourhood there is a big
park, there is a beautiful church
Provide
T asks ss to make three similar sentences in their pairs using the places they already know and the
students with
adjectives they have just studied.
opportunities to
describe their
25 min Input T goes around helping students to build their sentences. Pair work
neighbourhood
and prepare
A representative of each pair goes to the board and writes their sentences.
them for the
next task
T checks all the sentences with the help of the group, asking students if they agree or not with the
sentences about their neighbourhood.
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Help students Ss are separated in two teams. Each team is later divided into smaller groups. Each group brainstorms
reflect on ideas on the things they like about their neighbourhood: Places, people, transportation, etc. The Group
the good and same needs to be done by the other group but with the things that can be improved. work (20
aspects of their mins)
neighbourhood Once they finish with their ideas, they can share them with the whole class. Example: We like the
50 min Production
that need park because its beautiful, clean and safe. The streets need improvement.
improvement Group
and In groups of three they draw a picture depicting their ideal neighbourhood, later share it with the work3 (30
communicate whole group and then post it around the school. In my ideal neighbourhood. there is mins)
this
Ss are given some sheets of paper for them to draw five places that are close to their homes.
Ss rehearse the presentation of their places to the group

Individual
T supports students with ideas, vocabulary and pronunciation. work (10
Practice the
mins) Note: Drawings
Production/ language
30 min T organizes groups of 3 for the oral presentations. Students present their work to the group by should go to the
task introduced in
saying: Near my home there is a/an or there are. As Ss are doing their oral presentations, GW3-WH portfolios
class
T walks around the classroom monitoring, helping Ss with language required and taking notes on (20 mins)
pronunciation or vocabulary that needs correction.
Once the oral presentations are over, T corrects the mistakes during the oral presentations in
groups.
Finish
5 min Materials are packed and whole class come together. T sums up what has been achieved
routine
Resources Flash cards / sheets of paper/,coloured pencils, markers
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WEEK: 6 AIMS: By the end of this session, students will recognize the administrative units of their community and describe what they
MODULE: 1 do.
UNIT: 3
SESSION: 3
TOPIC: The leaders in my neighbourhood and

what they do

Starting
5 min
routine
Students are given a small piece of paper. In pairs they have 30 seconds to write as many places as
they remember from the previous session.
Pair Work
To review
T asks them to stop and pass the paper to the group on their right, and then they have 30 seconds
Warm-up / vocabulary from
5 min to read that new list and add other places. Group
recycling the previous
Work
session
The activity continues for two or three more times. Ss check the list for spelling or any other details.
T asks Ss to mention the places on their lists and corrects pronunciation when necessary
T shows a map of the a map of the localidades in Bogota. Have students work in new groups of 3
and discuss the following questions:

- What kind of places do you see in this map? Cities? Towns? Neighbourhoods?
- So, what is a localidad made up by?
- Are we in a rural or urban area? T- SS
To raise Teacher will need
students a lot of support
20 min Pre-reading Elicit possible answers to those questions and clarify information if necessary.
interest in the from the supporting
topic teacher
Have students get in new pairs. Ask them if they know how a localidad is organized. Then, provide PW
a copy of Appendix 1.6 per pair. Have students complete the first box in the mind map and check
immediately.
T checks the answers with the whole group
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Help students
reflect on
the good and
aspects of their
Have students read the second part of worksheet and complete the boxes that are missing in the
neighbourhood
25 min Production mind map. Then, students should continue working in pairs to complete the second task in the PW
that need
worksheet. Check as a class.
improvement
and
communicate
this
T asks students if they know the name of their representative to the JAC and what his/her duties are.
T provides each pair or group with one of the following duties for them to explain it to the whole
group through a picture they have to draw
T supports students at all times

Group
To involve Ss - Organize programs to improve the neighbourhood work
in the topic - Solve difficulties
30 min Post-reading focusing on - Improve quality in the public services
their own - Help neighbours access social security
context
T organizes four stations in the classroom in which one representative of each group has to explain wh
the specific job of the leader of the JAC to the students who visit
T takes notes for feedback
Wrap up by having students vote for the best drawing and explanation and, asking them which
expressions they used as they described their drawings.
5 min Closing
Resources Map of the department by comunas, copies of Appendix 1.6, sheets of paper, coloured pencils / markers
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WEEK: 6 AIMS: By the end of the sessions, students will have used the target language for a communicative purpose
MODULE: 1
UNIT: 3
SESSION: 4
TOPIC: Consolidation and assessment

5 min
Ss in pairs are given a word search for them to identify 5 places of a city, five adjectives and five
Consolidate verbs. Pair work The word search can
vocabulary (15 mins) be easily designed
Vocabulary
20 min learned in Once students have found all the items in the word search they have to write the opposite of the T Ss through a web
revision
the previous adjectives they found. (5 mins) puzzle maker page
sessions on the internet
T checks the work with the whole group.
T asks students in groups of five to choose five places an ideal neighbourhood should have as well The teacher needs
Have the
as a person who will be the representative of the JAC to prepare himself/
Creative students design Group
30 min herself to show
task the material for work
T provides each group with materials for them to design and decorate a building representing each students how to
the final project
of the places they chose including the place for the JAC make the buildings
T informs ss they are going to design a miniature of their ideal neighbourhood including the six
places they have already made
Help students
reflect on T asks ss to make a plan on how the places will be organized (streets, avenues, trees) and also the
the good and name of the neighbourhood
aspects of their
Group
neighbourhood Ss in the group will also work on the personal information of the representative of the JAC
30 min Production work ( 30
that need
mins)
improvement T asks students to rehearse the way they will describe the places in the city and talk about the
and representative of the JAC
communicate
this T supports students
Once every group has finished T provides some feedback (see appendix 1.7)
5 min Finishing Materials are packed and whole class come together. T sums up what has been achieved
Resources Word search / Self-assessment worksheet/scissors, cardboard, coloured pencils, markers
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MODULE 1 Local active citizens
4
Local
s
citizen
active
UNIT
ALCALDA MAYOR
DE BOGOT D.C.
42
WEEK: 7 AIMS: By the end of the session students will describe the characteristics of a citizen
MODULE: 1
UNIT: 4
SESSION: 1
TOPIC: Who is a citizen?

Starting Teacher greets and welcome students, makes comments on the weather, asks Ss for the date and
5 min
T gives Ss the following words for them to group them and put a name to the group. (father, mother, GW4
Reinforce and brothers, sisters, grandparents FAMILY) (students, teachers, head-master/mistress, parents - 5 min
Introduce SCHOOL) (ministers, senators, mayors, town councillors (ediles), president -GOVERNMENT) (See
vocabulary appendix 1.8 A) WH
15 min Warm-up
while having 5 min
the feeling of a The winner is the first group that finishes.
competition T-SS
The teacher checks with the whole group and explains when necessary 5 min
T asks Ss what is common about the groups of people they just organized. Through questions like:
Do they work in the same place? What do they have in common? Are they all the same kind? The
teacher leads the students to come to the idea that they are communities and each person who T Ss
belongs to that community is a CITIZEN. 3 min
T divides the class into groups. Each group is given cut out words to make 4 sentences that
define what a citizen is (See appendix 1.8 B) Group
Clarify the
work ( 5
concept of
Answer key mins)
citizen and
A resident of a city or town
15 min Pre-reading prepare them
A person who legally belongs to a country
for the text they
A member of a state who has rights and obligations Whole-
will be reading
A person who has the rights and protection of a country group (3
next
min)
T monitors and helps with unknown vocabulary.
When each group finishes, one of the members goes to the board and writes the sentence. The T-SS
whole group reads the sentences and T clarifies vocabulary to make sure students understand 4 min
the meaning.
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T tells Ss they are going to read a short text (see appendix 1.8 C) with detailed information about T-ss
citizenship. It is important that they notice how the word citizen changes by adding the suffix ship. 4 min
Using other examples can help to clarify (friend/ship, leader/ship)
Individual
First T asks Ss to underline the words in the text that are very similar to Spanish (cognates). For work
example: member, political, legal. 3 min
Help students
Pair work
reflect on
Ss compare their words with a partner. Words are later checked by the teacher. 3 min
the good and
aspects of their
Now the T chooses key words that should be presented before asking Ss to read the text again. (For T- Ss
neighbourhood
30 min Production example: requirements / obey/ laws / refer / behaviour / others / improvement / quality). 10 min
that need
improvement
Some of the words could be explained through examples, paraphrasing but others might need to Individual
and
be translated. work
communicate
3 min
this
T asks Ss to read the text and comment with their partner what they understood from the first Pair work
reading (this can be done in Spanish) 3 min
T-ss
T listens and makes the necessary comments. 4 min
T reads the text together with the students clarifying meaning. (10 mins)
T asks Ss if according to the information they have read they consider themselves citizens or not.
T- Ss - T
Ss write a short sentence saying why they are citizens. For example: Im a citizen because Im a 5 min
member of ../ I have the rights and protection of . Students takes notes of the sentences on
To respond to
their notebooks. T asks Ss: What other characteristics does a good citizen have? T writes on the Ind
20 min Post-reading the content of
whiteboard the characteristics provided by the Ss. 12 min
the reading
T asks Ss to design a round badge and write why they consider themselves to be good citizens. I S-SS
am a good citizen because I T asks one or two students to show their designs to the class and 3 min
read out their messages.
Finishing
routine
Resources Cut-up sentences, words for categorization and reading text Citizenship
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WEEK: 7 AIMS: By the end of the session, students will discuss the values and behaviours of good citizens.
MODULE: 1
UNIT: 4
SESSION: 2
TOPIC: Values and behaviours of a good

citizen

5 min
Pelmanism
10 flashcards are pasted facing down on the board, along with their names in English. Each one
with a number.
Introduce verbs
that will be Group
20 min Warm-up Ss are divided in four groups and a representative from each group pics two cards. If they match
needed in the work
they are placed on one side of the board. If not they have to be faced down again
session
Once all the cards have been matched the T focuses attention on pronunciation and clarifies
meaning.
Note: Students can be given some time to copy the verbs on their notebooks.
T projects on the board a chart which in one column describes a situation and in the other names
the quality it represents for Ss to match (See appendix 1.9- task 1)
If copies of appendix
T checks and makes sure students understand the situations 1 are available,
Individual
teacher can ask
work
T tells Ss those qualities represent a value and elicits from the students a possible definition of learners to read
Prepare
values. T tells Ss that values guide whatever we do. For example: If we value hard work we will the situations
Pre reading/ students for the Whole
30 min always do our best. individually and
listening listening and group
do the matching
reading activity
T hands in the chart for students to work in pairs and helps them complete the third column with exercise on their
Pair work
the name of the values: hard work, tolerance, etc own.
(20 mins)
They can later check
T asks students to tick the values they think they have and tell their partner. (See appendix 1.9 in pairs.
- task 2b)
Note: This chart should go to students portfolios
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T asks students the following questions: Are you helping your community to be the best it can be?
T encourages Ss to participate and give ideas. Then tells students they are going to watch a video
on a book that gives examples of people who are being good citizens https://www.youtube.com/
watch?v=x3_REZhqR9g
T plays the video and stops on each example to help with understanding If the video is
not available the
teacher can design
Nete: In case the video is not available. The following are the ideas that appear there: Speak out against
Teacher- a power point with
pollution /shovel her neighbours side walk after it snows / Stop by to say hello to new neighbours /
Students the sentences and
While Develop wipe spills up so that no one slips / pick up the trash from the ground / voting / study the history of
Pair work pictures that depict
30 min listening/ listening and your country / work to help keep people and animals safe / protect the small and week from harm /
(10 mins) the actions
reading reading skills plant flowers to make the neighbourhood more colourful
Individual
work Early finishers can
T asks Ss to discuss with a partner which of those actions they do and the frequency that they
be asked to work on
do the action. For example: I usually plant flowers to make the neighbourhood more colourful. I
their drawings (task
sometimes I always
2a)
Students individually will write a sentence that expresses their purpose of implementing a new
good behaviour as a citizen. The sentence will start like this: From now on Im going to be more/
say./help. (See appendix 1.9 - task 2c)
Ss share their phrases with the whole group

T asks Ss if according to the information they have read they consider themselves citizens or not.
T- Ss - T
Ss write a short sentence saying why they are citizens. For example: Im a citizen because Im a 5 min
member of ../ I have the rights and protection of . Students takes notes of the sentences on
To respond to
their notebooks. T asks Ss: What other characteristics does a good citizen have? T writes on the Ind
20 min Post-reading the content of
whiteboard the characteristics provided by the Ss. 12 min
the reading
T asks Ss to design a round badge and write why they consider themselves to be good citizens. I S-SS
am a good citizen because I T asks one or two students to show their designs to the class and 3 min
read out their messages.
Finishing
routine
Resources Flashcards, copies of appendix 1.9, chart on values
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WEEK: 8 AIMS: By the end of the session, students will be able to talk about the local government organization and its representatives
MODULE: 1
UNIT: 4
SESSION: 3
TOPIC: Our local government organizations

5 min
T shows a group of pictures of famous president houses in the world and asks Ss to identify them
with a partner. After two mins he/she listens to students answers and tells them the names of who
Generate they dont know. Pictures will be
15 min Lead in interest in the T - Ss chosen by the
topic T asks them for the name of the presidents. He/she spells the names of the ones they dont know teacher
Note: the teacher can take the opportunity to talk about the president of the country he/she comes
from
T shows pictures of the president of Colombia / the governor of the department (Cundinamarca)
and the mayor of the city (Bogot) and asks students who they are and if they know their names.
T writes on the board the names and their jobs in a very organized way.
T asks Ss: Where do they work? Do you the names of their offices? T writes on the whiteboard the
names of the places.
Contextualize The home-based
T shows Ss real pictures of the places where the previous people work (House of Nario, The
the topic and teacher should help
Governors office and the City Hall) and asks Ss to identify those places. T- Ss
practice the the teacher in the
20 min Presentation Pair work
prepositions of selection of the
If Ss dont know T will provide the answers and write the name of the places on the corresponding (10 mins)
place (in, near, pictures and the
column on the board.
opposite) names
T asks Ss to discuss with their partner if they know where those buildings are. T provides the
following prompts for students to complete orally.
The House of Nario is in _________ neighbourhood / on _____________ street
It is near ___________
Its opposite ___________
T provides an example with the location of the school
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Running dictation
The texts to be used
Ss are divided into pairs. Each pair is assigned one of the three pieces of text previously pasted
Provide might need to be
on a wall outside the classroom) with personal information about their character (President /
students adapted to the level
Governor / Mayor)
opportunities to PW of the students.
15 min Input
develop reading 15 mins This is something
The pair chooses a secretary (the person writing) and one runner. Runners go out to read the
and listening the home- based
information, come and dictate to the secretary the information they are able to retain.
skills teacher should help
with
The group that finishes indicates it to the teacher and teacher encourages the other groups to
finish
T hands in the original paragraph together with the one copied by the secretary to a different group
for them to check it.
PW
Once they finish, pairs read their information again and rehearse it to introduce their character to 5 min
Develop
other peers. T hands in a card with prompts on how to organize the information. Appendix 1.10 and T might need to
students
supports Ss. GW3 revise the third
30 min Production speaking skills
20 min person present
by introducing a
Once pairs are ready to present the information, T regroups learners into threes, making sure each tense
person
person in the group has copied a different text. T also hands in the Appendix 1.10 for learners to T-SS-T
complete as their partners present. 5 min
Note: cards should go to the portfolio
T asks a few questions on the characters presented.
Finishing
routine
Resources Paragraphs about the President/ the Mayor and the Governor, Personal information cards
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WEEK: 8 AIMS: By the end of the session, learners will have demonstrated their awareness on what actions good citizens do
MODULE: 1
UNIT: 4
SESSION: 4

5 min
T divides the group in two
Some verbs are placed on a chair or desk faced down

Reinforce
vocabulary The verbs must
One member of each group picks one piece of paper and mimes the action. His/her group has
15 min Warm-up presented in 2 Teams come from the
one minute to guess
the previous previous sessions
sessions
When the group does not guess the other group has the option to guess and get a point
T writes down the verbs on the board for later work on pronunciation
T writes the following question on the board:
Do you help the elderly to cross the street?
T elicits from students the way questions in the present simple are asked.
Prepare
Language
15 min students for the T asks Ss to write a question with the prompt: T - SS
review
task
say hello / neighbours
If necessary T gives other prompts for more questions

T organizes groups and asks them to write five questions on a survey (Appendix 1.11) in order to
Task Practice determine what values and behaviours their classmates show as good citizens Group
15 min
preparation language work
T monitors Ss work and supports students
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49

Each student in the group chooses two partners (depending on the number of students in the
session) in other groups to ask them the questions and complete the form
Provide
students SS come back to their groups and by comparing the answers decide which of the behaviours or
with useful values are the less practiced
Task Group
35 min information for
performance work
the miniature Based on those findings the group creates (play-dough) five citizens that are an example for the
of their other members of the community in their ideal neighbourhood
neighbourhood
Ss rehearse how to introduce each person. For example: This is Mrs..She always says hello to her
neighbours.
Finishing
routine
Resources Strips of paper with verbs / Survey / play dough
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MODULE 1 Traditional games
5
mes
nal ga
UNIT
io
Tradit
ALCALDA MAYOR
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52
WEEK: 9 AIMS: By the end of the lesson, students will be able to explain the rules of traditional games and choose the games they
MODULE: 1 would like to play at school.
UNIT: 5
SESSION: 1
TOPIC: Traditional games we can play at

school.

Starting
5 min The cooperating teacher will ask students about what the weather is like, and the date.
routine
Spelling contest (10mn)
Students work in pairs (student A and B),
Student A stands up opposite to student B.

Introduce
vocabulary
Student A is with his/ her back to the board.
15 min Warm-up: about PW
traditional
The cooperating teacher writes a word on the board. The words are: the hopscotch, the top, the
games
cup-and-ball (coca - balero), and hide and seek.
Student B, who can see the word written on the board, spells it to the classmate A opposite to him.
The student A, who guesses the game name, runs to the board and writes the name of the game.
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Listening practice (40mn):
1. The cooperating teacher will show some pictures or a video (if possible) of a traditional game in
his/her country. Teacher draws on the board a KWL chart (What I Know/K, What I would like to
know/W, and what I have learnt-L). Teachers asks students to work in pairs and complete the two T-S
first columns of the chart. After 5 minutes, the teacher asks the students to write on the whiteboard
their ideas.
2. The cooperating teacher describes the traditional and its rules. He/ she could use the following
expressions: Pairwork
Suggested grammar and vocabulary (can, and frequency adverbs)

In this game, Children can
Children cant
Kids usually..
Kids never
Kids sometimes
The cooperating teacher should say where the game is played and how many people can play it. The home-based
Recycle teacher writes the
40 min Pre-task previously 3. Students will listen and take notes of the rules. sentences on a
learned poster to help the
structures. 4. Students work in pairs and ask each other these questions to compare their notes. The questions cooperating teacher.
can be written in a poster for students to follow the model. Suggested grammar (questions) and S-S
would like to.
Students 1: Whats the name of the game?
Student 2: Its___________
Student 1: How can you play it?
Student 2: You can
Student 1: Where can you play it?
Student 2: You can
Student 1: What are the rules of the game?
Student 2: In this game, you canIn this game you cant
Student 1: Would you like to play this game?
Student 2: Yes, Id like to
5. The teacher and the cooperating teacher checks if the notes are correct by listening to the
conversations and correcting mistakes.
6. As a wrap up students say the games they would like to play.
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Creating 3D flashcards about the games
1. Students will receive a picture of a game.

The flashcards are
Individual
Explore new 2. Students write the rules to play that game in the handout. (Appendix 1.12) They can use dictionaries. in the handouts.
work
vocabulary Different students
Suggested language (can, cannot) and functions (describing routines, Children usually Children
by using the can use the same
never). Students can look at the notes they took in the pre-task to have an example on how to
dictionary. flashcard. Print the
write the rules.
number of copies
Organize ideas you need. One per
3. Students decorate the flashcard by painting it and pasting clay in some parts of the image to
50 min Task to say the rules student.
make it 3D.
of the games.
When organizing the
4. The cooperating teacher asks students to stand up, make two lines in which students can look at S-S
Use grammar lines, make sure the
each other.
and vocabulary students who have
previously the same flashcard
learned. 5. Ss work in pairs, they should remember the questions used in the last activity and ask them to dont stand up next
their classmates. The cooperating teacher can cover some parts of the conversation model used to each other.
during the pre-task and let students remember and say the complete questions.
6. Each student in each couple should have a different game.

When students have finished talking about the games, they vote for the game they would to play
in class. If students want
Vote for the to play the game,
Whole
5 min Report game theyd like The teacher and the cooperating teacher can tell class if they have asked the questions and given they can play in the
class
to play answers correctly. They can also say if students pronunciation was accurate. classroom or in the
playground
Students will be encouraged to keep the flashcard.
Resources Clay, paint and paint brushes, glue stick
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WEEK: 9 AIMS: By the end of the lesson, students will be able to say the toys necessary to play traditional games, give instructions to
MODULE: 1 those games and they will say reasons why they like them.
UNIT: 5
SESSION: 2
TOPIC: Toys to play traditional games

Starting
5 min The cooperating teacher will ask students about what the weather is like, and the date.
routine
1. Students see some pictures of traditional games pasted on each wall of the classroom.
There are four flahscars and each one should be pasted on different walls (whipping top,
cup-and-ball, dodgeball and yermis).
2. The teacher points at the pictures and tells the students the name of the objects they
see: a ball, a cup and a stick, a spinning wooden top and bottle caps. (See flashcards) .The
teacher can also ask students to repeat after him/her to practice the pronunciation of the
objects in the pictures.
3. All students stand up in the middle of the classroom.

Introduce
vocabulary
4. The cooperating teacher reads an idea about one game, students listen to the idea,
necessary for
identify the game and run to the place where the picture of that game is.
the session
10 min Warm-up
Ideas the cooperating teacher could say about the games:
Relate the
images with the
Dodgeball (Ponchado): You need a ball to play Ponchados.
toys names.
Cup-and-ball (Balero o coca): You need a cup and a stick to play Coca
Yermis: You need bottle caps to play Yermis.
Whipping top (Trompo): You need a spinning wooden top to play Trompo.
5. After identifying the games, the teacher asks students: Have you ever played . (the name
of one of the games previously studied?). What do you like? The teacher writes on the
board possible language required. For example: Yes I have, No, I havent. I like playing
because it is funny/interesting/dynamic. After modelling the conversation, the teachers
tells the students to ask each other the questions.
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Guess the game (20 mins)
1. The teacher asks students: what kind of games do you play nowdays? Teacher writes the
students responses on the board.
Individually
2. Teacher groups students in pairs. Students draw a Venn diagram to record similarities
The home-based
Introduce and differences about the sports they play. Each student should choose just one. Teacher
Pair work teacher must explain
phrases monitors and help students with language required.
20 min Pre-task to the cooperating
necessary to
teacher each one
give instructions. 3. Teacher draws a large Venn diagram on the board and discuss with the students the
of traditional games
equipment required for each one of them. Students may say: To play tennis you use a
Whole class before the session.
racket and a ball.
4. The teacher tells students to work in pairs. Students A describe the equipment to play a S-S
traditional game from the ones pasted on the wall and the Students B guess the game.
1. Teacher hands in the pictures and the instructions to the students. (Appendix 1.13)
Students match the instructions to the traditional games. Teacher tells the students to
compare their answers in pairs.
2. Teacher models the conversation for students to check comprehension by asking the
students: What toy can you use to play Yermis? Students should say the name of the toy.
What are the instructions to play Yermis?, etc..
Develop reading Individual
3. The teacher tells students to work in pairs. One student remembers the instructions and
While comprehension:
20 min says them to his/her classmate. The other classmate guesses what the game is. Students
reading specific
can use this conversation model:
information. Pair work
Student A: Hi, tell me the instructions of the game
Student B: O.K ...
Student A: I think the game is
Student B: Yes, thats right.
Or Student B; No, sorry, thats wrong. Try again.
4. As a wrap up of the activity, the teacher elicits from students how they can play the games..
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The game I like: Creating the traditional toys and describing the games
1. Each student chooses a game from the ones mentioned in the pre-task and write 3 reasons
why he/she likes the game in their notebooks. Ex: I like this game because you can play it in
a park, you can play it with friends, and you have to run. I usually play it with my friends.
2. Each student moulds the clay into a toy used in a game they chose.
3. They work in pairs, show each other the toy and have a conversation to share the ideas.
Recycle and
use language
4. The cooperating teacher can do the conversation with the teacher first. The cooperating Materials: clay
structures
teacher can talk about a traditional toy in the conversation. When students
already learned.
interact, the
5. The cooperating teacher should model or repeat the conversation with a student, and other cooperating teacher
35 min Task Describe habits.
two students can model or repeat the conversation for the class again until the instruction should make sure
is clear. each student in the
Give reasons
couple had chosen a
why they like the
6. The conversation can be written in a poster or on the board. different game.
games.
CONVERSATION MODEL
Suggested grammar emphasis: Information questions, frequency adverbs.
Student A: What is that?
Student B: Its a bottle cap. You can play Yermis with bottle caps.
Student A: Why do you like Yermis?
Student B: Because you can play it in a park, you can play it with friends, and you have to run.
Student A: It sounds fun. How often do you play it?
Student B: I always play it on weekends with my neighbours. Whats that? (the conversation
starts again)
As a wrap up, the teacher asks students what toys they liked and what games they would like
Students choose to play.
2 toys and
5 min Report games, they Students are encouraged to keep the toy they designed. Whole class
would they like
to play. The teacher and the cooperating teacher can tell the class if they asked the questions and
gave answers correctly. They can also say if students pronunciation was accurate.
Closing
5 min
routine
Resources Clay, flashcards, and Appendix 1.13
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WEEK: 10 AIMS: By the end of the lesson, students will be able to explain the benefits of playing say all the traditional games discussed
MODULE: 1 in previous sessions and provide additional ideas about those games.
UNIT: 5
SESSION: 3
TOPIC: The benefits of playing traditional

games

Starting
5 min The cooperating teacher will ask students about what the weather is like, and the date
routine
MATCHING GAME
The teacher pastes the flashcards on the walls. On one wall of the class, there will be flashcards of
the games and on other wall there will be signs with words that refer to benefits of the games. (e.g.
improve eye hand coordination, run and do exercise, be part of a team and make friends, have fun).
Students work in pairs and look for the definitions of the words used to describe the benefits in their
dictionaries, if necessary or just guess what the matches could be.
The signs can be
SS-SS
letter size.
Suggested conversation model:
Student A: I think the benefit of Yermis is that you have fun. What do you think?
Introduce
Student B: Im not sure. I think the benefit is that you run and do exercise.
vocabulary
Whole class
Students match the flashcards of traditional games with flashcards of words that refer to the benefits
Recycle
of each activity. To do so, a representative per each team has the chance to stand up and make
previously
one match, by taking a flashcard of a benefit and a flashcard of a game. If the match is correct, the
30 min Pre-task learned
team keeps the two flashcards as points. If it is not, other representative has the opportunity to find
structures.
the 2 matches.
Create ideas to
The game goes on until all the representatives have had the chance to form matches.
say benefits of
the games.
Students take notes of the activities and their benefits in their notebooks. In a box like this:
Game Benefit
S-S
Additionally, the teacher shows the flashcards of the other games (cat and mouse, cup-and-ball, tag
game and cops and robbers). In pairs, students look at the image, remember the games name and
write benefits of it in the box. They can use the dictionary.
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Creating a dice to play a game about traditional games
Personalize the
The cooperating teacher gives instructions for students to make a dice with the cardboard.
expressions
and vocabulary
In each face of the dice, students write the name of the game, and the dots of the dice
introduced
during the pre- Individually
Students work in groups of 3. Each student rolls the dice on the floor. Depending on the face,
task Materials:
students should say benefits or ideas about the game written on the face and the number of dots is
45 min Task Groups Cardboard,
the number of ideas about the game the student should say.
Check students of 3 markers,
Use of handouts, and
Students can say any of the ideas mentioned in previous sessions or during the pre-task; ideas such
previously glue stick
as the place where they can play the game, the toys, the reasons why it is fun, how often they play
studied
the game, the benefits of the game etc.
language
structures
T can write some key words such as wh-words to give students ideas about the things they can say.
Promote
students The teacher rolls the dice on the floor and elicits ideas about benefits of a traditional game as well
5 min Report Group work
speaking as other information about it (rules, where students play it, who they play it with, etc).
fluency.
Resources Flashcards, cardboard, markers.handouts, glue stick
have more coordination have fun you are part run and do
of a teamand exercise
make friends
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WEEK: 10 AIMS: By the end of the lesson, students will be able to talk about traditional games and their ideal neighbourhood using the
MODULE: 1 module 1 content.
UNIT: 5
SESSION: 4

Starting Routine (5mn): The cooperating teacher will ask students about what the weather is like, and
the date.
MUSICAL STATUES (5mn)
Teacher plays a song and children dance and move around. When the music stops, they should stay still.
Activate prior If someone moves a little or takes longer to stay still, the teacher asks the student to say a traditional
10 min Lead-in
knowledge game and its benefit.
The activity goes on until students have mentioned the activities introduced the previous sessions of the T-S
module.
Some activities the cooperating teacher can ask the student to do include the following: house chores,
rights and responsibilities at school, places in their neighbourhood, values and citizen behaviours, and
traditional games.
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Traditional games championship
Students design a T-shirt. To do so, they will need sugar paper, the size of the paper should be A1 or
A2, a lace and markers per each group of three students. Groupwork Materials: Sugar
paper, laces,
Each group chooses a traditional game and creates a representative drawing, or symbol of the game scotch tape,
and a team name, they write this information on the paper T-shirt. markers.
To design the T-shirt they will cut the paper in the shape of a T-shirt and use the lace to hang the T-
shirt from a students head, therefore they will choose a member of the team who will wear the T-shirt.
Recycle
previously
learned
structures While two students in the group design the T-shirt, the other should remember the rules of the game,
and the toy used in the game, and prepare some questions to ask classmates about their experience playing S-S
vocabulary of the game; for instance: How often do you play hopscotch? Where can you play it? Would you like to play
unit 5 it? And questions like the ones in the pre-task or any other questions they want to ask.
30 min Task 1 Personalize Traditional games championship: Each group presents the T-shirts, explain the image, the team name,
the content the game rules and toys and ask the questions to the students who are the audience. Each group will
learnt in unit receive a trophy as a reward for these aspects (see handout):
5
- Accurate information (using the structures correctly)
Assess - Coherent Information (saying ideas that are related to the game they chose)
students - Creativity
use of unit 5
content. Grouping technique or organization of the dynamics: Half of the class presents their T-shirt.
Each group can present their T-shirts to a small group as if they were in a fair. After, one group
finishes; the audience or classmates who were listening can rotate or move around to listen to
other team. Once the audience has listened to every group. They change roles. The students who
were the audience become the presenters of their T-shirts and the ones who were presenters
become the audience.
Suggested conversation starters:

Our game is Hopscotch (La golosa)
Our team name is La golosa expert players.
These are the rules of the game
We have some questions for you
Give
feedback Teachers will give the trophy to each group highlighting the reason why they received it. They will also give
5 min Report to students some recommendations on aspects to be improved such as pronunciation or grammar use. (Appendix
about their 1.14)
performance
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MY IDEAL NEIGHBOURHOOD
Ss will design a miniature of a neighbourhood they would like to live in. This will include places they would
like to have in their neighbourhood (parks, gym, stadium, swimming pool, restaurants, shopping centre,
etc).
Ss will work in groups of 6 people: Each group member will be in charge of any of the following six
components of the neighbourhood:
Groupwork Materials: There
1. Their ideal house: Student will say their chores there. (See model in the handouts, print it and cut are different
it or ask students to cut it). options to make
the house models.
2. Their school: Student will say their rights and responsibilities. a) Balsa wood
b) Cardboard
Use the 3. They also need to include a place for the JAC and the representative, who they will have to c) Craft sticks
vocabulary, describe briefly and mention some values and citizen behaviours. Students can mould him/her into d) Matches boxes
grammar and clay. Other necessary
functions material: Clay, glue
practice in stick, paint, paint
4. There will be some citizens, who will highlight their values as good citizens. The student can mould
the module. brushes.
them into clay and say the information.
Students can paint
5. The student can also say the traditional games they would like to play and where they would like to
Project work the buildings or
play them. He/she can use the toys created in previous sessions or mould new ones.
houses.
Assess the
6. Other places they would like to have in their neighbourhood. They will say the name of the places
use of the
and their location.
vocabulary,
grammar and
functions - Parks: Students can mould them with clay.
practice in - Gym: Students can use the model of the building or house and paint it accordingly.
the module. - Stadium: students can mould them with clay.
- Swimming pool: Students can mould them with clay.
- Restaurants, Shopping centre: Students can use the model of the building or house and paint
it accordingly.
The cooperating teacher can provide some useful language to promote group work; for instance: Please,
give me the glue, Well done, Can you help me with painting? You can paint etc.
When every member of the group has finished the work assigned, they should put it all altogether by
pasting the houses and people on a cardboard base.
Students should take approximately 25 minutes:

1. 10 minutes thinking and taking notes about the ideas they will say.
2. 15 minutes building the models
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The 20 minutes remaining, they will present their miniature neighbourhood to the class. Each group can
stand up in the middle of the class while the other students sit on the floor, forming a circle around the
group that presents the neighbourhood. Students who present will be encouraged to speak about their Whole class
notes more than read their notes. In addition, the students sitting will be encouraged or given points for
asking questions about their classmates neighbourhood.
Possible questions can be:

Where can you play? Where can you swim? Why do you like that?
Praise
The teacher and the cooperating teacher can tell class if they used the vocabulary, grammar and functions
students
5 min Report of the module correctly. They can also say if students pronunciation was accurate. To do so, they can Whole class
work and give
complete a checklist per student. (see handout)
feedback
Resources Clay, glue stick, paint, paint brushes, Sugar paper, laces, scotch tape, markers
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MODULE 2 Food around me
1
me
round
a
UNIT
Food
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WEEK: 11 AIMS: By the end of the session, the student will recognize that there are different types of food, gain an understanding of
MODULE: 2 food quantities and food pricing.
UNIT: 1
SESSION: 1
TOPIC: : Types of food

Teacher greets and welcome students, makes comments on the weather, asks Ss for the date and
5 min Class routine
announces the topic of the session
T projects a picture with different food items. If there is no access to internet or video beam the
teacher could print the pictures and show them to the Students.
IndividuaL
T gives Ss 30 seconds to look at the picture and then switch the video beam off. The home-based
Work
Determine teacher can help
(2 mins)
the language After the video beam is off, the teacher tells the Ss to write a list of the food items that they saw. Ss the cooperating
10 min Warm up Ss have and then compare their lists with a partner teacher print
Pair work
introduce some pictures of
(5 mins)
new vocabulary T listens to the items Ss were able to remember and then focuses on the ones they didnt remember different types of
T- Ss
or didnt know foods.
(3 mins)
T checks the answers with the whole group. T writes the names if the food items on the board and
drills pronunciation.
Ss are given a worksheet (Appendix 2.1) in which there is a picture of some of the items they already
saw for them to write the names down.
Ss in pairs work on spelling by asking each other How do you spell .?

Note: this worksheet should go to the portfolio
Individual
work
T organizes groups in class and hands in pictures of different types of meat, dairy products, fruits and
(10 mins)
vegetables. T tells Ss to classify the pictures in groups as they consider they should go and paste the
pictures on a cardboard.
Group
Introduce new
work
vocabulary that T pastes the cardboards on the board and asks questions like: What do you think cheese and yoghurt
35 min Pre task (10 mins)
would be useful are grouped together? How are fish and pork similar?
for the task
T Ss
Once the T has checked that students understand the concept she ask students to draw a 4 columns
(5 mins)
chart, each representing a type of food ( Meat milk, cheese and dairy products fruits and vegetables
nuts and grains). Ss check the names of the products with the teacher (drilling pronunciation).
Pair work
(10 mins)
T asks Ss to write the names of the food items already presented under the column they consider
they belong to
Once all the items are placed T checks and makes any necessary changes.
If necessary T can use the following link as a reference: http://www.foodsafety.gov/keep/types/
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T hands in some pieces of paper with the name of a new food item for pairs to go and write it down
on the columns
T works on pronunciation of the food items
T asks Ss to tell him/her adjectives they know that can be used to describe food.
T needs to
T writes them down on the board and add some others. T asks Ss: What words imply a positive
be ready to
connotation about food? Which words imply a negative connotation?
explain some of
the adjectives
T asks students in pairs to place an adjective they would use to describe each food item on their
students are
worksheet
not very familiar
with.
Provide T models the question: Do you like bananas? by asking a couple of students and elaborating on the
students with students response. Yes, I do. They are delicious, Do you like pork? No, I dont. It is greasy
If possible this
a realistic
35 min Task activity will work
situation to use T asks Ss to work with a partner and ask similar questions about the items on their worksheet or the
really well with
the language ones on the board,
real food items
introduced
or ss could have
T monitors the activity.
been told in
T SS
advance to bring
Note: Ss can be given some time to copy on their note books (10 mins)
magazines where
they can find lots
T asks Ss if they now what a green grocer is. T listens to students answers, expands and clarifies. Group
of food items for
work
them to cut up
T tells Ss they are going to perform a role-play at a green grocer and clarifies that there will be two (10 mins)
roles: the shop assistant and the customer.
Role-play
T writes the two roles on the board and elicits from Ss the kind of questions and phrases that will be (15 mins)
necessary for each role.
T adds expressions where necessary.
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T shows pictures of food products with the different (half a dozen, a dozen, a pound, a kilo). T pastes
the pictures on the board and counts the products in each picture. T drills pronunciation. T checks
comprehension of the concept of each quantity by asking questions like: Are four apples a dozen? Ss
response is no, T asks now: How many apples is a dozen?
T models the question How much is a dozen of apples? Ss should respond the price they are seeing
on the board. T models the response: They are pesos, Its .pesos. T reviews how to same prices with
the Ss.
T writes on the board the sentences for the Ss to follow it.

The home-
T assigns roles (4 shop assistants for 4 green grocers that will be set up on each corner of the based teacher
classroom). The rest of the students will be customers. provide pictures
with different
Shop assistants work together rehearsing answers for the possible questions customers will ask and food product
the possible questions they need to ask too. They will also make a list of the items they have available quantities and
at their shop (quantity). prices.
T will be supporting students in the preparation process
Once students have had enough time for preparation. The activity starts. The customers go around
the green grocers asking for the items they need.
T will be around monitoring and making notes for subsequent feedback.
Customers will do the same. They will also write a shopping list with three items they want to buy and its
corresponding
5 min Closing Materials are packed and whole class come together. T sums up what has been achieved
Resources Video beam, Big picture, Appendix 2.1
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WEEK: 11 AIMS: By the end of the session, students will expand their vocabulary on food and analyse the nutritional facts of food sold
MODULE: 2 in their neighbourhoods.
UNIT: 1
SESSION: 2
TOPIC: How healthy is the food that is sold in

our neighbourhood?

Teacher greets and welcome students, makes comments on the weather, asks ss for the date
5 min Class routine
and announces the topic of the session
Get Ss in pairs to work on a word search on fruits and vegetables. T can create their own word
Pair work
search or use the one in the following link: http://www.choosemyplate.gov/kids/downloads/
Review 10 mins
HaveFunWordSearch.pdf
vocabulary from
20 min Warm up
the previous
T monitors students work
lesson T-Ss
10 mins
T drills pronunciation of the words in the worksheet and discuss the Ss answers.
T asks students for a place that sells food near the school
T writes the name of the place on the board

Provide students
T-Ss
with an example
T asks ss to tell him/her the kind of good they can buy there and writes the words down on the 10 mins
Task of the language
20 min board
preparation and the work
Whole group
expected from
Based on the words T adds some adjectives where possible to expand on the words. For 10 mins
them
example: fried chicken
T encourages ss to give him as many words as possible
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Group work
T asks Ss to makes groups of three with partners who live near them
20 mins
T asks Ss to discuss places where food is sold in their neighbourhood and write in their
notebooks food products that are sold there.
T hands in a worksheet (Appendix 2.2) for students to complete about three places where food
is sold in their neighbourhood
T monitors Ss work
T asks Ss to group the food products that they completed in the worksheet with the wordsearch
about fruits and vegetables and the food items written on the board and the ones in the previous
worksheet in common themes. T asks Ss to label each group with the following descriptive
titles: vitamins and minerals, carbohydrates, calcium, proteins, hidden fats and sugar.
Make students
T needs to make
aware of how
Ss draw a chart with the groups of food products on a cardboard. sure the places
40 min Task healthy is the
students chose are
food sold in their
T asks students to tick the food products they eat more often or that they like the most. not repeated
neighbourhood T- SS
10 mins
T asks Ss to paste their cardboards on the walls. Ss look around and discuss in class the
following questions: Are the food products that we are eating healthy? Why do you think the
products you have ticked are healthy? How important is what we eat? T takes notes of the
student responses on the board.
T asks Ss What kind of food should we have to eat to be healthy? T listens to Ss responses and
models the answer as We should eat more vitamins and minerals.
Groupwok
Based on the ticks students write a conclusion about the results of the information in the chart.
10 mins
Charts are posted on the walls for students to go around reading their partners charts.
Note: T asks Ss for homework to bring pictures of the places they talked about
Resources Word search from internet / Appendix 2.2/cardboard/ markers
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WEEK: 12 AIMS: : By the end of the session students will be aware of the importance of eating healthy food and will be familiar with
MODULE: 2 vocabulary related to the topic
UNIT: 1
SESSION: 3
TOPIC: The value of eating the right foods

and balancing daily meals

Teacher greets and welcome students, makes comments on the weather, asks Ss for the date
5 min Class routine
Get Ss in pairs to work on a word search on fruits and vegetables. T can create their own word
Pair work
search or use the one in the following link: http://www.choosemyplate.gov/kids/downloads/
Review 10 mins
HaveFunWordSearch.pdf
vocabulary from
20 min Warm up
the previous
T monitors students work
lesson T-Ss
10 mins
T drills pronunciation of the words in the worksheet and discuss the Ss answers.
Spelling chain
T divides the group in two and asks them to make two lines in front of the board
T gives a marker to the first student on each line

Group work
Review T says a word (related to food) and the first student goes to the board and writes the first letter
10 mins
vocabulary from of the word, then passes the marker to the partner that was behind him/her so that he/she runs
15 min Warm up
the previous to the board and writes the second letter.
lesson
T-Ss
If one of the students make a mistake the student that follows can correct but cannot add any
5 mins
more letters
Points are given to the group that finishes first
T can write the words on one side of the board for later revision and pronunciation work
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T asks Ss, Why is it important to eat healthy food?
T listens to Ss ideas and write them down on the board.
T hands in to Ss in pairs a short text (appendix 2.3 A) and asks them to underline the sentences
that indicate benefits of eating healthy.
Whole group
Develop (10 mins)
T asks them to compare with the ideas on the board. How many of them are similar?
students
Task awareness on Pairs
30 min T asks Ss to find a verb in the text that is a synonym of the following: help / keep / give
preparation the benefits of (15 mins)
eating healthy
T asks students to find in the text the words in English for: cerebro, cuerpo, huesos and
food T- Ss
presin sangunea
(5 mins)
T reads the text aloud and stops to clarify vocabulary where necessary.
T asks Ss, How do you think that eating a healthy diet helps to the brain/body/bones/blood
pressure? T takes notes on the board.
T asks Ss in groups of three to fill in an empty dish (appendix 2) with the food they are usually
given as a snack at school (refrigerio). T helps with vocabulary and encourages Ss to use their
dictionaries
Once Ss have finished writing about their meals. T projects a list of healthy food (appendix
Group work
2.3 B). T goes through the categories and the items with the whole group to make sure they
(20 mins)
understand them. Then works on pronunciation Students could draw
Make students the food items and
T-Ss
1 hour Task aware of their Each group has to tick the items on their dishes that correspond to healthy food write the names in
(20 mins)
healthy habits the dishes if they
Based on the numbers of items ticked, students analyse if they are following a healthy diet or want to
Group work
not. Then students design a balanced menu for their snack (refrigerio) Example: I think we
( 20 mins)
should include ________, ________ in our snacks (refrigerios)
T monitors students work and supports the construction of the conclusions.

Note: T must provide a printable copy of the healthy food chart for students to keep it in their
portfolios, as they will need it for references in the subsequent sessions
Resources Appendix 1 & 2
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WEEK: 12 AIMS: By the end of the session students will have agreed and planned a balanced weekly menu
MODULE: 2
UNIT: 1
SESSION: 4

Teacher greets and welcome students, makes comments on the weather, asks Ss for the date
5 min Class routine
Get students
to review T hands out a worksheet for students to work in pairs (appendix 2.4)
language from
Pair work
15 min Warm up the previous T monitors students work and supports when necessary
15 mins
sessions and
introduce new T checks, focuses on meaning when necessary and works on pronunciation
one
On the following link there is a poster that gives suggestions on a balanced diet. http://www.
choosemyplate.gov/downloads/mini_poster_English_final.pdf
Stick two posters if possible on the classroom walls or it can be projected instead
Teacher needs
Provide students T asks Ss to pay attention to the plate on the poster and asks Ss to provide examples of each to bring posters
Task the input they group of food. T asks Ss to observe if any of the groups provided in the plate looks bigger or printed in case it
20 mins Pair work
Preparation need for the smaller. T asks Ss why they think that group food looks bigger or smaller. is not possible to
coming activity project the poster
T shows the second page of the poster and asks Ss to read the first column with a partner and suggested.
then asks some general questions to check general understanding.
T does the same with the other columns
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T divides the class in five groups and assigns one day of the week to each group
T hands out a drawing of an empty plate to each group http://www.choosemyplate.gov/food-

Group work
groups/downloads/MyPlate/ColoringSheet.pdf each group has to plan a balanced lunch for the
Depending on the
day they were assigned. They must write the food and portions. If they want to they can also
25 mins time available, the
draw it
following video could
also be used as input
T must point to students that they need to use the poster previously presented as a point of
reference.
Provide http://
students with fruitsandveggies.
Ss paste their plans on the board and do oral presentations about their menus by following this
a possibility of challengepost.com/
45 min Task structure:
using language Whole class submissions/5280-
in a meaningful myplate-tip-eating-
We agreed to include in our menu. (names of food products) because they contain (
context 20 mins more-fruits-and-
vitamins, minerals.). If we eat these products, we will keep fit and healthy.
vegetables-when-
you-re-eating-away-
Once students have finished, all the drawings must be stuck together as a weekly menu for
from-home
everybody to see them.
Note: The teacher can bring his/her own example to show it to students as a model of the work
expected from them.
This material must be kept for the final project presentation.

Resources Hand out / poster / drawing
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MODULE 2 Leisure activities
2
vities
e acti
UNIT
Leisur
ALCALDA MAYOR
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WEEK: 13 AIMS: By the end of the session, learners will expand their knowledge, understanding and use of vocabulary about leisure
MODULE: 2 activities
UNIT: 2
SESSION: 1
TOPIC: Free time activities I do

Teacher greets and welcome students, makes comments on the weather, asks Ss for the date and
5 min Class routine
announces the topic of the session
Doddle and charades
T cuts up the words on appendix 2.5 A and places them in a paper bag, a hat or a cup Group
Identify the
work
vocabulary
T divides the group in two teams 15 mins
20 min Warm up students know
and introduce
A member of the team takes a slip of paper out of the bag and draws it for their group for a minute. If T-Ss
new one
the group does not guess, the opponent group gets the chance 5 mins
T writes down the words on one side of the board for pronunciation work
T writes the word Leisure on the board and asks Ss if they know what that means. Depending con Ss
answers the teacher takes them to consider leisure as free time for enjoyment. T-Ss
10 mins
T hands Ss a chart where they have to place the leisure activities written on the board in the correct
column according to the type of leisure activities.appendix 2.5 part 2 Pair work
10 mins
Note: T can do a couple of examples with them in order to clarify the meaning of words like cognitive
and spiritual
Introduce Social: Activities done with other people

students to Creative: Activities where a person makes or creates something
the concept Physical: Activities that require body movement
Cognitive Activities that require a person to think
35 min Pre-task of leisure and
Relaxation: Activities a person does to feel calm
provide them Spiritual: Activities where a person submits to a higher power
with more
Pair work
vocabulary T monitors Ss work. 10 mins
T hands in a worksheet for students to do a secret code activity (APPENDIX 2.5 B) T-Ss
5 mins
T monitors and helps when necessary
T checks the answers with the whole group and asks Ss to put the activities that appear in the
activity under the column of the previous activity
T checks Ss answers
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T asks Ss to tick the activities that they do very often.

To give Ss a Ss get into pairs and share their answers. I always ______, I usually __________, I love____________
Pair work
purpose for
15 mins
communicat- Ss together design a crossword (10 words) but the clues will not be phrases but pictures
Appendix 2 can
ing with their
25 min Task be copied for
partners Ss swap their crosswords and practise vocabulary. Ss should express their opinions about the sports
early-finishers
and practice they answered in the crossword.
T-Ss
language
10 mins
learned T monitors Ss work.

T asks some Ss to report their answers and corrects language structures.
Finishing
routine
Resources Copies of the appendix 2.5 A & B
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WEEK: 13 AIMS: By the end of the session, learners will talk about things they would like to try doing in their free time.
MODULE: 2
UNIT: 2
SESSION: 2
TOPIC: Can I give it a try?

Teacher greets and welcomes students, makes comments on the weather, asks Ss for the date and
5 min Class routine announces the topic of the session
Note: This session must be carried out in a computer room
T asks Ss to work individually to complete a word web about free time activities. The word web can be
designed as the one provided in Appendix 2.6 Individual
If there are
work
resources at
Review T writes on the board the verbs: Go on, Visit, Watch, Listen to, play, Go to. T asks Ss to provide activities 5 mins
school the word
vocabulary from that go with the verbs. T drills pronunciation.
20 min Warm up web could be
the previous T-Ss
photocopied
session T asks Ss to work in pairs and talk about how often they do the activities they have recorded in their 10 mins
for the Ss to
word webs. Pairwork
complete it.
5 mins
Note: T asks students to write in their notebooks the collocations.
T asks Ss if they know what a Funfair is.

T tells Ss they are going to watch a video of two kids in a funfair. Individual
work
T plays the video http://learnenglishkids.britishcouncil.org/en/speak/the-funfair and asks Ss to 10 mins
focus on the different activities the kids on the video do.
Motivate
students and When the video finishes T asks Ss to write down the activities they have observed individually. T asks Pairwork
Ss to compare their answers
20 min Lead in prepare them 5 mins

for the coming
T asks Ss to dictate him the activities kids did in the order they appeared. T writes them on the board
task T-Ss
T asks Ss to tell him what other activities people do in the funfair and writes them on the board 5 mins

T ticks one of the activities and tells Ss: I like sliding. Then T crosses out one of the activities and tells Pair work
the kids: I would like to try the bumpers cars. And you? (10mins)

T asks Ss to tell a partner what they like and would like to do when going to a funfair
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T asks Ss to go back to the chart they completed in the previous session and choose three activities
they havent done in their free time but they would like to try
If its possible
Ss draw the pictures of the three leisure activities they would like to try. to access a
Individual
50 min computer room,
work
T models the structure by showing Ss a picture of a leisure activity he/she hasnt done. I have never students could
. I would like to try. draw in paint
When everybody has finished. Ss rotate to see their partners pictures.

Finishing
routine
Resources Crossword, video, computers
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WEEK: 14 AIMS: By the end of the session, children will be aware of the importance of promoting the participation of leisure activities in
MODULE: 2 their community.
UNIT: 2
SESSION: 3
TOPIC: Leisure and community activities

Starting Teacher greets and welcomes students, makes comments on the weather, asks Ss for the date and
5 min
Suggested
T draws a web with the word leisure in the middle and four parts related to the type of leisure words: reading,
activities (social, cognitive, creative and physical) swimming,
singing, painting,
T divides the group in two rows in front of the board and asks each student at the front of each line Whole crafts, aerobics,
Review previous
15 min Warm up to pick a card that is on the desk, then they go to the board and write the word in the correct circle class short trips,
vocabulary
15 mins gymnastics,
T checks the answers provided by the Ss. going to
concerts,
Note: Ss can be given some time to copy the spider map football, theatre
parties
Individual
T projects some phrases related to the benefits of leisure activities for Ss to complete with the words work
Raise provided (Appendix 2.7) (15 mins)
awareness on
25 min Input Pair
the importance T asks Ss to compare their answers with a partner and add one more
work
of leisure time
T goes through the sentences and makes sure they are completely clear for the students (10 mins)
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T asks Ss in groups of three to list all the leisure activities they see people in their community do
together, where and when.

Group
The whole group designs and decorate a huge chart with the days of the week (like a week schedule)
work
to be displayed in a visible area of the school.
In order to keep
Make Ss 20 mins
T models a short conversation for Ss to work in pairs. Ss invite a classmate to do one of the activities the schedule in
aware of the
in the chart. good conditions.
importance of T-SS
The activities
40 min Production participating
T asks each group to choose a week starting the one after the present. For example: must be written
in activities 10 mins
Students A: Are you doing anything on Friday? on a piece of
offered in their
Student B: No, Im not paper and then
neighbouthood
Student A: Would you like to go swimming? stuck
Pairwork
Student B: Yes, I would love to or Im afraid I cant.
10 mins
Once each group has been assigned a week in the schedule that they designed, they are in charge of
updating the chart with events offered in the community, so that Ss can invite their families to go and
do something for fun.
Finishing
routine
Resources Appendix 2.7 , Large sheet of paper, markers, coloured pencils
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WEEK: 14 AIMS: By the end of the session, Ss will have revised vocabulary from the previous sessions
MODULE: 2
UNIT: 2
SESSION: 4

5 min
T asks Ss to make three groups

Group
work
Ss take their note books and their portfolios in order to revise the vocabulary they have learned in
20 min Pre-task 20
the previous sessions of the unit
minutes
Ss compare their notes and complete or add where necessary
T assigns each group a specific topic (Leisure activities benefits of leisure time and places for
leisure)
Ss make a list of words (10 /15) that correspond to their topic Group
work
T takes Ss to the web page: http://www.wordle.net/ where they can design a word-cloud with that 40 mins
1 hour Task vocabulary
T- Ss
When every group has finished, T projects each wordle and goes through the words with the whole
20 mins
group to check understanding.
Note: If there is no access to internet, then the T can show them an example of a wordle but they can
do it on paper
Finishing
routine
Resources Portfolios, note books, computers or paper, scissors, markers
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MODULE 2 Sports Im keen on
3
en on
Im ke
UNIT
s
Sport
ALCALDA MAYOR
DE BOGOT D.C.
84
WEEK: 15 AIMS: By the end of the session, children will be aware of the importance of promoting the participation of leisure activities in
MODULE: 2 their community.
UNIT: 3
SESSION: 1
TOPIC: Sports and physical activities to

maintain health

5 min
T divides the group into three teams.
Each team makes a list of sports they know

Activate
students
One team nominates a student from another team and gives him/her a name of one sport for him/
vocabulary Team work
15 min Warm up her to mime it to his/her group. The team has 30 seconds to guess it.
and motivate 15 mins
students for the
T writes down the name of the sport on the board and it is the turn of the other group to do the
session
same.
T does work on pronunciation
T has previously thought of places where sports are played and gives students pieces of paper with Appendix 2.8
the name of a place for them to go to the board and write it down next to the sport they think it is meant to
goes with Individual be used as
work reference
Prepare
T with the help of the group completes the sports for which there were not any places (5 mins) T should give Ss
25 min Pre task students for the
time for them to
task If there is the possibility of using a computer room, T can take Ss to http://english-learners. T- Ss draw a chart on
com/2009/08/places-where-people-play-sports.html to see some examples and short explanation. (20 mins) their note books
If not then the teacher can provide the information in the appendix 1, asking questions to check to copy the
learners comprehension of the vocabulary presented. information
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T projects images of equipment used for some of the sports mentioned. He/she encourages Ss to
say the name.(the T can design a power point in which first the image appears and only after a click
the name appears) Then he/she writes it on the board next to the place that was previously written.
T works on pronunciation
T organizes Ss in pairs and asks them to choose a sport
Students draw a picture of the sport chosen, the equipment required to practise the sport and the
T has to be
place where the sport is played or practiced.
T SS very organized
Improve (10 mins) with the board
T models a short presentation about the sport for Ss guess the name of the sport or the equipment
40 min Task students so that all the
or the place. For example: I love playing this sport. To play it you need a ball. The sport is played in
vocabulary Pair work information
two teams. There are 11 players in each team. (Ss response is football).
(30 mins) provided is
T asks Ss to work in pairs and tell each other a short description of the sport for their partners to registered there
guess.
T asks Ss to put together their pictures to make a Classroom visual dictionary on sports
Note: It is advisable to tell students prior the session to bring their dictionaries or for the T to bring
some from the library as they may need to check for words
Time must be given to students to take notes on their notebooks

Finishing
routine
Resources Appendix 2.8, paper, coloured pencils, markers, dictionaries
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86
WEEK: 15 AIMS: By the end of the session, students will be able to use verb collocations with do, play and go and talk about sports
MODULE: 2 facilities
UNIT: 3
SESSION: 2
TOPIC: Sports and physical activities that are

practiced in our neighbourhood

5 min
Whole
T calls out the name of famous sports men or teams for students to shout the sport it refers to. For
group
example: Falcao, Michael Jordan, Schumacher, etc
(5 mins)
Review previous Then Ss in pairs test their partners in the same way
15 min Warm up Pair work
vocabulary
(5mins)
T writes down the sports mentioned on the board
T- Ss
T reviews pronunciation of each sport
(5 mins)
Use play with
any competitive
T draws a three columns chart with the verb play, do and go. game, team
sports that
T tells Ss to write in their notebooks the chart and locate the sports under the column they think it involve a score
corresponds. T asks Ss to compare their charts in pairs.
Introduce
T- Ss Use do with
students to T elicits responses from Ss and explains Ss how the verbs are used. T writes one example for each (10 mins) sports that are
the use of on the board and explains the general rule for this.. To clarify meaning T can ask Ss: Can you go timed or judged
some verb football? Why not? Can you do football? Why not? Can you play football? Why?
Language collocations
Use go with
35 min presentation and give them T hands in some sentences for students to complete with a partner Appendix 2.9
activities that
and practice opportunities
can be done
to interact with T checks the answers and solve any doubts
Note: This exercise can also be used to highlight the use of prepositions for the days of the week alone
their partners
and also frequency words Pair work
and develop
(25 mins) T should
speaking skills
T asks a question to one of the students in class: Do you play chess? And encourages student introduce
responses. For example: Yes, I do / No, I dont the initial of
phrases to
T clarifies the question formation and possible answers. report (nobody,
everybody,
only)
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87

T gives each student a piece of paper with the name of a sport and asks students to mingle
around and find out how many of their partners practice that sport by asking the question: Do you
_____________?
Students report their findings. Example Only four students play basketball, Nobody does gymnastics Individual
work
Practice and T asks Ss in pairs to make a list of the sports people in their neighbourhood practice. T asks Ss to (15 mins)
30 min
production consider Kids / adults/ the elderly
Pair work
T asks Ss do talk to their partners about the facilities in their neighbourhood in which people can (15 mins)
do those sports, based on the following questions: How many are there? Are they appropriate?
Comfortable? Clean? Safe? etc
T goes around the groups monitoring and supporting them

Finishing
routine
Resources Appendix 2.9
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88
WEEK: 16 AIMS: By then end of the session, students will practise imperatives in the context of premises and rules of sports and design
MODULE: 2 a Pelmanism (memory) game.
UNIT: 3
SESSION: 3
TOPIC: Rules to follow in the premises built or

designed for exercising and practicing
sports
5 min
Involve
students in the Simon says Whole
10 min Warm up atmosphere T plays the game with the students and at some point, chooses other students to give commands Class
of following to their partners about actions that occur in sports. 10 mins
commands
T writes on the board a couple of sentences from the previous game to point out that they are
instructions to follow. T focuses on form. Example: Sit down, Open your notebooks. Starts with a verb,
there is not a person mentioned.
T divides the class into pairs and gives each person a card (A or B) with the rules from two swimming
T-Ss
Introduce pool facilities (Appendix 2.10 A)
(10 mins)
Laguage students in the
20 min
presentation way rules are T asks Ss to read their cards, try to interpret them and then compare theirs with their partners. Do
Pair work
presented both facilities have the same rules?
(10 mins)
T goes through the rules with the whole group and makes sure they are all clear for them
T highlights on grammar aspects such as the use of NO and on key vocabulary such as risk, allowed,
permitted, etc.
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89

T asks students if they consider the rules previously presented are important and why.
T elicits ideas from the students

Provide
students with T- Ss
Students get into pairs and the T hands out strips of paper with a rule of another place (Appendix
opportunities (5 mins)
2.10 B) to each pair. Students read the rule and when the T indicates they pass the piece of paper to
20 min Input to see the
the group on the right. They read the new rule and after teachers signal, pass it to the group on the
language Pair work
right. This will continue to happen until one of the group guesses the place the rules refer to
introduced in (15 mins)
context
T checks with the whole group and points any aspects on grammar or vocabulary that he/she
considers important
Note: Students can be given some time to copy the sentences
T tells Ss they are going to design a Pelmanism (memory) game
Develop T gives Ss a cardboard and pieces of paper for Ss to draw pictures of sports signs or rules on each
students square and a sentence describing a rule. Then the squares are cut up and grouped for other groups
Group
30 min Production creativity and to play the game
work
skills of writing
short sentences T supports students
Note: The game can be played in the subsequent lesson

Resources Appendix 2.10, cardboard, coloured pencils, scissors, glue
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90
WEEK: 16 AIMS: By the end of the session, students will have demonstrated their understanding of the unit by creating a fitness plan for
MODULE: 2 a specific group of people
UNIT: 3
SESSION: 4

5 min
Group
Get students
Students in groups of four will play the Pelmanism (memory) game they designed in the previous work
to review
session 10 mins
20 min Warm up language from
the previous
T monitors students activity to later focus on any weaknesses he/she identifies T-Ss
sessions
10 mins
Generate ideas T asks Ss ideas on activities people in their neighbourhood can do to keep fit. If they talk about sports,
Whole
10 min Pre task for the task they then which sports will it be possible to do. T encourages students to give as many ideas as possible
group
will do and write them down on the board
T makes three groups and asks Ss to choose one of the activities on the board that they would like
to promote in their neighbourhood
Once Ss have chosen the sport/activity they complete a chart with their own ideas Appendix 2.11
Develop Ss
Once they have finished T asks them to think of the best way in which they can promote that activity Group
50 min Task writing and
or sport. Advert /poster/leaflet/etc. work
speaking skills
SS work on their choice and the teacher helps with additional vocabulary and ideas
Ss present their plan to the whole group

Note: This work needs to be kept for the final project presentation
Finishing
routine
Resources Appendix 2.11/paper/cardboard/coloured pencils, markers, scissors
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MODULE 2 Emotional health
4
ealth
onal h
UNIT
Emoti
ALCALDA MAYOR
DE BOGOT D.C.
92
WEEK: 17 AIMS: By the end of the session, students will be able describe peoples feelings, moods, and emotions.
MODULE: 2
UNIT: 4
SESSION: 1
TOPIC: My emotions
5 min
T asks some students to volunteer for making some faces expressing feelings and emotions.
T shows the first student a flash card so that he/ she can represent the emotions to the whole group. The emotions
When the group guesses the T sticks the flashcard on the board. The same happens until all the suggested are:
To recall and
feelings have been mimed by the students and the flashcards are on the board Ss- Ss Happy, sad,
introduce
20 min Warm up angry/mad,
vocabulary for
T works on pronunciation 10 min nervous/anxious,
the session
sick, thirsty, shy,
Put a feeling label on the back of each student. The student must pantomime emotions while the tired, in love
class identifies them until he/she happens to pantomime the opposite of the feeling that is on his/her
back. He/she then chooses his successor to pantomime.
T asks questions about Ss daily lives for them to describe how they feel when they face those
situations. For example:
How do you feel when you make a perfect score on an exam?
How do you feel when you see a boy/a girl that you like? T- Ss
10 mins
T listens to the Ss responses and models the response as
I/ They feel ________________.

Introduce
language
20 min Pre-task T writes on the board: What makes you feel happy? and elicits ideas from some of the students and
necessary for
writes them down on the board. I feel happy when/if I/someone..
the next activity
T models the question forms How do you feel? How does she/ he feel?
Pair work
T asks Ss to work in pairs. T tells Ss some other situations and provides time for them to discuss how
they feel. 10 mins
T asks Ss to change the pair and work with another classmate to report how their previous
classmate feel with the situations said by the T.
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93

T makes four groups and assign them a feeling or an emotion (sad, angry, nervous/anxious and sick)
and gives them a large sheet of paper
Ss draw a face representing the feeling and write a big title Individual
work
Ss share their
What makes me (15 mins)
45 min Task feelings with
their partners
Ss in their groups write down some ideas Pair work
(15 mins)
T exchange the sheets of paper among the other groups and they add other ideas
When all the groups have added ideas, the sheets are stuck on the walls
Finishing
routine
Resources Flash cards, markers, coloured pencils
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94
WEEK: 17 AIMS: By the end of the session, students will be able to identify the impact of the reactions towards negative emotions
MODULE: 2
UNIT: 4
SESSION: 2
TOPIC: Coping with my emotions

5 min
T puts Ss in pairs and give each one a blank sheet of paper for them to draw three big circles.
Review
Pair work
vocabulary from Ss in turn draw faces in the circles depicting emotions for their partners to guess
10 min Warm up 10 mins
the previous
session Each student choses a felling and tell their partner what makes him/her experience that feeling or
emotion
T asks Ss if they have been to the circus. Do they like it? What kind of things do they see in a circus?
Is it dangerous?
The video was
T writes on the board the words that will be useful for the story (Lion, tamer, elephant (trunk),
taken from
Develop clowns)
learnenglishkids
students
http://
listening skills T tells Ss they are going to watch a short story about an exciting experience in a circus of a boy
learnenglishkids.
20 min Pre-task and provide called Billy.
britishcouncil.
input for the
org/en/short-
coming part of T hands in a worksheet for students to fill in while watching the video (APPENDIX 2.12 task 1). T asks
stories/circus-
the session Ss to read it before the video starts
escape
T plays the video. Ss individually complete the task
T asks Ss to compare their answers with their partners
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95

T asks Ss How did the people react when they see the elephant in the supermarket? It is expected
students will say they ran away.
T asks: What are the risks of that reaction? T listens to Ss ideas and writes key words on the board
T asks Ss to tell their partners how they usually react when they are very angry.
T-Ss
T listens to some comments and writes key words on the board 20 mins
T asks: What happens when we react on our emotions too quickly? (make bad decisions, we might hurt
Raise Ss people, negative emotions arise)
awareness on
50 min Task
the impact of T projects a short text with tips on how to control negative emotions
our emotions
T reads aloud and explains new language.
Group
T asks Ss if they have tried any of these suggestions. work
30 mins
T divides the class in four groups, gives Ss a card and asks them to write a short situation that produces
a reaction. T provides an example
After all the groups have written their situations, T assigns each situation to a different group. The
group has to perform the situation together with a reaction to it.
Note: T might provide time for Ss to write the words and the reactions in their notebooks.
Finishing
routine
Resources Sheets of paper, video, video beam
APPENDIX 2.12 TASK 1 KEY
1. Billy and his parents arrived at The Circus. 7. Minny the elephant sat down in the fountain.
2. A man and a woman balanced on a swing. 8. Minny went to the supermarket.
3. The elephant tamer put his head inside the lion mouth. 9. Minny heard some people in a house shouting and screaming.
4. Clowns did very silly things. 10. Minny sprayed the house with water many times.
5. The small elephant balanced on one leg. 11. Minny took Billy out of the house using her trunk.
6. The elephant ran out of the tent into the streets. 12. People gave Minny a special medal.
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96
WEEK: 18 AIMS: By the end of the sessions students will write short stories that reflect emotional behaviour.
MODULE: 2
UNIT: 4
SESSION: 3
TOPIC: Interacting with my community

5 min
T divides the group in four and gives each group a set of cards (APPENDIX 2.13)
Group
Cards are mixed and faced down. Ss take turns to find the match between the emotion and the noun
work
Review and that names the emotion
15mins
20 min Warm up introduce new
vocabulary When a student finds a match, he/has to make a sentence with the emotion. Example: I feel anxious
T-Ss
when ../ make me anxious
5 mins
T corrects structures and clarifies meaning of words.
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97

T tells children Aesops Fable of The Crow and the Pitcher.
If internet access is available, T can show the video about the story instead:
http://www.youtube.com/watch?v=WPktMBW2k98
T plays the video without sound and asks Ss what the situation is and how the crow feels
T stops the video at 2:20 and asks Ss to predict what the solution for crows problem might be
T tells Ss to work with a partner about a problematic situationT tells the Ss to discuss a situation that If possible, the
they have seen or experienced between two people or a group in their community, in which a bad Technology
Develop Ss emotion is seen teacher in his
writing skills class can help
I hour Production Pair work
working If there is access to a computer room T asks Ss in pairs to go to the webpage: https://storybird.com/ Ss create an
collaboratively account and
Ss are going to select some images and describe one of the situations they talked about but with a familiarize Ss
happy ending, in maximum three pages with that page
T helps with vocabulary and grammar
When Ss finish their stories they share them with their teacher
T helps with the editing
Note: if there is no access to computers with internet, the work needs to be done in paper, as an
illustrated storybook.
Finishing
routine
Resources APPENDIX 2.13 - Pelmanism (memory) cards / Computer room or sheets of paper
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WEEK: 18 AIMS: By the end of the session, students will illustrate ways the impact of emotions in the context of short stories.
MODULE: 2
UNIT: 4
SESSION: 4

5 min
Develop Ss Group
T has already chosen four of the stories written in the previous session
reading skills work
and provide 10 mins
15 min Pre-task T makes four groups and asks Ss to read the stories
them with the
input for the T-Ss
T helps to clarify understanding
next stage 5 mins
T asks Ss to work on the script for the role-play according to the story they have read
T helps with grammar, pronunciation

Develop Ss Group
45 min Task
speaking skills Ss rehearse the role-play work
The four groups perform their role-plays and the whole group votes for the best one (They will perform
in the closing ceremony)
Ss individually design the hand with the thumb up according to teachers instructions regarding size
Preparation and content.
Individual
20 min for the final
work
project From the thumb to the wrist, they will write A HEALTHY LIFE STYLE. On each of the four fingers left they
will write: Eat healthy, Do exercise, Take control of your emotions, Stay active)
Finishing
routine
Resources Stories, card paper, coloured pencils, scissors
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MODULE 2 Healthy habits
5
its
y hab
Health
UNIT
ALCALDA MAYOR
DE BOGOT D.C.
100
WEEK: 19 AIMS: By the end of the session, students will identify types of healthy practices and expresses their opinions about healthy
MODULE: 2 and unhealthy activities.
UNIT: 5
SESSION: 1
TOPIC: Characteristics of a healthy life style

5 min
T directs Ss attention to the question How do you stay healthy? T shows Ss pictures about sports
and activities that might be considered healthy. T drills pronunciation of each activity and asks Ss to
answer to the question: Do you play sports? T listens to Ss responses and then asks Ss What kinds T needs to show
of sports do you play? pictures that
represent things
Get students T writes a list of sports on the board as students name them. Whole that people do
interested in the group like and dont like
topic and do T asks Ss to work in pairs and make a list from the activities they do to stay healthy. (10 mins) doing.
20 min Lead in
some revision T might need to
of the present After Ss make their choices, T tells Ss to rank the sports and activities they have listed from the one Pairs remind them of
simple negative they like the most to the one they dont like doing. (10 mins) the construction
of positive
T ranks his or her activities on the board and models the structures: I hate., I love .. and I enjoy.She/ and negative
he hates., she/he loves he/she doesnt like sentences
T organizes new pairs and asks Ss to report their findings about their classmates likes and dislikes.
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101

T asks students if they know the meaning of lifestyle and based on their ideas the T leads students
to the understanding of lifestyle as a way of living of an individual. It is about work and leisure. It is
manifested in peoples behaviours, attitudes, values and interests. It is influenced by culture, family
and social class.
T asks learners to look at the list on the board and with a partner decide which activities they think
indicate a good lifestyle
T confirms Ss ideas and points out that they all represent a healthy lifestyle.
To introduce
T SS
students in T asks Ss to brainstorm ideas on aspects that people need to consider in order to put into practice a
(10 mins)
the topic and healthy lifestyle. Some of these aspects could be: food, exercise, sleeping habits, good hygiene
Presentation
30 min give them
and practice Group
opportunities T makes three groups and assigns each group a topic (Food Exercise- Hygiene, etc). Each group is
work
to improve their given a large piece of paper to write ideas under the topic assigned.
(20 mins)
vocabulary
T provides some examples: eat a lot of vegetables, take a shower everyday
T rotates the paper and asks other groups to add more ideas to the lists
T supports the groups with the vocabulary needed
Papers are stuck in different places of the classroom and students go around reading and asking for
what they do not understand
Note: Ss can be given some time to copy vocabulary from the different lists
T asks Ss to tell him/her about families or characters on television they usually watch. (the Simpsons
/ Phineas y Ferb)
T writes down the names of those characters

T-Ss
Allow students
(5 mins)
to use the T divides the class in groups and assigns one of the programs/characters to each group
30 min Production knowledge
Group
introduced in a Ss design a collage of the characters and write down behaviours, attitudes, interests that define
Work
meaningful way their healthy or unhealthy lifestyle.
(25 mins)
Once they finish they share their collage with the class
T gives feedback and focuses on areas that need some clarification.

Finishing
routine
Resources Pictures of people doing different activities / paper, cardboard, coloured pencils, scissors, glue, markers
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WEEK: 19 AIMS: By the end of the session, students will explain why its important to have an active, healthy lifestyle and reflect about
MODULE: 2 strategies they used in their own lives to be active and healthy.
UNIT: 5
SESSION: 2
TOPIC: Staying Active

5 min
T divides Ss into small groups. Ask them to close their eyes and imagine their lives in 10 years. How
old will they be? What will they be doing? What will they look like? Ask students to share answers with
their classmates
Group
Work
T asks Ss to imagine themselves in 10 years but this time from a health perspective. T asks Ss if they
Recycle 5 mins
see themselves as healthy and active. T writes their responses on the board
previous
15 min Warm up vocabulary and Pairwork
T explains the the term active, healthy lifestyle to Ss.
introduce new 5 mins
words
T draws a continuum from 1 to 10, meaning unhealthy choices and 10 active and healthy choices. T
T-Ss
asks Ss to draw the line in their notebooks and write activities that they consider might place in each
mins
one of the numbers.
T elicits responses from Ss, explain unknown vocabulary and practices pronunciation
T asks Ss to do some brainstorming on the benefits of being an active person
T projects some ideas Appendix 2.14 A and asks Ss to tick the ones they had thought about and tell
the group the ones that do not appear on the teachers list
Whole
Activate group
T focuses Ss attention on new vocabulary to make sure everybody understands
schemata and (10 mins)
15 min Lead in
help students
T asks students how active they consider they are (very active / a little active /not active at all)
reflect Individual
(10 mins)
T asks Ss to complete a short questionnaire individually Appendix 2.14 B
T asks some students for their results

Note: The questionnaire should go to students portfolio
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T tells Ss they are going to turn the form they completed into a questionnaire to use with their
partners
T start reviewing the way information question (how many) is formed by using the first item on the
chart and using an inductive strategy. For example:
Provide Ss with
- What kind of information do we need? A name? a place? .
opportunities
- When we need to ask for a number what do we use? Where? When? . T- Ss
to use the
(15 mins)
Practice and language
50 min Students are divided in pairs and each pair forms a question on an item assigned
Production revised and
Pairs
learned
T monitors and when all the questions are ready. Ss go around interviewing their partners and taking (35 mins)
while doing a
notes.
meaningful task
Ss in pairs make conclusions based on the answers given. For example: Most Ss in class watch more
than 4 hours of TV, only two students in class do a physical activity
Conclusions are shared with the whole group

Finishing
routine
Resources Appendix 2.14
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WEEK: 20 AIMS: By the end of the session, students will be able to use their communication skills to enhance healthy habits for their
MODULE: 2 community.
UNIT: 5
SESSION: 3
TOPIC: The healthy habits of people in my

community

5 min
Chinese whispers
T divides the group in two and asks them to make two lines in front of the board
Recycle T whispers a word (physical activity) to the last student on each line, who has to whisper it to the next
Whole
15 min Warm up previous and so on until the first students on each line go to the board and write it down
group
vocabulary
T checks spelling and pronunciation
When the activity finishes T asks Ss for some more activities to add to the list on the board
T asks Ss to get into pairs and talk about the healthy habits that people in their neighbourhood have.
Pair work
T writes on the board sample sentences Ss can use: (10 mins)
Activate Ss
Task - Most people in my neighbourhood go jogging
15 min knowledge of
preparation - In my neighbourhood people usually do cardio rumba Whole
the topic
group
After some time T asks Ss to come to the board and tick the activities that people in their community (5 mins)
do and add other activities that are not on the list
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T asks Ss to tell him/her the activities people do and where they do them. Example: in my neighbourhood
people usually do cardio rumba in .. /outside the . Opposite the
T writes down Ss ideas on the board
T reviews the use of prepostions of place while writing the Ss ideas on the board.
T asks Ss to discuss with their partner why they think people dont do some of the activities that were Whole
not ticked on the board. Example: People dont ride bicycles because its dangerous group
(15 mins)
T listens to Ss ideas and write them down on the board
Help students
Group
develop their
50 min Task T makes three or four big groups work
speaking and
(25 mins)
writing skills
T tells Ss they need to choose an activity they would like people in their community to do. Then they
need to brainstorm ideas on why it will be good to do it and next where in the neighbourhood it would Whole
be possible to practice it group
(10 mins)
Once students have thought of some ideas T gives them markers and paper for them to design a
placard
T monitors and help with vocabulary and grammar. T provides Ss with the structure I would like people
in my neighbourhood to
Ss present their work to the class and T takes notes for feedback
Finishing
routine
Resources Paper and markers
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WEEK: 20 AIMS: By the end of this session, students will develop speaking skills by carrying out the presentations of the work they have
MODULE: 2 done during the module.
UNIT: 5
SESSION: 4
TOPIC: Presentation of final projects

Introduce
counterparts
Starting who will help Teacher greets and welcomes students, parents and school staff to the presentation of the worked
10 min
routine to coevaluate students has done during the module. T explains the different parts of the presentation.
progress made
by learners
The home-base
SS had previously set up three stands in different corners of the classroom with all the worked done teacher needs
Provide
according to the topic (a healthy weekly menu, schedule of upcoming weekly events, action plan for to get the school
opportunities
a fitness activity) Group know about the
Presentation for parents and
30 min work presentation and
of stands school staff to
People go and visit all the stands. There will be some students commenting on what the stand is about 30 mins invite students
see the work
and staff
done by learners
There needs to be enough time for people to see the work done members to the
presentation.
Show learners
One student will explain what the hand with the thumb up is about.
oral production
15 min Production S - WH
explaining tips for
Then students will give one to each of the people in the audience and translate the content
a healthier life
T would need
to ask Ss to
Provide
translate their
opportunities
Teacher delivers a form for people in the audience to provide feedback on what they saw during the presentations in
15 min Feedback for observers
presentation (Appendix 2.15) Spanish for staff
to comment on
members who
learnersprogress
do not speak
English.
Closing
routine
Resources Evaluation forms (APPENDIX 2.15)
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MODULE 3 Traditions in my neighbourhood
1
my
ood
ions in
bourh
Tradit
neigh
UNIT
ALCALDA MAYOR
DE BOGOT D.C.
108
WEEK: 21 AIMS: By the end of the session, Ss will be able to describe values and traditions in their neighbourhood.
MODULE: 3
UNIT: 1
SESSION: 1
TOPIC: What cultural values and traditions do

we inherit?

Starting routine:
Hello song
Greeting
Date: Teacher asks a S to try to say todays day and date. T asks Ss to repeat and asks another S to write
it in a visible place.
To start a class Weather: Teacher asks another Ss what the weather is like today. S replies and another S writes this
Starting
5 min with a familiar sentence.
routine
routine
Classroom chores: In the first session, Ss developed a timetable of classroom chores. During every
first two sessions.
T writes lines to make a hangman on the board with the words traditions, culture and neighbourhood.
T- Ss
Setting up the Once the Ss guess the words, teacher organizes three groups and assigns to each group a word. 5 mins
10 min Warm up context for the
lesson Ss write all the words related to the words assigned that come up to their minds. Pairwork
5 mins
T checks Ss work.
Picture dictation
Apart from
the flashcards,
The cooperating T will paste the flashcards on the board.
other pictures
with traditional
T divides the students into pairs. One of the students in each team will run to the board and
Introduce some activities can
then dictate the words under each of the pictures, to their partners. Learners change roles and
key words be shown. Ex:
20 min Lead-in continue dictating until all they finish writing the words in their notebooks PW
related to the cabildo muisca in
20 mins
session. Soacha, playing
The winners are the first two learners who finish writing the list.
sports at Tunal
park, visiting 20
Students then check each others spelling mistakes in pairs.
de Julio church,
etc.
T drills the pronunciation.
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Reading about our traditions
T asks questions to review descriptive language about pictures. T tells Ss to describe the pictures in
pairs. T models the structures There are/ There is, I see, the picture shows.
T hands in Appendix 3.1. T asks Ss to read the description individually. T asks Ss to write the word
Practice the that corresponds to each picture. The words correspond to the ones used during the lead in. PW
grammar of 10 mins
the module in T assigns a 2 different paragraphs to each Ss. Ss read the texts silently and individually.
See hand
context T-Ss 5
out with the
20 min Pre-task T tells Ss to identify information in the reading that mentions what the activity is about, how often it mins
descriptions of
Identify is done, where is the activity done and the values it promotes.
some traditions
traditions Ind Work
and the cultural
After they read, Ss work in pairs and tell each other what they understood about the text. 5 mins
values related to
Describe PW
each of them.
traditions Conversation model 10 mins
A: Tell me about playing Tejo.

B: Well, friends usually play with.. in ..
A: ok. What cultural values do you identify in that tradition?
B: I think that .
Acting:
Students will work in groups of 3.

Ss choose a tradition and create a conversation about the tradition.
Ss should mention the value(s) promoted in that tradition.
Ss can personalize or change parts of the conversation model to create their own. They can use
Describe some of the ideas they underlined in the reading.
and promote Teachers should monitor that Ss include the cultural value in the last line of the conversation.
30 min Task GW3
traditions and
cultural values Conversation model
A: Do you want to go to Monserrate?
B: Well, maybe. What can we do in Monserrate?
A: We can climb the mountain with friends, or we can ride on the cable railway?
B: Great, yes I want to go.
A: I like to go there because we can practice a sport and we can spend time with my family.
Each group presents their conversation to the class, and the class identifies the cultural values.
Praise students
Whole
20 min Report work and give
The teacher and the cooperating teacher can tell class if they used the vocabulary, grammar and func- class
feedback
tions of the module correctly. They can also say if students pronunciation was accurate.
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110
WEEK: 21 AIMS: By the end of the session, Ss will be able to describe values and traditions in their neighbourhood.
MODULE: 3
UNIT: 1
SESSION: 2
TOPIC: Objects associated with traditions

Starting routine:
Hello song
Greeting
Date: Teacher asks a S to try to say todays day and date. T asks children to repeat and asks another
student to write it in a visible place.
To start a class Weather: Teacher asks another Ss what the weather is like today. S replies and another S writes this
Starting
5 min with a familiar sentence
routine
routine
Topic of the day: TTeacher can state the class objective or the stages of the session as it was done the
first two sessions.
Setting up the Students play Chinese whispers with key words related to previous lesson. These are the words:
Group work
10 min Warm up context for the Church, park, JAC (Junta de Accin Comunal), schools, religious celebrations, neighbour, hammocks,
10 mins
lesson poncho and mochila bag.
The T splits Ss into small groups of 3 or 4. Each group makes a line. The T goes to the back of the line
and tells the last Ss in each line the secret word. Then, the last S whispers the word to the person in
front of him/her in the line, and so on and so forth until the first person in the line hears the word,
raises her/his hand and says the word. If the S says it correctly, his/her group gets a point and the
game continues with the next word. Groupwork The conversation
Activate prior 10 mins models can
knowledge T assigns two assigns 2 words from the Chinese whispers activity (one from last session and an be written in
object) and they have to do a conversation about a place, like the following: posters for
Introduce some A: People in my neighbourhood usually go to the church on Sunday students to use
20 min Lead-in
key words B: Why do they go? them as a guide
related to the A: They like to thank God for their lives, their families, their health, their plans, etc. they will modify
session depending on
And about the objects their personal
Hammock: T-Ss opinions.
A: Do you have a hammock at home?
B: Yes, I do. Its big. (if the answer is no, they can ask about the other objects)
A: Why do you have that?
B: Because my father likes it.
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Ss will receive a guide with some pictures of objects related to traditions and culture in Colombia.
(See APPENDIX 3.2 A)
Ss read the definitions and the cooperating teacher can give them more examples.
Ss read the instruction and the cooperating T splits it into steps as follows:
1. Write the names in the lines a), b) c) etc. T-SS

5 mins
2. T writes sentences using some of the words to describe the object. T gives an example.
3. T models the structure of comparative and superlative adjectives er and est, and more/more,
Practice the less/least using two objects from the guideline. T asks Ss to write a comparison between two
20 min Pre-task Individual
function of objects in the hand out.
work 10
4. T asks the Ss to discuss in pairs what objects they prefer and why. T asks Ss to choose the objects mins
you prefer and write a sentence using superlatives. T gives an example.
- The cooperating teacher can also share some artefacts that belong to his or her culture to
give more examples. Pairwork 5
- Students work in pairs sharing their ideas. mins
As a variation, if learners level allows it. Learners can be divided into 2 groups: traditional objects and
modern objects (APPENDIX 3.2 A & 3.2 B). Each group is given the corresponding hand out. After
learners work individually, they are paired up with somebody from the other team to compare the objects
and help to check the descriptions made.
Ss will do an art exhibition and present the objects associated with traditions and modern culture.
Images of a
Ss design a mochila bag where they will carry 2 objects they chose, to do so they follow these mochila bag
instructions (20mn): printed to be
coloured.
1. Ss colour the image of the mochila bag.
2. Ss receive a piece of cardboard cut with the shape of the mochila bag they coloured before. Cardboard cut
in the shape of
3. Ss paste the image of the mochila bag on the cardboard shape.
mochila bags.
40 min Task
4. Ss paste the 2 pictures of the object in the mochila bag.
A hole punch to
5. Ss nail the two sides of the mochila bag with ribbon. make the holes
on the side of
Students compare objects they chose and compare the objects their partners chose(20mn) the mochila.
Suggested conversation model:

This is our mochila bag. It is yellow, blue and red. Glue
The objects inside are a hat and a hammock
They are both beautiful, but the hammock is cheaper than the hat. The hat is smaller than the hammock Coloured pencils.
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WEEK: 22 AIMS: By the end of the session, Ss will be able to identify and describe their school traditions and compare them with other
MODULE: 3 school traditions.
UNIT: 1
SESSION: 3
TOPIC: Schools traditions

Starting routine:
Hello song T- Ss
Greeting
Date: Teacher asks a S to try to say todays day and date. T asks Ss to repeat and asks another S to write
To start a class Weather: Teacher asks another S what the weather is like today. S replies and another S writes this
Starting
routine
routine
Topic of the day: T can state the class objective or the stages of the session as it was done the first two
sessions.
Students play Pictionary.
T splits the group into two teams.
Each team chooses a volunteer and he/she takes out a card from the cards the T has.
Review
vocabulary The volunteer has to draw the picture of the word written in the card.
and functional Groupwork
10 min Warm up The team has two opportunities to guess. If they cant guess, the other team or half of the class can
language 10 mins
guess.
to compare
objects. Optionally, once Ss have understood the dynamics of the activity, the game can be played in pairs.
The words are: poncho, ball, video games, dolls, hammock, hat, sports, and parties.
T elicits from Ss what they remember about the last session and asks them what words are related to
todays session.
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Pre-reading: T asks to the Ss about the traditions that are held at their school. T elicits ideas from Ss
and takes notes on the board. T models the use of modals with the notes on the board.
Activate prior
knowledge T- Ss
T asks Ss which sentence expresses possibility and obligation. T models the appropriate use of
8 mins
language and provides time for Ss to discuss some other examples in pairs.
Introduce some
15 min Lead-in
key words
Notes: The cooperating T can prepare some ideas about his school traditions in and give Ss some
related to the
examples on how to use can, should and must to talk about obligations and possible activities at
session Pairwork
school. To do so, the cooperating T can use some images. Ex: Homecoming is a tradition in the schools
7 mins
in my country. The celebration varies from one school to the other, but it is common to dress up before
homecoming. This means boys and girls can wear clothing suitable to the party theme.
Individually
Ss read about school traditions in their school and answer the hand out activity.
5 mins
Ss compare the answers in pairs, following the model written in the hand out.
T shows Ss the example of an ad (See APPENDIX 3.3) Pairwork

5 mins
To personalize T tells students that the ad refers to one of the ideas in the last activity, and asks students to tell him
the information what the tradition is (answer: idea number 3).
in the text by
explaining the T presents this question and the possible answers on a poster or Paper Point slide. Students should
25 min Pre-task choose one and think of other answer in pairs. T-Ss
answers.
10 mins
To promote
Whats the message of the ad?
critical thinking
a) The message is that children can practice sports very well.
b) The message is that sports are important for children.
c) Other
T asks students if the message is positive or not. During the task students will be encouraged to
promote a school tradition and write a positive message about it.
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Ss will design an ad promoting a school tradition and value (25min)
T gives Ss a list of traditions. Ss choose the tradition they want to promote or optionally, each student
can be assigned one of the traditions below.
- Special bazaars:
- Jean days:
- Trips:
- Mass: Pairwork
- Parties: 45 mins
- Special dates (Halloween, Independence day, etc) :
Ss write a slogan or positive message about the tradition they chose in pairs.
T can ask Ss to cut the images they want to or draw the images for the ad about a school tradition. If they
draw the picture, they can paint it.
45 min Task
To present the task, students should say 3 additional ideas about the school traditions; for instance:
Suggested grammar (modals of possibility and obligation) and functions (describing habits, traditions
and obligations).
Special bazaars:
Positive message: In special bazaars, we can share with students of other classes.
GW4
Additional ideas: We can buy food, but we cant cook it. We shouldnt be rude when we buy things. We
should buy different things and meet new friends.
S will present their ads in pairs to other group (25min).

T elicits from Ss what school tradition they prefer from the ones presented before and why.
Praise students
5 min Report work and give
The T and the cooperating T can tell the class if they used the vocabulary, grammar and functions of
feedback
the session correctly.
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WEEK: 22 AIMS: By the end of the lesson, students will talk about traditions in their neighbourhoods and schools and explains why
MODULE: 3 those traditions are preserved.
UNIT: 1
SESSION: 4

Starting routine:
Hello song T- Ss
Greeting
Date: Tasks a S to try to say todays day and date. T asks Ss to repeat and asks another student
to write it in a visible place.
To start a class Weather: T asks another S what the weather is like today. Student replies and another S writes
Starting
5 min with a familiar this sentence.
routine
routine
Classroom chores: In the first session Ss developed a timetable of classroom chores. During
every session it is important to go back to that calendar and revise who is responsible for what
that day and praise Ss for doing their chores well.
first two sessions.
Hot seat:
T organizes Ss in groups of 3. One member of the group moves his/her chair with the back to
the board or TV screen.
On the board or TV, T presents pictures about the vocabulary of previous lessons. (Take the
pictures from the previous sessions handouts.)
The 2 Ss of each group tell their group member who is not looking at the images, some clues to
Activate prior
10 min Warm up guess the word. The S who is not looking at the picture can also ask some questions.
knowledge Take the pictures
Group work
from the previous
Possible conversation model: 10 mins
sessions handouts
Ss looking at the picture: Its a kind of clothes.
SS who is not looking: Is it a jacket?
Ss looking at the picture: No, its not. / Yes, it is.
The group that guesses what the word is wins the game.
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To check
students
understanding
of the values Ss work in pairs, T gives them a value (from the ones in the handout) per pair. Each couple has
promoted in to represent each value by creating a conversation and acting (Appendix 3.4)
Pairwork
the traditions Once, Ss have
10 mins
mentioned. SS present the conversation for the class, and the class guesses what the value is finished the activity,
30 min Pre- task they can check the
Whole class
Students will Ss complete the chart in the hand out until tradition number 5 to remember specific school self-assessment
15 mins
practice the traditions and gets some ideas to be able to create one of their own. checklist points 1
following and 2.
T-Ss
function: T elicits the answers.
5 mins
Describing
habits
(traditions)
T leads Ss into a discussion about their own family traditions and objects that have been passed
on or could have been passed onto different generations.
To check
students T explains that each S creates a poster that shows a new children tradition and an object to
understanding pass on. T asks Ss work in pairs to brainstorm ideas of children tradition they might want to use
of the meaning in their posters. T- Ss
of traditions. 10 mins While Ss complete
T shows Ss the model poster showing a tradition of children in their own country. T models a the chart, T assesses
description of the tradition and the object. Pairwork both the process
To check 20 mins and the final output
students use of T has Ss working on their poster. T models conversation as follows: in terms of Ss
the functions communicative
and grammar Possible Conversation model (ask 2 Ss to read the conversation model, the cooperating T competence and use
practice in unit can read the model with the teacher changing parts of the conversation to propose different of the vocabulary
45 min Task
1. traditions and values): and language of the
unit.
To practice Suggested functions ( 10mn)
the following When Ss have
functions: A: What value would you like to promote in our class? finished, the activity
B: Id like to promote friendship. they can complete
Obligation A: What activity can we do to promote this value? the checklist points 3
(should) and B: Maybe, we can make a special picnic and classmates should talk to everybody and we S-S and 4.
necessity (need should share food. 20 mins
to). A: Yes, its a good idea. What objects do we need for our tradition?
Suggestions B: We need to bring food and juice
(should, can) A: ok.
B: How often can we do a picnic?
A: Maybe, every Friday.
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Ss draw and paint the object that represents their tradition
One partner in each couple presents the tradition (the information they completed in the chart
point 6) and the painting of the object). The other S in the pair rotates listening to the other
classmates traditions.
T collects the objects Ss painted and pastes them on the board.
T ask Ss to raise their hands and vote for the tradition they would like to celebrate. (5mn)
The poll with the most number of votes is adopted.

T tells Ss that by the end of the module, they will have an art exhibition. To do so, Ss present 4
objects they have designed per each unit. As Ss write, the
Individually
teacher can give
To recycle 10 mins
Project Individually, Ss can start writing in their notebooks the description of one object designed in them feedback
20 min previously S-S
preparation any of the previous sessions on pronunciation
learned topics. Whole class
grammar and
10 mins
Then, Ss read the object description to each other or to the class so that the T can give spelling.
feedback on pronunciation.
The T and the cooperating T can tell class if they used the vocabulary, grammar and functions
of the module correctly. They can also say if Ss pronunciation was accurate.
Praise students
5 min Report work and give - What is it? Whole class
feedback - Why I chose it:
Learners are asked to fill out the self-assessment questionnaire. (APPENDIX 3.5)
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MODULE 3 Traditional crafts in celebrations
2
craf ts
ions
ebrat
ional
in cel
UNIT
Tradit
ALCALDA MAYOR
DE BOGOT D.C.
120
WEEK: 23 AIMS: By the end of the lesson, Ss will explain their family and community celebrations and exchange information about
MODULE: 3 classmates celebrations.
UNIT: 2
SESSION: 1
TOPIC: My celebrations, our celebrations

Starting routine:
Hello song
Greeting
Date: Teacher asks a S to try to say todays day and date. T asks children to repeat and asks another S
To start a class
Starting Weather: T asks another S what the weather is like today. S replies and another S writes this sentence.
5 mins with a familiar
routine
routine
sessions.
Picture dictation
T organizes Ss to work in pairs. T provides some images to each S. S A has pictures different to the
ones of S B. T instructs Ss, e.g. This is an extended family from Tolima. They make tamales together Pairwork
every Christmas. etc. As one of the Ss describe the picture the other tries to draw a picture from the The cooperating
5 mins
Introduce description. teacher can look
vocabulary for the images
about kinds of Once Ss have finished, T discusses with the Ss the content of the pictures using the following questions: and write the
10 min Warm up
celebrations names of the
that Ss may use What do you see in this picture? celebrations in
during the task. Who is in the picture and how are they related to each other? English below
T- Ss
Why are people doing what you see them doing? each image.
5 mins
T pastes some images of family and community celebrations on the board and the names of the
pictures for Ss to match them. Once the Ss have finished, T works on vocabulary and pronunciation.
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T shows pictures of his/her own family and community celebrations including decorations used in
those celebrations. T focuses on past simple I travelled and past continuous.
For example: In this picture, I was celebrating Christmas with my family Discourse markers: T-Ss The cooperating
Linkers: sequential (past time), first, finally, etc. Functions: Describing people and describing past 5 mins T should also
experiences. prepare a
presentation in
As Ss listen to T presentation, they take notes by writing key words connected to the answers about which she or he
the following aspects: says the answers
of the questions.
What food did he eat?
What did he/she drink?
What was he/she doing in the pictures?
When did it happen?
Recycle
Where was the celebration?
20 min Pre-task previously
What does the people in the picture look like?
learned
When giving
structures.
Once, the T has given instructions and said all the information, Ss are given 10 min to organize their Individual instructions,
notes into sentences. work give an example
5 mins using the first
T monitors that Ss are writing the ideas correctly. question. Say
the answer of
T instructs Ss to compare their answers. the first question
and Ss have to
T checks structures and corrects them. tell you the key
words, ask them
As some Ss may not listen to all the answers the first time, the T will tell them his or her experience T-Ss to write those
again. 10 mins key words.
Note: T instructs Ss to take notes on their notebooks about the vocabulary worked in class.
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Creating a scrapbook
T tells Ss to of a family celebration or a celebration in his or her community. Individual

work
To practice the Ss write the answers of the questions mentioned during the pre-task in their notebooks about two
celebrations; a family celebration and a community celebration they participated in. Ss should look 10 mins
functions and
at the answers of the activity during the pre-task to use them as a model.
grammar of Unit
2 mentioned Suggested language:
in the macro-
proposal. past simple I travelled , past continuous In this picture, I was celebrating Christmas with my
family Discourse markers: Linkers: sequential (past time), first, finally, etc. Functions: Describing
people and describing past experiences
50 min Task
To know about
classmates T designs a page of a scrapbook with images they can cut from old magazines or newspapers or
celebrations. they can use photos if they have some. In the hand out Ss paste those images, paste the paper on
the cardboard and fold it, as if it were a two pages book. (APPENDIX 3.6) Group work
25 mins
To be able to
ask questions Optionally, Ss can decorate the cover of the scrapbook (back of the cardboard) using the shapes
of little balloons and ribbons, they can also write a title, for instance; my celebrations scrapbook.
about those
They can also use the ribbons to decorate the background of the scrapbook.
celebrations.
Ss work in groups of three people. Ss ask each other the questions used during the pre-task. T T- Ss
encourages Ss to provide complete answers. 15 mins
Note: T tells Ss can replace the cut-outs for photos if they want to at home.
To be able
to recall A representative will tell the class the description of a group member celebration. To report
information classmates celebrations, they will use the possessives s and s, e.g. Claras celebration was a family
about reunion.
classmates
5 min Report
celebrations The T and the cooperating T can tell the class if they asked the questions and gave answers correctly.
and tell it They can also say if students pronunciation was accurate.
keeping the
sequence of T encourages Ss to keep the scrapbook for the presentation of the module project a fair.
events.
2 pieces of white cardboard per student, celebrations paper, different coloured-cardboard (to cut some shapes like little balloons and ribbons), Magazines,
Resources
newspapers with images of people celebrating, glue stick, and scissors
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WEEK: 23 AIMS: By the end of the lesson, students will express their opinions about their experiences regarding celebrations at school.
MODULE: 3
UNIT: 2
SESSION: 2
TOPIC: Our Celebrations at school

Starting routine:
Hello song
Greeting
Date: T asks a S to try to say todays day and date. T asks Ss to repeat and asks another S to write
To start a class Weather: Teacher asks another S what the weather is like today. S replies and another S writes
Starting
routine
routine
Classroom chores: In the first session, Ss developed a timetable of classroom chores. During
every session. it is important to go back to that calendar and revise who is responsible for what
first two sessions.
Vocabulary competition
Students compete in pairs:
The cooperating teacher paste a poster with the verbs in past on the board.
The cooperating
Pairwork teacher can look
Activate prior Ss some pictures about celebrations and list as many words and verbs in past as they can
10 min Warm up 10 mins for some images
knowledge in their notebooks individually.
related to school
celebrations.
Ss compare their lists and decide who the winner is.
The winner may receive a fake dollar or other element (a sticker) that represents a point.
T works on pronunciation and makes corrections in the use of past tense.
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T and the cooperating T prepare three pieces of chart paper, each entitled with a different
holiday. On a large piece of butcher paper, T writes and draws traditional symbols, customs, and Individually
other pertinent information to use when comparing the similarities and differences between
5 mins
the holidays.
T asks Ss to walk around the posters and write 4 questions to find out information about those
past experiences. They can write some of the questions used in session 1 unit 2.
Recycle Ss sit in a circle and sit around the Ts.

15 min Lead-in previously
learned During the discussion: Whole class
structures. Ss interview the cooperating T and the T about the music played in family celebrations and
music he or she likes. T instructs Ss so they can use questions from the previous stage. 5 mins
The cooperating T can mention celebrations done at the school he attended, for example:
Thanksgiving and Valentines Day. The T asks the cooperating T the same questions used in the
previous session.
T asks Ss to think about important celebrations in Colombia or their communities. Ss list the 5 mins
same items as the ones on the board and take notes on their emotions towards the experience.
Finger puppets about past school celebrations
SS choose 5 celebrations. Some of the celebrations could be Earth day, Columbus day,
Independence Day, Spanish Language Day and Halloween.
Ss choose 5 crafts of 5 celebrations and design a small picture per craft on a square of Individual
cardboard (size 3cm x 2cm). These pictures become the finger puppets. work
Recycle the use
20 mins
of language Ss take five strips of paper (4 cm x 4cm) and roll them around the upper part of their fingers.
45 min Task
structures
already learned. Ss paste in their finger puppets or pictures in the paper, as if they were finger puppets.
Ss in pairs asking questions to each other to know information about the celebrations the S-S
puppets represent. They can talk to different classmates after they finish their conversations. 25 mins
They can say what they like and love of those celebrations and use some basic gerunds like:
I enjoyed going trick and treating.
I loved recycling.
Ss say some of the celebrations classmates told them and the activities they did.
T and the cooperating T can tell class if they asked the questions and gave answers correctly.
They can also say if students pronunciation was accurate.
15 min Report Ss are encouraged to keep the puppets for the fair exhibition. Whole class
Note: T can suggest Ss to use the rubrics provided in other sessions to assess Ss performance
during oral presentations.
Resources Butcher paper, cardboard, scissors, glue, markers, coloured pencils
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WEEK: 24 AIMS: By the end of the lesson, students will identify characteristics of people, activities and things and make comparisons in
MODULE: 3 the context of celebrations in our country.
UNIT: 2
SESSION: 3
TOPIC: Celebrations in my country

Starting routine:
Hello song
Greeting
Date: Teacher asks a S to try to say todays day and date. T asks Ss to repeat and asks another S
To start a class Weather: T asks another S what the weather is like today. S replies and another S writes this
Starting
routine
routine
Classroom chores:In the first session, Ss developed a timetable of classroom chores. During
every session, it is important to go back to that calendar and revise who is responsible for what
first two sessions.
The home-based
Countrys celebrations map T can help the
T instructs Ss to brainstorm celebrations in the country they are familiar with. Then T arranges cooperating
Ss in pairs and gives each pair a few minutes to share their lists and add to them. Once Ss Pairwork T present the
have finished, T sets up groups of 3-4 Ss to create a list of cultural celebrations. 10 mins celebrations and
Set up the
where they are held.
15 min Warm up context for the
T shows the Colombian map and invites Ss to indicate the city where the celebrations are If there is access
session
held as they call them out. T-Ss to internet, T may
5 mins use an online map.
T models the language to be used like: In case there is no
My celebration is the Carnival of Blacks and Whites, and it is celebrated in Pasto. access, a map or
poster can be used
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Matching game
T pastes some adjectives on the walls of the classroom.
Ss will work in pairs.

T can find interesting
carnival pictures
As the T pastes a picture of a Colombian Carnival on the board, Ss look at the picture, run and
in the following
remove the adjectives that are related to the picture to match them to the picture.
site: http://www.
colombia.travel/en/
T checks if their matches are correct. T and cooperating T should explain what the correct
international-tourist/
answers are and explain the meaning of the words or ask Ss to look up the meanings of the
sightseeing-what-to-
words they do not know.
do/recommended-
Introduce
15 min Lead-in tourist-attractions-
vocabulary Suggested adjectives: SS-SS
special-reports/
For people: Happy, sad, excited, scared, pretty, ugly, frightened, outgoing, funny, sad, zany,
colombias-carnivals-
grumpy, cheerful, jolly, carefree, serious.
and-feasts
For activities: relaxing, exciting, boring, difficult, and easy.
The words can be
copied and pasted
For things: big, small, colourful, funny, attention-getting, beautiful, ugly.
on sheet of paper in
a bigger size and cut
T instructs Ss to discuss in pairs how they feel regarding the celebrations listed in the warm-
up for the activity.
up session, e.g. What do you think about the Carnival of Barranquilla? How did you feel when
you were in the ? Students responses might be: I think its colourful and exciting, When I
participated in the . I felt happy.
The cooperating T and the T project or show images of crafts and play music as they do so
about two cultural celebrations in the country.

The cooperating T and the T interview each other about the famous icons or famous people
who are part of the festival, objects or crafts and activities. They talk about these aspects and
use the vocabulary introduced in the previous activity. They compare the opinions about the T-Ss
celebrations. 10 mins
The Ts can write
Recycle Suggested language (comparative and superlative adjectives)
the conversation in
previously To compare people who participate in the celebrations, students can use some of these ideas:
advance and make
20 min Pre-task learned I think she looks happier, more excited, more outgoing, funnier, zany, more cheerful, zanier,
copies for Ss to work
structures. jollier, carefree, ...
with the transcription
T gives the transcription of the conversation to Ss and tells Ss to identify comparatives and of the conversation.
superlatives in the conversation by using questions, e.g. How many celebrations are compared? Pair work
Which words were used to compare them? 10 mins
T listens to Ss responses and reviews the rules of comparatives and superlatives.
T asks Ss to choose two of the cultural celebrations on the board and express their ideas about
them using comparatives and superlatives.
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Creating a mobile about the celebrations
T brainstorms with Ss the names of some celebrations, people who participate in those
celebrations, objects or crafts, activities, food and drink.
Ss work in groups of three to complete the word web individually adding words and
adjectives (see APPENDIX 3.7)
Each S draws a small picture of one of the things they mentioned in the mind map. Thus,
per mobile there will be 3 pictures. Each S draws it on a squared white cardboard. (5cm x
5cm)
Recycle the use
of language
45 min Task The three pictures are hung in a mobile (stick) with thread. For instance, the pictures could
structures
be about Marimondas, dummies and traditional clothes.
already learned.
Each group present the mobile to other group or to the class.
Suggested conversation starter

A: She is a beauty queen; she is tall, beautiful, and fun. Tell me about your celebration.
B: He is a Vallenato singer. He is short, hes not handsome and hes talented.
A: I think the beauty queen is more attractive than the Vallenato singer.
Note: As they can present them, they can make comparisons among celebrations.
At the end, Ss vote for the game they would to play in class.
Vote for the
game they The T and the cooperating T can tell class if they asked the questions and gave answers
10 min Report Whole class
would like to correctly. They can also say if students pronunciation was accurate.
play
Ss will be encourage to keep the mobile for the fair exhibition
A stick per group.
Resources
1 squared card of white cardboard per student
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WEEK: 24 AIMS: By the end of the session, Ss will be able to talk about a celebration they remember, the activities they did and
MODULE: 3 compare some aspects of that celebration with other classmates celebrations.
UNIT: 2
SESSION: 4

Session

Starting routine:
Hello song
Greeting
Date: T asks a S to try to say todays day and date. T asks Ss to repeat and asks another S to write it in
a visible place.
To start a class
5 min with a familiar
routine
routine
sessions.
The cooperating
Introduce teacher can look
Hangman:
vocabulary for the images
The T reviews the vocabulary practiced in previous sessions by playing hangman with the class.
about kinds of T-S and write the
10 min Warm up The vocabulary includes verbs in past and the adjectives introduced in session 3.
celebrations 2 mins names of the
that Ss may use celebrations in
Once students have understood the dynamic, they can play the game in pairs.
during the task. S-S English below
3 mins each image.
The cooperating T asks the T, What did you do yesterday at school? T answers and says 4 activities T
he or she did and then the cooperating T answers the same question and tells T 4 activities he did 5 mins
as well.
Review the
verbs in past
15 min Lead-in T reviews verbs in past by asking to Ss what actions were described in the previous conversation. S-S
5 mins
Personalize
T indicates to Ss to work in pairs and find out activities that they did the previous day.
T
Note: The teachers can use some flashcards to show the actions as they speak. 5 mins
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T instructs Ss they are going to watch a video and they need to talk notes about the question, What T-S
did she do in the school? What celebrations did she celebrate last year at school? 5 mins
http://learnenglishkids.britishcouncil.org/en/grammar-videos/kittys-school-day
Identify actions
15 min Pre-task in the past in Ss compare their answers in pairs. 7 S-S
the video 5 mins
T checks Ss responses and writes the answers on the board.
T- Ss
As the T writes the responses, he/she works in correcting mistakes from SS. 5 mins
A keepsake to save a memory description.
T splits Ss into groups. Each S chooses a celebration he or she liked the most, from the ones
discussed in previous sessions (neighbourhood, school or country celebration) work
T explain to Ss that they must record the following information about the celebration chosen: 25 mins
The place (s)
The activities
The people in that celebration (characteristics of the family members or friends)
With the information recorded the Ss create the keepsakes of that celebration. To do so they can
use cardboard and markers to draw and cut out images that represent activities or things they
relate to the celebration.. Optionally, Ss keep the keepsake in a paper box to save the description
of the memory and the images.
Note: Previous the session the T might create their own keepsake and model the instructions to
Recycle the use make the box taken from: http://www.instructables.com/id/How-to-make-a-gift-box-from-paper-
of language without-glue-or-/
45 min Task
structures 1. Take 2 squares of colour paper one square should be 3 cm smaller than the other.
already 2. Make a crease across the middle of the squares starting from each side.
3. Crease all corners into the centre.
4. Fold the sides to the centre.
5. Turn 90 degrees and repeat.
6. Unfold all but two of the corners.
7. Tuck wall corners in.
8. Fold larger corner over and into the bottom of the box.
9. Repeat on the other side.
10. Repeat all steps on the other piece of paper.
11. Before folding the lid into its final shape, snip along the creased diagonals to cut an artistic
pattern.
12. Also cut a square from the scrap of the other piece of paper. Group work
13. Tuck it inside the box under the tips of the folded corners. 15 mins
14. Tie with a ribbon.
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Students work in groups of 3 people and say the information they prepared. They take out the
images from the box as they talk about the celebrations. During the conversation, students should
take notes, about their classmates celebrations
Individual
T also tell Ss to use the rubric for oral presentation to ask Ss to do peer assessment. (appendix 3.8) 5 mins
Once presentations have finished the T gather Ss in groups to share their peer assessment.
At the end of the presentations, the Ss complete the I can self-assessment checklist.
T elicits information from Ss about the celebrations they have listened to by asking questions, e.g.
What celebration did you like the most? Is xxxxx better/funnier/ than xxxx? Why? Why not? to establish
comparisons among the descriptions they listened. To do so, they can use the adjectives introduced
in session 3. Then, Ss report some ideas about their classmates celebrations and mention the
5 min Report Share Whole class
comparisons.
T assesses both the process and the final output in terms of students communicative competence
and use of the vocabulary and language of the unit.
Choose an T ask Ss to choose one of the objects they designed during this unit
object designed
Project
15 min in this unit to be T guide ss to write shorts descriptions of the tasks on cards that will be placed next to the tasks.
preparation
presented in the - What is it?
art exhibition - Why I chose it:
Cardboard
Markers
2 pieces of 8.5 x 11 paper
Resources Ruler
Pen/Pencil
Scissors
a ribbon
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MODULE 3 My music, your music, our music
3
r
usic
ic, you
, our m
s
My mu
UNIT
music
ALCALDA MAYOR
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WEEK: 25 AIMS: By the end of the lesson, students will be able to describe characteristics of instruments, express their opinions about
MODULE: 3 music and relate music to personal experiences.
UNIT: 3
SESSION: 1
TOPIC: Music to celebrate in my community

Starting routine:
Hello song
Greeting
a visible place.
To start a class Weather: Teacher asks another S what the weather is like today. S replies and another S writes this
Starting
5 mins with a familiar sentence.
routine
routine
sessions.
Memory Game
T pastes flashcards of musical instruments on the board, along with their names facing down. Each
card should have a number for Ss to call it out. T splits the class into groups and instructs Ss each
group has a turn to call a number out. T uncovers the card and pronounces the word of the instrument. The Ts can look
Introduce Ss match the image and the word. for some music
Whole class
10 min Warm up vocabulary for to be played
Once the images are uncovered, T works on pronunciation and plays the sound of each instrument 10 mins
the session during this
before or after drilling each word. activity.
Note: An example of the memory game can be found in http://www.eslgamesplus.com/musical-

instruments-esl-vocabulary-memory-game/
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Music time line
Music to celebrate in our communities
T plays of folklore music of different Colombian communities. The music tracks could be about Cumbia,
Bambuco and Mapale.
As Ss listen to the track, they must record in their notebooks in a word web the instruments they listen
to, the cities, places or celebrations they have listened to the song and a question about what they
would like to know about the song.
Ss compare their word webs in groups of 4 and choose the best questions to be asked to the T.
T-Ss
T checks the Ss answers. T drills pronunciation of music instruments. T respond to Ss questions, e.g. 5 mins
Cumbia: People danced cumbia since the 18th century.
T also provides information about music genres such as salsa, vallenato, champeta, soca or reaggaeton.
T
The cooperating T can provide part of the information.
Recycle 10 mins
previously T hands in the handout to the Ss. Ss cut the images in the handout and organize them in a timeline.
The T and the
learned They only cut and paste the music they like.
30 min Pre-task cooperating T
structures.
must read about
T groups Ss in pairs and instructs them to tell each other: Individual
history and
5 mins
traditions around
1. The names of the instruments used to play that music and describe the music using expressions
each one of the
such as heavy, upbeat, melancholic, jazzy, funky, orchestral
songs to make
sure they are
2. The reasons why Ss like the music. Ss can use adjectives such as fun, exciting, beautiful, boring,
informed enough
popular, trendy and melodious.
to respond to
the Ss questions.
3. Ss should compare music genres using these adjectives to describe how they feel when they
listen to the song: I think that cumbia is more popular than bambuco. When I listened to a Cumbia Pairwork
I feel excited.
20 mins
4. T mentions the celebration when they heard or danced to that music and some information
about that celebration (using simple past)
T monitors Ss work and takes notes on any mistake in grammar or pronunciation.
T gathers the whole class. T provides time for Ss to report their conversation to the class.
T corrects grammar and pronunciation.
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Designing instruments
T provides the following examples to Ss. SS choose one of the options below
A matchbox guitar
Matchbox maracas
A matchbox radio
A plastic dish CD
T elicits information about where the instrument is used and for what celebrations.
T instructs Ss to create their matchbox. As T explains each instruction, he/she makes the matchbox. Individual
Ss follow instructions: work
Recycle the use 25 mins
of language - Cut a square of cardboard and cover the front part of the matchbox.
45 min Task
structures - Cut or colour the box as you like. You may think about the celebrations or people who plays it or
already learned. songs in which the instrument is used and people who dance the song.
- If it is used as a little guitar, the S should use the Popsicle sticks, use some glue and put it inside
of the box vertically, as if it were the upper part of the guitar.
- If it is a maraca, Ss can put inside the box, little rocks or lentils to make it sound and they should
also paste the Popsicle stick.
- If Ss choose the plastic dish CD, they should cut a circle shape of cardboard, draw and colour it
as a CD and paste over the plastic dish. S-S
20 mins
T instructs Ss to prepare an oral presentation in which they describe the instrument, a celebration
when they listened to that music, when it was and what they did.
Ss mingle and tell each other the information they prepared and show their instruments.
SS work individually and write some comparisons between the instruments they talked about and the
T elicits some of those comparisons. T asks more specific questions about the reasons why they chose
those instruments.
The T and the cooperating T can tell the class if they asked the questions and gave answers correctly.
They can also say if Ss pronunciation was accurate.
Match boxes
Markers
Rubber bands
Popsicle Sticks
Resources
Glue
Cardboard
Paint
cardboard
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WEEK: 25 AIMS: By the end of the session, Ss will be able to compare different music preferences and say their opinion about kinds of
MODULE: 3 music.
UNIT: 3
SESSION: 2
TOPIC: Music my family likes and music I like

Starting routine:
Hello song
Greeting
To start a class Weather: T asks another S what the weather is like today. Student replies and another S writes
Starting
routine
routine
Classroom chores: In the first session, Ss developed a timetable of classroom chores. During
that day and praise Ss for doing their chores well..
first two sessions.
Rain finger
Ss sit on the floor in a circle.

Ss tap their fingers softly on a surface (notebook) or,
Make louder raindropstap louder or,
Make very loud raindropsslap their hands on their thighs or,
Make thunder stand up and stamp their feet or
Make lighteningclap their hands sharply.
Introduce Give the instructions
vocabulary As they make the sound of the raindrops (thunder or lightening), they will sing: to make the sounds
5 min Warm up
about kinds of Rain, rain, go away and the different
music Come again another day Whole class possible sounds
______(a Ss name) wants to play. 5 mins (raindrops, thunder
or lightening).
The S who is called should say a kind of music. The cooperating T can make a poster with
vocabulary about kinds of music.
Once the S has said the kind of music, Ss from the class sing a song representing that type
of music.
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Interview the cooperating T
T plays different tracks of songs. T tells Ss to listen to the songs and predict the
celebrations when the songs can be played. T also tells Ss to take notes about how they
feel when they listen to the songs.
Ss report their predictions to the class. T takes notes on the board about Ss predictions and
T-S
opinions.
5 mins
T tells Ss that one of the songs they listened to is the cooperating Ts favourite song and
if they want to know which one is it. Ss write three questions to discover the cooperating
Ts favourite music and memories related to it. T models the suggested language for Ss to
interview the cooperating T.
Examples of possible questions

Promote Ss suggested language (Simple past tense and Comparisons)
ability to find out
information by What kind of music is it?
asking questions Whats the bands name?
What did you do that day?
25 min Pre-task
Practicing When did you listen to that music for the first time?
the grammar Do you like____?
and functions Is the music relaxing?
mentioned of
T-Ss
the unit. T encourages Ss to guess the song related to the responses given by the cooperating T.
10 mins
Once the Ss have guessed the song, the cooperating T shows the Ss flashcards with
kinds of family celebrations like birthdays, weddings, graduations, among others and the
cooperating T tells Ss they should write some questions about those celebrations.
The cooperating T plays some music he or she listens in each one of those celebrations.
The cooperating T also names two activities he or she did in each celebration. The
cooperating T can talk about traditions in his/her country related to the family celebrations
and encourage Ss to ask him or her the questions they wrote.
Pairwork
Ss take notes about the information provided by the cooperating T. Ss can use some
10 mins
of the adjectives introduce in the last lesson to give their opinions about the music the
cooperating T talked about in pairs.
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My Mind map
Ss make a mind map (see appendix 3.9) about the music their families like and the music Ss
like to celebrate special dates with their families. Ss write adjectives or verbs as key words
Recycle the use to complete their mind map.
of language
Individual
structures Ss write some ideas about similarities and differences among the music styles they like and
work
already learned. their family likes.
45 min Task
20 mins
Establish Ss write some comparisons between the cooperating Ts celebration and music and their
relationships family celebration.
S-S
by making
25 mins
comparisons T provides time for Ss to decorate the mind map.
Ss mingle and talk about their mind maps
Draw
conclusions
about the The T elicits different music genres and music genres most classmates like and why.
kinds of music
classmates like The T and the cooperating T can tell class if they said complete ideas and they can also say
and the reasons if Ss pronunciation was accurate.
why they like
that kind.
Resources Copies of appendix 3.9
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WEEK: 26 AIMS: By the end of the session, Ss will be able to compare past and present music genres.
MODULE: 3
UNIT: 3
SESSION: 3
TOPIC: What do we listen to?

Starting routine:
Hello song
Greeting
Date: T asks a S to try to say todays day and date. T asks Ss to repeat and asks another S to write it in a
visible place.
To start a class
5 mins with a familiar
routine
routine
Classroom chores: In the first session, Ss developed a timetable of classroom chores. During every session,
it is important to go back to that calendar and revise who is responsible for what that day and praise Ss for
doing their chores well.
sessions.
Guessing game
Ss listen to fragments of songs. Whole class
5 mins
SS write in their notebook the kind of music they think it is.
Introduce
S-S
15 min Lead-in vocabulary about
Ss compare their answers in pairs. 10 mis
kinds of music
Ss discuss what they like or dont like about the songs. T- Ss
5 mins
T gathers the group and listens to Ss ideas.
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Ss read a text about the music people liked in different decades and the music young people like now. In
S-S
the text, Ss see how the musical styles are compared and the language of the unit should be included.
10 mins
Promote Ss
ability to find out The T and cooperating T can design the text.
information by
asking questions Ss read the text and identify music genres and complete the following box in their notebooks.
Individual
40 min Pre-task 10 mins
Practicing Music people
My opinion
Music people
My opinion
the grammar liked in the past like now
and functions
mentioned of the
unit. Ss will write a short paragraph describing the music they listen to.
S-S
20 mins
Ss share their paragraphs with their classmates
T hands in to each Ss a chart like the one below or asks Ss to draw the chart on their notebook. Ss work in
pairs to select 5 songs and music styles for a survey. Ss mingle to interview their peers about their music
taste. Once they have finished interviewing, Ss rank their results.
Classmates
Song/artist Style of music Characteristics
Recycle the use who like it
Pairwork /
of language 1 Mingle
structures already
2 25 mins
learned.
45 min Task 3
Establish 4
relationships
by making 5
Whole class
comparisons
Ss create a graph it could a pie chat or a bar graph to illustrate the results. 20 mins
Ss present their results to the rest of the class using the model provided by the T.
We found out that this songXXXX is the most popular. Xx out of xxx like the song xxxx. The next song xxxx
was more popular than xxxxx because xxx or xx percent of the students .
Draw conclusions
about the kinds of
The T elicits different musical styles, those the Ss like and why.
music classmates
10 min Report like and the
The T and the cooperating T tell the class if they used complete ideas. They can also say if Ss pronunciation
reasons why they
was accurate.
like those music
genres.
Resources Fragment of different songs and kinds of music
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WEEK: 26 AIMS: By the end of the session, students will be able to identify the different types of music known by their community, their
MODULE: 3 classmates and place this information on a time-line.
UNIT: 3
SESSION: 4

Starting routine:
Hello song
Greeting
a visible place.
To start a class Weather: T asks another S what the weather is like today. Student replies and another S writes this
Starting
routine
routine
sessions. can state the class objective or the stages of the session as it was done the first two sessions.
Karaoke
The cooperating T can choose a joyful song and play it.
The cooperating T should give the Ss the lyrics and let them sing one part of the song.
Practice Then, half of the class sings and the other half listens to them and decides if they sang with the
15 min Lead-in Whole class
pronunciation correct pronunciation.
After that, the other half of the group sings and are evaluated by the other half of the group who
already sang.
Ss say if they like the song and what genre it was.
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A thread, ribbon or pita fibre timeline
Ss create a time line with music they liked from the previous decades (write key words in on
cardboard strips of paper).
Ss also include a recent community or family celebration and the music played in each one of those Individual If Ss dont have
Integrate all the
celebrations. work the material
functions and
they designed in
grammar of the
In the timeline Ss can hang the instruments they designed, the mind maps and cards with other previous classes,
unit
45 min Task genres and celebrations they want to include (they created this material in the last sessions). they can write
key words on
Assess
All the items and cards with words should have a hole so that they can be hung in the time line. cardboard, cut
students
them and hang
performance
Students mingle and they will explain their timelines. them in the
s-s timeline.
Ss present their time lines using expected grammar (simple past, dates, comparatives and
superlatives).
T can give Ss the self-assessment checklist (APPENDIX 3.10)

Students say the things they liked about their classmates timelines.
10 min Report Give feedback Whole class
T and the cooperating T can tell class if they said complete ideas and they can also say if Ss
pronunciation was accurate.
Ss choose the elements they want to include in the fair.
Include Ss Ss take notes in their notebooks and write descriptions of the elements they want to include answering
Project favourite these questions:
15 min Whole class
preparation outputs in the What is it?
fair. Why I chose it:
The T monitor Ss work.

Resources Copies of Appendix 3.10
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MODULE 3 Typical representative characters
4
around me
ative
d me
esent
aroun
l repr
cters
UNIT
Typica
chara
ALCALDA MAYOR
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WEEK: 27 AIMS: By the end of the session, Ss will be able to describe outstanding community members and their importance in their
MODULE: 3 communities.
UNIT: 4
SESSION: 1
TOPIC: Famous people in my neighbourhood

Starting routine:
Hello song
Greeting
a visible place.
Starting
routine
routine
sessions.
The T plays the song people work in:
http://learnenglishkids.britishcouncil.org/en/songs/people-work?utm_source=facebook&utm_
Set up the medium=wallpost&utm_campaign=fb-learnenglishkids. If there is access to internet. If there is no
access to internet the T and the cooperating T must use flashcards and sing the song to the Ss. T-Ss
5 min Warm up context of the
5 mins
lesson
Ss takes notes on the professions they have listened to.
T drills pronunciation of the words.
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T hands in give each S a picture of a famous neighbourhood (e.g. Simpsons characters: Moe,
Homer, etc) In pairs, Ss should identify and circle the following characters when they listen to the
description of what each one of them do: He/she takes care of sick people:
- A doctor If Ss dont have
- A priest the material
- A rich person they designed in
Introduce
- A teacher previous classes,
vocabulary T-Ss
10 min Lead-in - A bartender they can write
about 10 mins
- A grandpa key words on
neighbours.
- A grocery clerk cardboard, cut
- A politician them and hang
- Other them in the
timeline.
Ss have to run close to the teacher and show him or her the answer.
Famous neighbours
Ss discuss the following questions about famous neighbour characters in pairs, they can ask about the
S-S
people mentioned in the lead-in or other characters they have recognized.
10 mins
- What is _____like?
- What does _____look like?
- What does he do?
- Where is he from?
- What do you know about him?
Identify and ask
- Is he/she important in your community?
10 min Pre-task questions about
neighbours
The cooperating Ts neighbours
The cooperating T tells the class about his /her neighbourhood and traditional members of their
T-SS
community by using photos or images. (The T can prepare a poster with names and paste images of
5 min
people who look like his neighbours)
SS-T
5 min
Ss can prepare some questions to ask the cooperating T about the traditional members personal
information or physical traits. Ss can use some of the questions mentioned in the last activity.
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My neighbours
Ss choose 3 or 2 neighbours they remember.
Generating
Ss write key words about their names, physical appearance, personality, something they did, and their
opportunities
jobs.
to talk and find
out information Individual
Ss create 3 or 2 masks of their community members faces and present them to the class:
about students work
communities
Ss use the materials, draw the neighbours faces on the paper plate and colour it, they will make a hole
in each side of the plate and join the sides of the plate with elastic thread or wool.
Relating
personal
Ss make the holes in the mask for the eyes, nose and mouth.
45 min Task experiences
and/or
Ss mingle, wear the mask and ask each other questions about their neighbours. As they pretend they
students
are the neighbours they can ask questions such as:
knowledge of
Whats your name?
their community
What do you look like?
members with
What are you like?
the language
Where are you from?
and functions S-S
Why are you famous? Well because once I ( answer using simple past)
practiced in this
unit.
Ss say the importance of those members in their communities or the reason why they recognize him/
her and they will describe all the aspects mentioned above.
SS say what neighbours are similar and why.
5 min Report Give feedback T and the cooperating teacher can tell class if they said complete ideas and they can also say if Ss Whole class
Resources paper plates, elastic thread, scissors, glue, wool, markers and coloured pencils.
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147
WEEK: 27 AIMS: By the end of the session, students will be able to identify similarities and differences among neighbours and explain
MODULE: 3 why they are important in the community.
UNIT: 4
SESSION: 2
TOPIC: Loving difference

Starting routine:
Hello song
Greeting
Date: T asks a S to try to say todays day and date. T asks Ss to repeat and asks another S to write it
in a visible place.
To start a
Weather: T asks another S what the weather is like today. Student replies and another S writes this
Starting class with
5 min sentence.
routine a familiar
routine
Topic of the day: T can state the class objective or the stages of the session as it was done the first
two sessions.
Jeopardy
The cooperating T can create some answers of the questions introduced in the last session
about the famous neighbours presented.
Activate prior Whole class
15 min Lead-in T tells Ss each answer and writes it on a poster and Ss have to tell the T the corresponding
knowledge 15 mins
question for each answer. Materials:
At the end of the activity, the cooperating T asks Ss to conclude what the topic of the last
session was.
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Class survey
Promote In pairs, Ss design and implement a class survey to identify similarities and differences between
students the traditional members personal information (jobs, ages, place of origin). Each S should take
ability to notes of the survey questions and options of answers. S-S
find out
information Ss use some of the questions recycled in the lead-in and write some options of answers. 15 mins
by asking
30 min Pre-task questions SS prepare specific questions about physical and personality traits and include some options of Ss will take notes
answers. in their notebooks
Practice the T monitors that both questions and answers are accurate.
grammar and
functions Ss mingle and ask the questions to 6 classmates.
mentioned of S-S
the unit. Each couple who designed the survey gets together again and takes notes about the survey 15 mins
results. They identify similar answers.
Ss draw and paint two portraits of two neighbours, one that is similar to the other neighbours
mentioned in the group and one that is different.
Recycle
Individual
the use of Around the pictures, Ss write key words that refer to the characteristics in common and unique
work Materials:
language characteristics related to jobs, ages, place of origin, personalities and the reason why they are
10 mins cardboard, pencils,
30 min Task structures important in the community.
eraser, paint and
already
paint brushes.
learned. Ss paint the drawings.
Group work
20 mins
Ss present the portraits in groups of 3, as they share the portraits they can ask each other
questions about jobs, ages, place of origin, personalities etc.
Ss say the differences they found in each group and the reason why they chose those
Identifying
neighbours.
differences
The teacher and the cooperating teacher can tell class if they said complete ideas and they can
Give feedback
also say if students pronunciation was accurate.
Resources posters with answers created by the cooperating T. If available, tech resources can be used instead
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149
WEEK: 28 AIMS: By the end of the session, Ss will be able to describe personal information about a neighbour they appreciate and
MODULE: 3 explain the reason why they appreciate him/her.
UNIT: 4
SESSION: 3
TOPIC: A person I appreciate in my

neighbourhood

Starting routine:
Hello song
Greeting
in a visible place.
To start a
Starting class with
5 min sentence.
routine a familiar
routine
two sessions.
Spelling contest
The cooperating T makes a list of jobs. He or she writes one of the words on the board.
Ss work in pairs, one S should not look at the board and the other should. In each couple, the
S who is looking at the board should spell the word for his classmate. The classmate who is
S-S
Introduce listening should write the word on his notebook and present it to the T if the word is correct
5 min Warm-up 15 mins
vocabulary that couple gets a point.
Some jobs: technician, mechanic, electrician, baker, bricklayer, bus driver, butcher,
carpenter, chef/cook , cleaner, dentist, designer, doctor, dustman, refuse collector,
electrician, engineer, factory worker, police officer
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150

Guess who
T pastes pictures on the board of typical representatives on the board.
Review
S-S
10 min Lead- in descriptive T asks Ss to work in pair. One S describes the physical traits of the person in the image and the
10 mins
language other guesses who the person is.
T elicits responses from the group.
Reading:
T hands in the copy of a personal description adapted from
http://esl.about.com/od/beginningwriting/a/writing_personal_descriptions.htm
Hello, my name is James. Im a sportsman and I come from Chicago. I live in Seattle with my wife
Jennifer. We have two children and a dog. The dog is very funny. Our daughters name is Anna
and our sons name is Peter. She is four years old and he is five. I am famous in my community
because I won a gold medal in Olympics in 1988 and I participated in many competitions. I love
sports because people can develop abilities, be competitive and be part of a team. I consider
those values are important.
Ss read individually the description and completes a character profile:

Recycle 1. Name:
previously 2. Age:
20 min learned 3. Birth place:
structures 4. Marital Status:
5. Children:
6. Pets:
7. Important awards:
Post-reading:
T instructs Ss to compare their answers. Each S should prepare some questions to ask their
classmate about the personal description they have just listened. Optionally, T can write the
questions and cut each word in the questions, then Ss are given the words in the questions and
they have to unscramble the words to find the questions.
T elicits responses from Ss

Suggested grammar: Wh-questions, simple past, Simple present tense, physical characteristics.
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151

Writing a personal description of a person I appreciate in my neighbourhood
Using the reading as a model, Ss write a personal description about a character in their
neighbourhoods they appreciate and the reason why they appreciate that person.
In order to outline some ideas they can be given the following parameters: characters physical Individually
characteristics, personal information, they reason why he or she is famous, a value he or she 25mins
Recycle
promotes and the reason why the S appreciates the character.
the use of
language
45 min Task If they do not know much information, Ss can invent some aspects in the members life.
structures
already
To present the descriptions they will design a popsicle stick figure of the character.
learned.
S-S
Ss draw the neighbours face and body. Then, they cut the drawing and paste it on a popsicle 20 mins
stick. They paste strips of wool or clay on the head of the neighbours figure, as if it were his/her
hair
Ss mingle, holding the figures, reading the personal description and asking each other questions
about the typical representative character in their community.
Ss say what they remember about a classmates typical representative character.
T and the cooperating T can tell class if they asked the questions and gave answers correctly. They
can also say if Ss pronunciation was accurate.
T encourages Ss to keep the figure for the fair exhibition.

Resources popsicle sticks, paint, cardboard, wool (figures hair), glue and markers
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152
WEEK: 28 AIMS: By the end of the lesson, students will be able to describe typical representative characters around them and explain
MODULE: 3 why they are important.
UNIT: 4
SESSION: 4
TOPIC: Consolidation and assessment Session

Starting routine:
Hello song
Greeting
a visible place.
Starting
routine
routine
sessions.
Before the
activity recycle
or ask ss to
remember how
to describe
Guess who I am physical
Ss receive a set of cards with images of famous people who are part of Colombian culture. SS-SS
features.
5 mins
Ss work in groups of three, one of them takes a card without looking at the picture and he will paste In order to give
it on his/her forehead or back. He pretends he is that person and ask classmates who he is. instructions
Introduce
10 min Warm-up for this activity,
vocabulary The other group members tell him/her ideas about the persons physical appearance, personal
information or past events in which that person participated. The S who has the card pasted on his model the
forehead guesses who he is pretending to be. dynamics or
do the example
T- Ss
T elicits responses from Ss yourself. Take a
5 mins
card, paste it on
your forehead
and ask the class
to give you glues
so you can find
out who you are.
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T splits Ss into groups to discuss the following questions:
Why are those people mentioned important for Colombian culture?

T-S
What values do they promote? 5 mins
Recycle
10 min Lead previously
T elicits responses from Ss and writes values on flashcards.
learned
S- S
structures.
T hands in one of the flashcards with the name on the value on it. Ss walk around the class telling 5 mins
each other the importance of that value to become a member of a community.
T elicits responses of the whole class.

An awards ceremony for a traditional representative character
Ss complete a character profile about the life of a traditional member in their community in their
notebooks. They record information about physical characteristics, personal information (job, age,
place of origin), and important events in the members life and current activities. Individual
Recycle the use 5 mins
of language Ss create an award for that person and explain the reason why that person deserves it. Ss create Groupwork
45 min Task
structures the medals, trophies, plaques or an award made of cardboard; for instance a medal can be done by 15 mins
already learned. cutting a rounded medal that can be hung with a woollen thread
Whole class
T tells that all the Ss participate in an awards celebration. In each group Ss choose a presenter, a 25 mins
member of the community. The presenter gives general information about the character and show the
award to his/her group. The member awarded says a short speech to thank the public.
Ss name the awards and the people who won them.
The T and the cooperating T can tell class if they asked the questions and gave answers correctly.
They can also say if Ss pronunciation was accurate.
T gives self assessment cards to Ss (Appendix 3.11)

T decides with the class where the exhibition will be, who the guests are, the music and name of the
To decide on exhibition.
Project final aspects
10 min
preparation for the art T asks Ss that tasks of previous sessions they have and what descriptions they have. T-S
exhibition
T guides Ss to write shorts descriptions of the tasks on cards that will be placed next to the tasks.
Resources cardboard, markers, woollen threads, and scissors, copies of appendix 3.11
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MODULE 3 Lets celebrate
5
te
elebra
Lets c
UNIT
ALCALDA MAYOR
DE BOGOT D.C.
156
WEEK: 29 AIMS: By the end of the session, students will be able to discuss positive and negative aspects in a party.
MODULE: 3
UNIT: 5
SESSION: 1
TOPIC: Best and worst parties

Starting routine:
Hello song T- Ss
Greeting
a visible place.
Starting
routine
routine
sessions.
Matching activity
The cooperating teacher can make a set of matching cards with well-known festivities and the
months or dates in which they are celebrated.
It can be something like this:

This is a great
Fathers Day June
opportunity for
April Fools Day April 1st the cooperating
Set up the St. Valentines Day February 14th teacher to
Whole class
5 mins Warm up context of the include some of
New Years Eve December 31st 5 mins
session the traditional
Shrove Tuesday February or March
celebrations
Diwali October or November from his/her
country of origin
T models saying the festivities and the dates with the class, using this model: People in the UK
celebrate the Fathers day in June
T asks Ss to line up in two rows. T calls out a celebration. Ss run and point the flashcard that
corresponds saying the statement aloud.
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T asks Ss to copy a mind map about the celebrations. T assigns each S a celebration that is popular
in the city. Ss complete the mind map individually.
Ss mingle and share their ideas about the celebrations.

Promote
Ind
students ability
5 min
to find out
10 min Lead-in
information
Mingle
by asking
5 mins
questions
The cooperating
teacher can
write the text on
Talking about celebrations
a sheet of paper
T shows a picture about Aprils Fools Day and elicits information from Ss. T finds information about
and make copies
characteristics of the image, colors, emotions shown and predict the underlying reasons for the
for students.
emotions depicted. T-S
5 mins
T hands in Ss individually different texts of celebrations in the UK. Ex:
April Fools Day
Activity modified
and taken
In the UK, April 1st is April Fools Day. This is a day when people play tricks on each other for fun. A trick
from http://
Practicing is like a practical joke. It is a good celebration because people have fun and feel relaxed. The bad thing
learnenglishkids.
the grammar about this celebration is that some people can feel upset for the tricks and some people may bother
britishcouncil.
25 min Pre-task and functions other people with ill-intentioned tricks. Group work
org/en/your-
mentioned of 10 mins
turn/april-fools-
the unit T splits the class into small groups. Ss share their information about the celebration described in the
day
text and compare it to the celebrations that are popular in the city. (Note: April Fools Day is similar to
El Da de los Inocentes, which is celebrated in Colombia on December 28th).
For more ideas
on games or
Ss are encouraged to discuss further questions related to the celebration. Ex:
readings about
1. Do you like playing tricks on people?
celebrations go
2. Is this celebration similar to one in the city? PW
to
10 mins
http://www.
Ss work in pairs and complete the chart in appendix 3.12 and then discuss these questions: Why can
classroomjr.com/
a party be good or bad?
valentines-day-
printable-story-
starters/
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From the celebrations Ss have talked before, they choose one.
T shows Ss a sample of a comic strip.
Ss create two roles in a comic strip and write a conversation in the party they chose.
Ss can draw some pictures to represent their ideas about a good part and include some of the positive
characteristics of the party mentioned in the pre-task they outlined in the pre-task in the conversation
S-S
between the two roles.
Recycle the use
25 mins
of language Ss share their comic strips by reading the roles lines in groups of 4 students.
35 min Task
structures
already learned. When each group has finished its presentation, Ss take notes about the additional ideas they learned
from the other group.
Group work
20 mins
Each group can join different groups to share their comic strips.
Suggested conversation starter

Suggested grammar Simple present tense, have to, could, like, dont/doesnt like.
A: Hello, we chose the _________party.

These are the 2 roles.
Ss say the additional ideas they found from sharing with the other groups. Optionally, they can
work in groups of 4 and share the ideas they found.
Give feedback
10 min Report about students Whole class
The teacher and the cooperating teacher can tell class if they said complete ideas and they can
performance
also say if students pronunciation was accurate.
Resources Cardboard, colour pencils, copies of appendix 3.12
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159
WEEK: 29 AIMS: By the end of the session, Ss will be able to describe a party they want to organize and share opinions about parties.
MODULE: 3
UNIT: 5
SESSION: 2
TOPIC: How we like to party

Starting routine:
Hello song T- Ss
Greeting
in a visible place.
To start a
Starting class with Weather: T asks another S what the weather is like today. S replies and another S writes this sentence.
5 min
routine a familiar
routine Classroom chores: In the first session, Ss developed a timetable of classroom chores. During every
two sessions.
The cooperating T writes the following commands and do them.
Stand up. Hands up. Hands down. Jump. Run. Stop, Turn around. Stop. Dance. Sit down.
Review action Whole class
10 min Warm-up
verbs 10 mins
T asks the class to do each command several times as he says so and by the end of the activity, the
T asks Ss if they do those activities in a party.
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160

Categories game or stop
T splits the class into groups.
Ss draw a grid with 5 boxes going down and 5 boxes going across like the following in their
notebooks.
Celebration 1:______ 2:______ 3:______ 4:______

Tastes
Decorations
Food
Group work
Parties
Introduce
10 min Lead- in vocabulary for Music 5 mins
the session
T calls a celebration. Ss complete the empty boxes going across; they can use the dictionary to do
so. The group that finishes first will say stop and win the first round. The cooperating T can help
T-Ss
students so that they can know how to use the dictionary.
5 mins
Ss are given only 1 minute to write down info about a celebration
T records Ss responses on the board on a similar grid.
T discusses with the Ss the following questions:

Which of these celebrations is your favourite?
If you were to plan a party, which holiday would be the easiest one to plan for? Which the
hardest?
T hands in a text about childrens parties in the cooperating teachers country. The cooperating T
Practicing
can create this text including the grammar suggested in the macro-proposal for this unit. See an
the grammar Individual
example at http://teacher.scholastic.com/lessonrepro/reproducibles/litplace/r970818d.htm
and functions 5 mins
mentioned of
15 min Pre-task Ss read the text silently. Once they have finished, the cooperating T can show some pictures related
the unit.
to the reading to retrieve information from Ss and check comprehension.
T-Ss
Promote Ss 3 mins
In pairs, Ss can compare the party described in the text with a party they attended. Aspects they
reading skills
can compare are food, music, decorations and tastes.
S-S7 mins
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161

Ss write a paragraph describing the party of their dreams.
Recycle
the use of To gives each student a squared of white paper. Ss fold each corner of the paper to the centre.
language
Individual
structures In each square, Ss write an aspect of the party in the inner part of every flap or corner folded
work
already (decorations, food and tastes, music and activities children can do).
20 mins
40 min Task learned.
As it is the party of their dreams, Ss use superlatives to write about the unique characteristics of
Establish the party. In the text provided at the beginning of the session,
relationships
S-S
by making Ss mingle telling each other the characteristics they prepare, classmates can write comments
25 mins
comparisons about their classmates party descriptions in the outer flap or folded corners.
Suggested grammar: Would like to, superlatives and comparatives
Share
Ss work in pairs telling each other about the comments they received.
opinions
10 min Report about parties Whole class
The T and the cooperating T tell class if they said complete ideas and they can also say if Ss
Give feedback
Resources dictionaries
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162
WEEK: 30 AIMS: By the end of the session, Ss will be able to come up with dos and donts in a party.
MODULE: 3
UNIT: 5
SESSION: 3
TOPIC: Dos and Donts at a party

Starting routine:
T- Ss
Hello song
Greeting
a visible place.
To start a class
routine
routine
two sessions.
Backwards hide and seek
The cooperating T can write some flashcards with vocabulary from the previous session.
Ss work in pairs and the cooperating T will give some Ss the flashcards to one S in each couple.
Set up the
One S in each couple closes his/her eyes and counts to 20, while the other hides the flashcard s/he Whole class
5 mins Warm up context of the
received somewhere in the classroom.
session
Once the S with the eyes close has counted until 20, s/he opens her/his eyes and looks for the
flashcard.
The winners are 3 students who find the cards faster than the others.
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The cooperating T writes some dos and donts in a party on strips of paper
Pair work
10 mins
T hands in the strips of paper to the Ss in pairs. Ss classify them into dos and donts
T asks Ss to gather in groups of 4 to compare their answers.
Practicing Ss choose some of the dos and donts and make a chart in their notebooks with two columns (dos and
the grammar donts) They make some pictures of the dos and donts they liked or consider important.
20 min Pre-task
and functions
mentioned of Ss mingle and ask each other if they remember what the pictures represent by using the following
S-S
the unit. conversation model:
10 mins
A: Hi, look, Whats the do? Whats the do?
B: I think it is
Ideas on possible dos and donts: Plan some type of entertainment or play an activity, dont be afraid
to ask for help, do have a variety of food
T hands in each S an A2 size square of cardboard. Ss fold the paper by the half and write some dos on
one side and donts on the other, In the inner part of the cardboard.
Ss decorate the outer part of the cardboard with images related to the party or celebration they
prefer and write from:_____ and to:______ in the outer part of the cardboard.
Recycle the use
Individual
of language
Ss mingle trying to convince classmates of going to the party, if classmates accept, the Ss write their work
structures
names on the invitations. 15 mins
already learned.
45 min Task
Ss also discuss about the dos and donts to attend to the party they are being invited.
Establish
relationships
Suggested conversation model: S-S
by making
A: Hi, let me tell you about my party. 30 mins
comparisons
B: OK.
A: Im celebrating. And in my party you can you could and you have to you couldnt Do you
want to come to my party?
B: Sure/ Im not sure. Ill tell you later.
Share ideas
Ss say the names of classmates who want to go to their parties and some things they liked about their
about aspects
classmates parties.
of parties they
like
The teacher and the cooperating T can tell class if they said complete ideas and they can also say if
Ss pronunciation was accurate.
Give feedback
Resources Strips of paper
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WEEK: 30 AIMS: By the end of the session, Ss will be able to plan a party for the class and describe their works of art in the module art
MODULE: 3 exhibition.
UNIT: 5
SESSION: 4
TOPIC: Consolidation and assessment Session

Starting routine:
T- Ss
Hello song
Greeting
a visible place.
To start a class
routine
routine
Topic of the day: T can state the class objective or stages of the session as it was done the first two
sessions.
Chinese whisper
Chinese whisper
The cooperating Teacher asks Ss to make 5 lines each one of 5 students.

Activating prior
5 mins Lead-in Whole class
knowledge The cooperating T stays in the back of the lines and show Ss in the last position of each line a word
written on a flashcard. The last person in the row whispers the word to their group members until
the student in the front part of the line says the word.
The vocabulary is the one introduced in previous sessions; decorations, tastes, music, food, festivities.
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Ss prepare some questions for their classmates about parties or celebrations they like and what
they like about the celebrations. Individual
Practicing Suggested language; simple present, can, dont like to, like to, comparatives and superlatives. work
the grammar
10 min Pre-task Ss ask the questions to their classmates by mingling and they take notes.
and functions S-S
mentioned of Ss write the findings of their interviews using comparatives and superlatives.
the unit.
The cooperating teacher elicits some findings. Individual
Ss work in pairs and plan a class party where everyones different tastes and styles will be taken into
account.
Recycle the use
25 min Task of language Ss think about the reasons to celebrate, the possible activities to do, they will assign responsibilities,
structures and create a poster to present this information. S-S
already learned.
Ss record their information on a poster.
Ss present their party to the class.
T instructs Ss to assess their classmates performance by using a rubric for oral presentations from
previous sessions. Ss discuss what they like about the classmates plans.
S-S
15 min Report
T assesses both the process and the final output in terms of Ss communicative competence and use
T-S
of the vocabulary and language of the unit.
The T and the cooperating T can tell class if they said complete ideas and they can also say if Ss
Active prior
Art exhibit
knowledge
SS show the elements they designed from units 1 to 5. They read the descriptions and say the
of grammar,
Project reasons why they chose those products.
30 min vocabulary and Whole class
presentation
functions by
They can share some snacks, play some music and present their designs or works of art to other
describing each
class/cycle. If not, the students will present their works of art to their classmates.
work of art.
Resources
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MODULE 4 Technology at my school
1
ology
l
schoo
Techn
at my
UNIT
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WEEK: 31 AIMS: By the end of the session, Ss will be able to describe an invention created by them to solve a simple problem from
MODULE: 4 everyday life.
UNIT: 1
SESSION: 1
TOPIC: Useful and Not useful technology

Starting routine:
T- Ss
Hello song
Greeting
a visible place.
To start a class
routine
routine
sessions. Today they will be creating an not useful invention
T shows a picture or brings in a useless but creative invention and allows the kids to speculate what
it is (they might use mother tongue which is perfectly fine at this stage). T can use any
other idea for a
After a while, T starts to model the language: useless invention
T-S
To present the This is a TIE-UMBRELLA. but this one is
5 mins Lead-in topic for the Its made of metal and fabric. pretty easy to
day in a fun way Its black and blue* (or other colours) create and bring
Its small and light S-S
in. It would be
It is used to dress up and to protect from the rain. more fun this
Picture taken from: : https://s3.amazonaws.com/venture-lab/transcript/original/709e563d510d03 way.
878a2ab02e633b5177f6c3b809.jpg
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Prior to class, T has set different description stations around the classroom under the following titles:
MaterialsColoursSize and Weight
In each station, there should be a sample of the vocabulary words, hopefully using realia.
Under Materials there should be a sample of wood, metal, plastic, fabric and any other material the
T considers relevant.
Even if they do
Under Colours a palette of colours with written names, or the names in colours.
10 min Vocabulary To introduce not have the
Presentation Vocabulary vocabulary to
Under Size and Weight there should be one same object in different sizes in pictures or in realia
speculate at
(bottles, fruits, cups, books are possibilities to bring in the classroom). The words tiny, small, medium
this stage, the
and large or big and huge are the ones to illustrate. For weight, it should be enough with light or
intention is
heavy. T-Ss
basically to get
them interested
T goes around the stations with the class modelling each word and doing a fast drilling.
in the activity, so
To practice For a fast practice of vocabulary, T can go back to the Tie umbrellas picture or object. Then T writes use of L1 will be
5 min Practice vocabulary on the WB: What is it made of? Then stands next to the Materials station. Points out to mistaken used a lot at this
materials Is it made of wood? Ss answer No, metal. T asks for a full sentence Its made of metal and point
fabric. Then T writes in a different colour on the board in front of the previous question.
Writes again on WB What colour is it? Stands next to the colour stand. Is it red? Ss reply, No, black. T
corrects once again, Its black and blue. Writes full answer in the same colour as previous answer in
front of the question.
T repeats process with the last station. What size is it? And if relevant, Is it heavy? Is it light?
T then asks a S to take something out of a secret bag. It can be any object, a book, a can, a cell Objects from
phone, etc. The S should show it to the class and go station by station guided by the teacher, asking previous
the same questions that are on WB, What is it made of? What colour is it? What size is it? Is it heavy? sessions can be
To encourage
Receptive What is it? brought into the
15 min practice of S-S
Skill classroom to
listening skills
The next S should choose another object, but this time he/she cannot show it to the class. This time revise and have
the class asks the S the questions to find out what object it is. What is it made of? What colour is it? a more active
etc. At the end, either side may ask what the object is. participation
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Sts can rotate
T organizes the class in pairs. Half the class can step out of the classroom and the other half gets to
around the
To focus on the hide an object in a secret bag provided by the teacher. Then the other half comes in and together
stations so that
Language present tense they play the guessing game. Then change roles.
7 min S-T not every couple
Focus particularly on
is in the same
the third person T monitors the language production of Ss, always going back to board if needed and emphasizing in
station. Order
pronunciation as well.
does not matter.
T hands out picture of similar useless inventions to pairs of Ss. They will start by looking at the picture
and then speculate once again about what it might be and what it might be used for.
Conversation starters may come in handy for this quick activity:

I think its a ________
It looks like a _______
T listens to the
speculations but
To practice The first task is to answer the same questions, this time in writing. What is it made of? What colour is
can also help
5 min Practice language use it? Size and weight. S-S
figure out if the
and form.
object is too
The second task is to give a name to this invention.
strange
The third task is to include one more question: What is it used for?
Back to the Tie- umbrella: It is used to dress up and to protect from the rain.
Now model with other object, writing question and answers on WB

What is it used for? It is used to __________
At this point, many new verbs related vocabulary might come up and it is a good idea to write it on
To apply the WB for the class.
language in
20 min Task Group work
a useful and Also stop to focus on the pronunciation of used drilling as needed.
meaningful task
When they finish their work, they can present their useless inventions to another pair or two,
depending on time. They are not presented to the whole class to encourage S-S interaction
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Ss create their own useless inventions from scratch with the same or a different partner. They have
to create a name, and answer the questions in the form of a text. The text of the tie-umbrella can be
used on the WB as an example. But Ss also should show a draft drawing of their inventions in a letter
size poster with the corresponding text.
Before they present their inventions, T shows a simple chart that presents the words useful and While they work
useless. on their useless
To practice inventions T
speaking skills T takes two common objects in pictures and classifies them into useful or useless. should monitor
13 min Close up S-S
and to socialize the use of
Ss work Then shows the tie-umbrella and asks the class where they think it should go. language and
the spelling in
Each S answers and records the name in own chart. the text
Then they should listen to the presentations and as they listen they should decide weather it is useful
or useless according to personal criteria and write the name of the invention under the column they
consider appropriate. This gives them a reason to listen to their classmates presentations.
Closing routine to organize the classroom and make a class conclusion of what was achieved today.
To finish the
Closing
5 min class with a Organizing the classroom T-S
routine
closing routine
Goodbye song
Reading and Information Chart
Vocabulary Flashcards printed or in PPP
Resources Hand outs
White Board
Projector if needed
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WEEK: 31 AIMS: By the end of this session, Ss will be able to create their own avatar online to practice a different way of production by
MODULE: 4 making their writing texts oral without actually speaking.
UNIT: 1
SESSION: 2
TOPIC: Devices in my hands

Starting routine:
T- Ss
Hello song
Greeting
Today the date and
To start a class
Starting Weather: T asks another S what the weather is like today. S replies and another S writes this sentence. weather sentences
routine are in charge of
routine
Classroom chores: In the first session, Ss developed a timetable of classroom chores. During every students.
Topic of the day: T can state the class objective or the of stages of the session as it was done the
Ts-Ss-Ts
first two sessions. Today they will be creating an avatar
Teacher has previously worked on website to create a personal avatar. www.voki.com
Teacher labels all the technology objects around the classroom to present technology related
To present new vocabulary: laptop, projector, smart phone, smart TV, headphones, MP4-3, tablet. Preparation of
Vocabulary T-S
10 min vocabulary with avatar is key for the
presentation S-S
realia T walks around the classroom and stops in front of each object to ask, Whats this? Ss answer, activity to work
Its a/an _____. Then T acts as if he/she does not know what each thing is for. T looks at the
headphones and places them on stomach. Ss correct and should say No. It goes on your ears.
or something similar. T does the same thing with each object. T corrects Ss replies if necessary.
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T can go to this
T asks Ss to do a word puzzle about the words that were just presented. Ss check in pairs and save site and create
To practice new
the worksheet in their portfolios. To make a word puzzle, T can go to the following site to choose his/her own word
Vocabulary vocabulary that
15 min a template. T-S puzzle depending
practice will be needed
http://puzzlemaker.discoveryeducation.com/WordSearchSetupForm.asp?campaign=flyout_ on the amount of
for final task
teachers_puzzle_wordcross objects there are in
classroom
Pair work: T holds a bag that has images or words of the gadgets presented. Each Ss takes a paper
without showing it to anybody. When T asks they have to act out their image to find their partner.
When they have found each other, they will sit together. T then shows one of the gadgets that was T-S Remember that
To write the text not used in the papers. Going back to the previous lesson T asks, What is this? What is it made of? the text has to
15 min Pre-Task that will be told What colour is it? What size is it? Is it heavy? be well written so
by the avatars that avatars read it
Ss answer these questions about their gadget using the pair up papers and the questions and Pair work correctly.
answer that T has written again on WB. Then T goes back to the additional question: What is it used
for? Ss answer once again in their papers remembering the language: Its used to ____ (listen to
music, talk to other people, project presentations, etc.).
T asks everyone to focus on the screen. T shows how to create an avatar on the website www.
voki.com after creating the avatar. T introduces then writes the text and then plays the creation. T-S
T can give
To practice Then tells the Ss this is what they will do with the text they just wrote about the device. instructions one by
30 min Task writing for a Pair work one, but modelling
specific task Each pair sits at a computer with the task in mind. T should be very strict with timing. Ss go on to develop and attention are
line and create their avatar, introduce the text and make it come to life. It will take Ss a while to task in key
get familiar with the tool, but once they do they will design their avatar pretty quickly. Another computers
possibility is to guide Ss through each stage together. T does in screen and Ss follow up the work.
The sharing
To share work Pairs
At the end, Ss rotate in pairs from computer to computer watching their friends avatars and dynamics might
Production developed in rotate from
15 min comparing them to their own work. At the end of rotation, T can ask what avatar they liked best change based on
sharing class with other computer to
and why. characteristics of
classmates computer
group
If necessary, T
can go over some
mistakes he/she
To close the heard repeatedly
5 min Close up Organizing the classroom S-T-S
class properly during practice, and
also praise a really
Goodbye song
good sentence
construction
Resources Projector, PPP, Handouts, sound system, a computer with internet access per each pair of Ss.
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WEEK: 32 AIMS: By the end of the session, Ss will be able to give their opinion about technology gadgets by participating in a blog
MODULE: 4 forum and creating their profile in a blog of their own.
UNIT: 1
SESSION: 3
TOPIC: Technology in the classroom

Prior to session, T has created a blog for the group in the following website: kidblog.org This preparation
is crucial for the
This site is free, educational, and it is made to practice writing skills for Ss of all ages while learning session to have
to blog. a great outcome.
To prepare and
T should get
to get familiar T can create a blog by clicking on the TEACHER button and filling out the information required. It
T prior to familiar with the
NA Preparation with blog tools is recommended to read the information in the Dashboard before starting. Then T can create a
session website and its
that will be used post by clicking on NEW POST under the name, Your favourite technology gadget, and also writes
the text. Something similar to: Hello! Welcome to our class blog. Please reply to this post by tools, feeling free
in the session
introducing yourself, mentioning your favourite technology gadget and saying why you like it. T to personalize it
can now click on USERS and then on Add new users. In this tab T adds 5 users under the names with information,
Group 1,2,3,4,5 and assigning a password. It is advised to give everyone in the group the same pictures and
password. Finally T can go into SETTINGS and customize the blog in design and widgets. design
Starting routine:
Hello song
Greeting
To settle in a visible place.
students and
Weather: T asks another S what the weather is like today. S replies and another S writes this sentence.
5 min Daily Routine to get them T-S
focused on the Classroom chores: In the first session, Ss developed a timetable of classroom chores. During every
class session, it is important to go back to that calendar and revise who is responsible for what that day
Topic of the day: T can state the class objective or stages of the session as it was done the first two
sessions.
T places pictures of 5 different technology gadgets that are familiar to Ss: Cellphone, Smart TV,
Computer, MP4, and Tablet.
T drills pronunciation and reviews materials what the object are made of and uses of the devices. This is a grouping
To contextualize activity that will
T elicits responses from Ss and write them on the board.
15 min Lead in the session and T-S create the groups
group up the Ss Ss stand opposite to the board. T tells them that they have to run toward the other side of the room for the rest of the
and write their names under their favourite technology gadget. There are only 5 spots under each session
picture so if they fill up they have to choose a different one. Once they write their name they have
to go back to the other side of the room and sit down as fast as possible. Remind them to respect
each others space and no pushing or hitting is allowed.
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When Ss have settled, T reads the names under each gadget. Then holds the picture cards and
T should monitor
places them in different parts of the classroom where they are going to be working. Now Ss go
closely because
meet in the corresponding place. 5 groups
To organize vocabulary input
of Students
the information is taking place
T now asks them to complete the following text in the back of the paper: between
20 min Writing task Ss will be at this point. T
We are__________________________(your names)Our favourite technology gadget is the 3 and 5
writing on the can also add
__________________ because we use it for _______________ (writing, playing, watching people per
computers more information
videos, listening to music, surfing the web) group
depending on the
group
Ss can complete their information while teacher monitors
T writes the url on the board for kids to log in or prepares the computers before in the site ready
for groups to log in with their passwords or code.
Ss can take their

picture, change
To use the Now T guides them to the process of logging in:
the groups name,
platform of a 1. Write your code or password to log in
5 groups of and change the
30 min Task blog to practice 2. Click on the tab DASHBOARD and find the post Your favourite gadget
3-5 Ss theme if they want
their English 3. Type the text you have written in the picture card and submit comment.
to. It is up to the
writing skills 4. Now Ss go into PROFILE and personalize their own blog and update
teacher how far
they can go
Note: In case computers are not available, Ss could be encouraged to do a model on paper of what
their blog would look like.
Groups
present
To share their Ss now sit facing the projector. Each group goes to the board and presents their blog. The listeners their work
15 min Presentation work with the need to write one thing they liked about each blog so T can ask for some additional comments at to the class.
other groups the end. Teacher
guides and
supports
If necessary,
T can go over
Closing routine to organize the classroom and make a class conclusion of what was achieved today. some mistakes
he/she heard
To close the
5 min Close up Organizing the classroom S-T-S repeatedly during
class properly
practice, and also
Goodbye song praise a really
good sentence
construction
Resources Cardboard for picture cards, projector, computers, markers
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WEEK: 32 AIMS: By the end of the session, Ss will be able to classify useful and not useful devices in their school and make a
MODULE: 4 presentation to the class to practice communication
UNIT: 1
SESSION: 4

Starting T greets and welcomes Ss, makes comments on the weather, asks Ss for the date and announces
5 mins
routine the topic of the session
T tells a short description about useful and useless inventions. T uses previous vocabulary
learnt.
Ss guess the names of the objects and call them out loud.
Consolidate T- Ss
vocabulary T drills pronunciation and corrects mistakes. 5 mins
Vocabulary
20 min learned in
revision
the previous T instructs Ss to choose a useless and a useful gadget at school. Pair work
sessions 15 mins
Ss work in pairs describing the gadget. One of the S describes the object and the other
guesses the name
T monitors and provides help with vocabulary

T shows Ss an advertising campaign to sell gadgets.
An example ad can be
T elicits responses from Ss about the content of the campaign using the following questions:
found at: http://th01.
1. What is the target audience to sell the product?
To model the deviantart.net/fs24/
2. Does the images and words in the ad appeal to your emotions, logic, How does it do it? T-SS-T
10 min Pre-task poster and PRE/f/2007/326/6/5/
3. Do you detect any hidden message? 10 mins
analyse ads Palm_Centro_
4. What catches your eyes first?
Magazine_Ad_by_
5. How does it distract you from the actual use of the gadget?
koreansensation.jpg
T provides a short explanation about Ads techniques.
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T splits the class into groups. T asks them to choose a gadget they consider is useless at school.
Ss create an advertising campaign to convince potential investors (classmates and teachers) the
possible enhancements that could be done to the gadget so it becomes useful.
Recycle the
language
T instructs Ss to follow this structure for the presentation:
resources GW5
30 min Creative task 1. What is the gadget made of
practiced in 30 min
2. What is it used for
the previous
3. Why is it considered useless
sessions
4. Mention 3 improvements to be dome and how they might change the gadget
T provides each group with materials for them to design their poster.
Each group can stand up in the middle of the class while the other Ss sit on the floor, forming
a circle around the group that presents their advertising campaign. Ss who present will be
encouraged to speak about their notes more than read their notes. In addition, the Ss sitting
GW5/WH
will be encouraged or given points for asking questions about their classmates neighbourhood.
20 min Report Share posters 4 mins per
group
Possible questions can be:
How can this change the product from useless to useful?
Why should we invest in the gadget?
If necessary, T
can go over some
mistakes he/she
Closing To close the heard repeatedly
5 mins Organizing the classroom S-T-S
routine class properly during practice, and
Goodbye song
good sentence
construction
Resources Old magazines, glue, scissors, markers, butcher paper
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MODULE 4 Natural resources in my
2
neighbourhood
l
n my
atura
ood
bourh
rces i
resou N
neigh
UNIT
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WEEK: 33 AIMS: By the end of the session, Ss will be able identify the concept of natural resources understanding how they are part of
MODULE: 4 their everyday life by recording their findings in a journal.
UNIT: 2
SESSION: 1
TOPIC: What natural resources are

Starting routine:
Hello song
Greeting
To settle
students and Weather: T asks another S what the weather is like today. S replies and another S writes this
5 min Daily Routine to get them sentence. T-S
focused on the
class Classroom chores: In the first session, Ss developed a timetable of classroom chores. During
every session, it is important to go back to that calendar and revise who is responsible for what that
day and praise Ss for doing their chores well.
Topic of the day: T can state the class objective or stages of the session as it was done the first
two sessions.
T tells Ss that they will start using the journal they built in the last session. In the journal they will T- Ss
write and draw information based on what they study, observe or think.
Individual
T writes the word NATURE on the board and asks Ss what nature is. T records Sss ideas. Then T work then
asks them to draw on their journal something that comes from nature. Then to write the sentence pair sharing Its very important
______________ come(s) from nature. for T to record
the information
To activate
Ss share in pairs their first journal entry (drawings). Then T calls out some names to say their T-Ss given by the Ss
previous
10 min Lead in sentences and writes the words around the word nature. because it defines
knowledge on
the vocabulary that
the subject
When T finishes collecting the information, he/she changes the word Nature for Natural Resources. Pairs comes into the
T can now ask what they know about these words. Again, in pairs Ss try to explain what they know session from Ss own
and T along with Ss answers in an open class, trying to put together a definition for Natural ideas.
Resources, which should be written throughout the session. Ss record this new concept and Open class
definition in their journals. T should try to lead Ss to come up with a definition that includes the
following: Things that come from nature are called natural resources; these are things that living Individual
things need in order to live. work
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T shows the following items, each one of these is representing a category of natural resources: T-Ss T can talk also bring
a potted plant, a stuffed animal, soil, rocks and chocolate syrup (this last one to represent crude in different objects
oil). T helps students to identify each one of these objects in a category of natural resources or show pictures that
and T writes answers on the board once again: Class should come up with: plants, animals, soil, will help Ss. However
To present minerals, energy sources (sunlight, fuels like crude oil). bringing the real
the topic Individual objects (realia) is very
15 min Presentation
conceptualizing T now asks what other things Ss cannot live without. Tell them to think individually without saying reflection stimulating for the Ss.
the categories it out loud. Then T tells them to share their thoughts with a partner. Now they get to share this in then pair Remember to try to
an open class hoping to get water and air sharing have answers come
from the Ss rather
Ss now write the categories in their journal and create an icon or a simple drawing that goes than giving them the
with it. Help Ss to record a short definition or examples of each category in their journal as well. Open class answers.
T now tells Ss that they will each make a chart in their journal. Ss will focus on only 5 categories of
natural resources, since these are the ones used mostly by people: plants, animals, soil, minerals
and energy sources. It should look more or less like this:
Open class
NATURAL RESOURCE OBJECT MADE BY PEOPLE

During walk around
PLANTS (ICON)
To practice the school, remember
classifying to be close to the Ss
Before Ss start to record the information, T asks Ss to go back to their first drawing where they
information reminding them about
drew something from nature. T asks them what category each object drawn belongs to, and
25 min Practice on the chart time and keeping an
allows them time to think individually and then to share in pairs. T records this information in a
and increasing eye on all of them.
model chart on the white board.
their related Give limits about
vocabulary the areas they can
T now asks Ss what natural resources they see or feel around them. With some answers T writes
explore.
it on the model chart. Now T asks what people have made from natural resources in their room.
What do you see that is made from trees? A chair is made from wood from a plant. What do you
see that is made from minerals, and so on. Pairs
Now Ss go for a walk around the school in pairs to look for objects and classify them in the chart.
T supports their work by giving them vocabulary input of objects that may be unknown in English
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Now Ss are back in the classroom and they should record their findings. First ask them to
choose one of the objects they found per pairs and to write and draw the following in their
To verbalize in journal:
a correct use of - Draw the object made by people
Language
15 min language their - I saw_________
Presentation
findings in a - ______ is part of nature
written record - The natural resource or resources where ____ comes from is ________
Ask Ss to share their journal entries. Then discuss some ways that natural resources are used
by people.
T asks Ss to share their journal entries with another pair reading their texts to each other. Then
To close up the
they change pairs two or three times more.
To apply the Pairs with session, T can bring in
language in pairs pictures or a product
15 min Task To close the session T can talk about a natural resource that is used in his/her country to make
a useful and from his/her country
something out of it. Then Ss can reflect on a natural resource used in Colombia as well to make
meaningful task T - Ss that shows natural
something used by people.
resources use
If necessary, T
can go over some
mistakes he/she
Closing To close the heard repeatedly
5 min Organizing the classroom S-T-S
routine class properly during practice, and
Goodbye song
good sentence
construction
White Board
Resources
Projector if needed
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WEEK: 33 AIMS: By the end of this session, Ss will be able to compare different objects and trace one of them to the natural resource it
MODULE: 4 came from by using their concept and language knowledge to observe, communicate, classify and co-relate.
UNIT: 2
SESSION: 2
TOPIC: Earth in a pocket

Prior to lesson T should prepare an Earth Pocket like this:
Draw a picture of the Earth on the bottom of two paper plates. Staple the two paper plates
It is very important
together, leaving a 10cm opening to make a pocket. Tape a piece of string or yarn of about 60
To prepare a No to show what the
cm to an illustration of a pencil on a card made from a cereal box. The cards should be large
model of the interaction, kids will be making
NA Preparation enough to fit into the pocket. Further down the string, attach a card with an illustration of a
core task Ss only T so that they get truly
piece of wood and the word wood. Then attach an illustration and the word plants. Place the
will be making preparation motivated towards
cards and the string inside the pocket, leaving the pencil illustration sticking out of the pocket.
the session
This activity is adapted from the workshop in the following link http://www.calrecycle.ca.gov/
Education/curriculum/ctl/K3Module/Unit1/Lesson2.pdf
Starting routine:
Hello song
Greeting
Date: Teacher asks a S to try to say todays day and date. T asks Ss to repeat and asks another
student to write it in a visible place.
To start a
Starting class with
5 min sentence. T-S
routine a familiar
routine
session it is important to go back to that calendar and revise who is responsible for what that day
two sessions.
T has located around the classroom cards and pictures of the natural resources mentioned the Getting the
last session: plants, animals, minerals, and fossil fuels. T-S classroom ready with
To activate
5 mins the signs and a lot of
prior
T asks the class, What things or products are made from natural resources? Ss call things out masking tape to have
knowledge
15 min Lead in randomly. T chooses one of the words and writes it on a card. Then asks the children where it Ss paste their words
and to lead
comes from/which natural resource does it come from. When they identify it, T pastes it under is recommended.
students into
the corresponding card. Then T divides the class in groups of 4 and asks them to write a product S-S Also to recycle
categorization
they use every day that comes from each of the natural resources on a card and then place the 10 mins cardboard or paper
card under the corresponding card as modelled by T. sheets.
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If they use L1 to
T shows Ss the Earth Pocket that he/she made, making sure the card of the pencil is showing
T-S identify the materials
To practise out of the pocket.
5 mins T should can give
vocabulary
them the correct
15 min Pre-task introduced T now asks Ss what the yellow part of the pencil is made from. As they say wood pull out the string
vocabulary words
in the lead in showing the piece of card with the word and illustration. Then T asks where wood comes from.
S-S and make sure to
stage When Ss say trees ask for the category of natural resources, which should be plants. T pulls out
10 mins write them on board
the card on which plants are drawn.
or cards
T tells the S that now they will watch a video on how a product is made. They have to watch and
decide which the product is and what natural resource it comes from.
S-T-S
They will be watching a video about how cheese is made. In the following link, they can watch up
To identify the
to 1:10 minutes to reach the conclusion.
same trace
Receptive https://www.youtube.com/watch?v=Pnw-XwCctYY
15 min as before in
skill Ss watch
a different
Ss should come up with at least the words cow and cheese. If they use their L1 to conclude this video and
product
its fine, but teacher must write the correct words on the WB. After they watch the video T can reply to Ts
ask what category the cow belongs to pointing to the cards around the classroom. Ss should say questions
animals. T now draws the Earth pocket and for the cheese without the middle ingredient. T asks
what should go there and Ss should identify milk.
T
addresses
The reason to write
the
the clue words in a
To show the language
T now writes the sentences that accompany the illustrations: Cheese comes from milk and milk different colour is to
language on the
Language comes from cows. Cows are animals, a natural resource from Earth. Each sentence should go in illustrate that these
8 min that will whiteboard
Focus front of the corresponding drawing. Now Ss can write and draw the trace of cheese and the words words can change
support their writing
that go with it. in the kids pockets
production the clue
depending on their
words in a
product
different
colour
T asks Ss to work individually in their journals and to select another item from the lists around the
classrooms. They should list the steps from the natural resource to the item. T can monitor and
support as Ss are writing their texts using the example above. Here are some examples.
To practice
Book (paperpulpplant) A book is made from paper. Paper is made from plants. Plants are a T can monitor
use of Individual
Language natural resource from Earth spelling and give
5 min language in a work
practice Crayon (waxcrude oilfossil fuel) language input when
trace of their 5 min
Paper clip (steelrockmineral) needed
own
Milk (cowanimal)
Sweater (woolsheepanimal)
Plastic bag (crude oilfossil fuel)
Glass (sandmineral)
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Ss work in groups of 3. They have to choose a one of the chains written by their classmates. Now
they will be making Earth Pockets of their own.
T distributes two paper plates to each group
T provides art materials to draw the Earth on the outside sides of the paper plates.
T can support the
T helps Ss place the two paper plates together (with the illustrated bottom of the plate on the work of Ss and help
To apply
outside) and staple the two paper plates together (approximately five staples), leaving an opening with gluing, painting,
knowledge
of about 10 cm on top. GW3 stapling and so on.
20 min Task into a product
20 mins Remind Ss of time
chosen by the
T has Ss prepare the illustrations and words of their objects on cards. They should illustrate each limits constantly
groups
step back so that sharing the
project is possible.
to the natural resource from which the object was made. T makes certain that Ss use the larger
card for the main object and smaller cards for all others. Ss should then connect the parts (in
order) to a piece of yarn or string.
T asks Ss to place the sources from which the item was made into the Earth Pocket, making
certain that the illustration of the object sticks out.
Ss present their Pockets to the class using the expected language. Since surprise plays an
T should have an
important role, the listeners should be paying close attention to the pictures that are popping up. Groups
To share the active role, giving
T should praise each Earth pocket in content and in creativity. If time allows T can also ask the present to
5 min Presentations work groups praise and asking
class what they think will be next in each presentation, so that listeners predict what the source is. the rest of
have made some simple
the class.
questions.
T provides feedback about the output products and corrects any mistake that requires attention.
To close the If necessary, T
Closing session with a can go over some
2 min Organizing the classroom S-T-S
routine routine that is mistakes he/she
Goodbye song
familiar to Ss heard
WB, WB markers of at least 2 different colours, model of Earth Pocket, Paper plates, masking tape, string or yarn, cards made from reused cardboard or
Resources
paper, stapler, hole puncher, coloured markers or pencils.
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WEEK: 34 AIMS: By the end of the session students will be able to illustrate the natural resources that humans need to live and use their
MODULE: 4 language skills to practice speaking skills of interaction and presentation as well as their writing skills by recording
UNIT: 2 their findings in their journal.
SESSION: 3
TOPIC: Natural resources we need to live

Starting routine:
Hello song
Greeting
To settle
students and Weather: T asks another S what the weather is like today. Student replies and another S writes this
5 min Daily Routine to get them sentence. T-S
focused on the
every session, it is important to go back to that calendar and revise who is responsible for what that
day and praise Ss for doing their chores well.
Topic of the day: Teacher can state the class objective or the stages of the session as it was done
the first two sessions.
T plays a guessing game with students, using some of the cards that were made by children in the
previous session. T says, Im thinking of an object that is made from plants. What do you think it is? T-Ss
T should write the
To play a sentence: Im thinking
Ss speculate by mentioning the objects they remember or reading them from the lists that were 5 mins
guessing game of an object that
made in previous sessions that are hopefully pasted on the walls. When the Ss guess the object,
to activate prior is made of ____
10 min Warm up T can ask another question. Then T can give a chance to one or two Ss to play the same game
knowledge and monitors that
with the class.
on natural pairs are using this
S- Ss
resources sentence in their
In pairs, they can play the same game for about 3 minutes. When one S guesses, it is turn for the
guesses
other S to ask the question. 10 mins
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T writes the following words on the board randomly using one same colour and simple drawings
to go with each word. T can also use language/picture cards made from recycled paper and
paste them randomly on the board: paper, plants, sunlight, water, soil, bottles, soap, candles,
fossil fuels, minerals, animals, table, air, cars, toys.
T- Ss
5 mins
T asks Ss to draw a chart similar to the following:

Its important that
To use activated
Ss record their
knowledge
information in their
Lead in and to introduce Individual
Individually, Ss try to classify the words on the board into either natural resources or products. journals, so that
15 min Vocabulary new natural work
they have a place
Presentation resources and
When they finish, Ss compare their entries in pairs and make any change they consider necessary. to go back to for
to classify 5 mins
Now in an open class they create the final chart, by having random vocabulary and
words
concepts
Ss come up to the board and moving the words or re-writing them on the space they agreed on.
Pair work
The whole group studies the final chart and is allowed to make additional changes. The final chart
to compare
should look like this:
entries
5 mins
plants, sunlight water, paper, bottles, soap, candles,
soil, fossil fuels, table, cars, toys
animals, air
T now starts to lead discussion by asking questions like, What new natural resources are here?
To reflect up What products come from water? What products come from the air?
on additional The answer to this last question is probably none, but then.
Asking questions to
natural
lead Ss into inferring
resources T asks, Why is air a natural resource? To support other natural resources like what? and finally,
T-Ss instead of giving them
10 min Briefing and how they What natural resources do plants need? Answers should include soil, sunlight, water, air.
10 mins the information helps
depend on
them to remember
other natural Note: If time allows, T can ask for other natural resources that need the support of other natural
concepts better
resources to resources: animals, minerals, etc.
exist
T gets Ss to conclude all these resources are essential to sustain life.
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To create a T draws the silhouette of a person and writes inside it the question: What natural resources are Using the information
T- Ss
visual aid that there close to where you live? given by Ss is a way
5 mins
will help to of recognizing their
Practice and reflect upon Class is divided into small groups, if possible made up by children who live in the same area. ideas. Monitoring
15 min
Pre- Task the natural 1. They work together to make a mobile of the natural resources that surround them, in their and support of T
resources neighbourhood. during this stage is in
Group work
humans need 2. Ss draw, colour, cut and glue each of the resources available in their area, to a string. They, language and motor
10 mins
to live then, hung the different string to make a mobile. skills.
To reflect Now they have to find a way to help preservation of any Natural Resources in their area. Each
further on topic group should come up with an action that can help preserve the natural resources in their
by coming hands. What can we do to save this natural resource? It is important to support language at this
Ss
out with an point if possible with bilingual dictionaries so that Ss try to put together a solution even if it is a
15 min Task 15 mins
action plan one word answer: recycle, no pollution, reuse, save water.
that will help to
preserve natural T can monitor group by group helping to mould answers in the best possible way. They can
resources write the actions in the back of the cards.
In an open class, T holds the body of the mobile. A member of each group comes up and
presents their work using the following structure, which should be written on the whiteboard: T holds the body of
To share
_________ is a Natural Resource. Humans need ______ to live. To protect ________we can Open class the mobile but it is
agreements
____________. Lets protect ______! with a important to guide
with other
7 min Presentation presenta- presentations and
groups and put
Everyone should repeat the last sentence. Then the group will tie the string to the body of the tion of each make them more of
together a class
mobile. Every group does the same thing as an act of compromise and commitment to saving group a compromise to the
work
and protecting human resources. At the end, the mobile can be hung in a visible space in the environment
classroom.
Closing routine to organize the classroom and make a class conclusion of what was achieved
today.
3 min Close up To S-S
Organizing the classroom
Goodbye song
Resources Cardboard for picture and language cards, scissors, tape, string or yarn, markers or coloured pencils, hole puncher, whiteboard and markers
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WEEK: 34 AIMS: By the end of this session, Ss will be able to compare different objects and trace one of them to the natural resource it
MODULE: 4 came from by using their concept and language knowledge to observe, communicate, classify and co-relate.
UNIT: 2
SESSION: 4

T plans a Field Trip to one of the Natural Parks of Bogot for students to understand closely what
Whichever place
Natural Resources are and how their care protects Earth. Several parks in Bogot have bilingual
is chosen, it is
To get in tours adapted to level and age of the Ss. Entrance is many times free or at very low costs for District
important for
touch with Schools. The following places are highly recommended because of their security and Visit programs:
teacher to go to the
Natural
place before and
Resources Jardn Botnico de Bogot http://www.jbb.gov.co/jardin/index.php/reserva-programacion- Ss with visit
explore the park to
3 hours Field Trip and realizacion-y-evaluacion-de-recorridos-y-ecotalleres and Natural
make the most out
comprehend Resources
of the visit. Having a
the care we Parque Chicaque
guide or a concrete
must have for http://www.chicaque.com/en/home/
task for the visit
them up close
makes behavior and
Though some parks and visits offer a guide for Ss to follow, it is advised for teacher to adapt it for
interest much better
visit objective. Here are some ideas for field trip guides:
Field trip reflection Before My Field trip After My Field trip Report
Today we are going on By:
I wonder if... I cant wait to see... The best thing I did was I cannot belive I saw
a field trip! What do you
think you will see?
Before the trip After the trip
I think I will see... I did see...
Dont of field trip:

I think I will... I hope I... My Favorite part was... I will alwys remember
Location of field trip:
I am looking forward to... My favoryte part was...
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3
ng old
ts
gadge
si
Dispo
UNIT
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WEEK: 35 AIMS: By the end of the session, Ss will be able to create a description of an old gadget unfamiliar to them to practice
MODULE: 4 description vocabulary and to recognize the fast evolution of technology.
UNIT: 3
SESSION: 1
TOPIC: Whats a walkman?

Starting routine:
Hello song
Greeting
Date:T asks a S to try to say todays day and date. T asks Ss to repeat and asks another S to write
To settle
students and Weather: T asks another Ss what the weather is like today. S replies and another S writes this
T-S
5 min Daily Routine to get them sentence.
5 mins
focused on the
first two sessions.
T shows Ss the images from Back to the future II inventions. This is a movie that was made in T- Ss
the 80s and that showed inventions from the future, which at that time was placed in the year 5 mins T can use the images
2015. to set a PPP and
after each picture
To introduce
Teacher shows inventions from that movie taken from this link: http://www.radiotimes.com/ tell Ss what they
the topic of
15 min Warm up news/2014-01-31/15-things-back-to-the-future-told-us-wed-have-by-2015 Pair work were supposed to
the lesson with
5 mins do. If T has not seen
images
T asks with each image what it is and Ss should speculate. Be sure not to show the hover board, the movie it could
because it is used in the next part of the session. For speculation allow them to discuss in pairs be helpful to do so
for a few moments and then in an open class ask them what they are. Write each word on the Open class before the lesson
board. If they say the word in their L1 say the word in English and write it as well. 5 mins
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T explains that the images they just saw are from a movie made in the 80s about the future. They
are going to watch a clip from the movie where there is an invention called the Hover board. Ss
have to figure out what the hover board is.
T shows the clip making sure they get the task before watching. After viewing, T asks what the
invention was.
T-Ss
To get familiar T can play the clip
with the type of Before viewing again, T writes on the board the following information, asking children to write once again if needed,
Lead in and 5 mins
activity they will the information in their notebooks: but Ss should get
10 min receptive
be developing enough information
skills practice
and to practice What is the date in the movie? from watching it
Open class
receptive skills What materials is the hover board made of? twice.
5 mins
What colours can a hover board be?
What is it used for?
Ss answer individually and then check in pairs before they give answers to an open class
discussion.
https://www.youtube.com/watch?v=TkyLnWm1iCs
T writes answers on the board and writes one more question:
How does the hover board work?
Ss T can use a different
Before listening to the answers teacher places the following language cards on the board under
5 mins colour for the
the question:
key words (time
First, After, Then, Finally.
To use proper expressions): First,
Language language to After, then and finally
15 min In pairs, Ss discuss what the steps to use the hover board are. With answers T can write and
Presentation describe how and a different colour
correct the statements by making them useful for the next task. Answers can be in the order of:
an object works for the word you,
First you put it on the floor
and a different colour
After that you stand on it
Pair work for the rest of the
Then you use one foot to move
10 mins sentences.
Finally you move in it
This is the language to be used in the next part so T should be sure to leave the text on the
board.
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T-Ss
T places pictures of old gadgets in a bag. 4 copies of each for grouping purposes. The same
10 mins
pictures but bigger, should be placed around the classroom, so that Ss know where they are
supposed to gather. Each Ss takes a picture from the bag and goes to the place where the
picture is. T can get some pictures from the following site: T can choose the
http://www.webdesignerdepot.com/2010/02/blast-from-the-past-vintage-technologies-that- objects so that they
To practice we-no-longer-use/ look familiar but are
description of still hard to figure out.
an unknown Along with the picture, there is a photocopy of a cube model (appendix 4.1), which will be used Language support
30 min Task yet real object later. S should look at the picture and try to figure out the following information: can be given from
Group work
using the 1. The name of the object and year it was used by people the information on
20 mins
expected 2. What it was used for the whiteboard and
vocabulary 3. How to use it in 4 steps: First, then, after, finally vocabulary input can
be given by t or by a
Ss record the information on their notebooks. dictionary.
Ss write this information on the cube, each sentence on 1 side and the steps each on one side
as well. The picture of the object can be glued to the side where the name and the date is written
T can bring in real

Ss display their work on tables around the classroom so that everyone gets to see them.
objects or show
Everyone walks around the classroom reading quietly the cubes from the other groups and
pictures of him/
looking at the objects. After 7 minutes of observations, Students sit and discuss the following
To share their herself using these
in an open class: Do you think any of the inventions was used for something else? Ask them to S-S
Oral conclusions objects or tell them
12 min elaborate if the answer is positive. 12 mins
presentations with a visual a bit about them and
support how they were used
If time allows, T can tell them a little about each object and if he/she has pictures of him/
for real to check who
herself using any of these it would be great. Also to bring one or more of these objects into the
was right and who
classroom would be a nice way to finish the class.
was not.
If necessary, T
can go over some
today.
mistakes he/she
class properly during practice, and
Goodbye song
good sentence
construction
Resources Hand outs cube making (Appendix 4.1), White Board, Projector, markers, glue, scissors, internet, cut out picture of old gadgets
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WEEK: 35 AIMS: By the end of this session, Ss will be able to narrate a fiction story based on a technology device showing predicting
MODULE: 4 what will happen to it after it is broken.
UNIT: 3
SESSION: 2
TOPIC: When technological devices break

down
Starting routine:
Hello song
Greeting
To announce it in a visible place.
the class has Directed by
started and Weather: Teacher asks another Ss what the weather is like today. S replies and another S writes this teacher but
3 min Routine
to practice sentence. open class
everyday interaction
vocabulary Classroom chores: In the first session, Ss developed a timetable of classroom chores. During every
Topic of the day: T can state the class objective or the stages of the session
To activate If Ss do not have an
T shows the pictures of the technology gadgets used in the last session.
prior idea about what an
knowledge T-Ss object might be, T
15 min Lead in T talks about each one of these telling the actual names and what they were used for. After each
and to 15 mins can ask to discuss
picture T asks, What is the modern version of this object? Answers can be for example: a Walkman
contextualize in pairs for more
is now an IPod, or a typing machine is now a computer, or a camera is now a digital camera.
lesson production
T tells Ss that they will watch part of a story about a refrigerator. T can now play the first part of
the short film Runaway in this link up to the moment where the owner of the refrigerator leaves
T-S
the house. https://www.youtube.com/watch?v=P7k2MkVYLDE
5 mins
T writes Ss ideas
Ss discuss in pairs what they think happens after. Then they can share in an open class what they
To make so that they are
Receptive think. T can give them language support by writing on the board:
15 min predictions of S-S considered valuable,
skill I think that the refrigerator _________ or I think that the man ______________
a story 5 mins but also to correct
structures if needed
T writes a few predictions on the board. Ss compare their predictions in pairs.
S-T
5 mins
T plays rest of the film and check if their predictions were right. At the end, T asks which predictions
were right.
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T writes on the board the sentences:
The refrigerators handle broke
The mans refrigerator is his friend
The refrigerators name is Chillie S-T-S
To present
T can leave the
Language possessives T can ask, when do we use xxxx? S may give accurate answers. When they do, T can write them
explanation on the
12 min Presentation so that Ss can or lead them to say something like: when an object belongs to someone or something we use s.
board for support
and practice use them in In the first sentence who owns the handle? T leads Ss to say: the refrigerator. Ask the same with Ss Ts
during task.
their task the other sentences. questions
To practice orally, T can show some parts of the body of the man:
Whose eyes are these? They are the mans eyes. Its the mans nose. Its the mans hair.
T projects a story or paste a poster with the story written about a refrigerator that breaks down.
T- Ss
First the man and the refrigerator are friends. Then the refrigerators handle breaks. After, the man
and Chillie go out of the house. Chillie is sad. Then Chillie goes to the garbage. Then the man gives
10 mins
Chillie a present. Chillies handle is new. They go back home and they are happy.
T asks questions to Ss about the setting, characters, conflict, and resolution.

To create T can support
a fantastic language production
T organizes groups of of three. T hands in 4 pieces of construction paper. Ss choose a technology
25 min Task story about by monitoring
gadget that they use every day similar to the refrigerator.
a technology closely and giving
device structure support
Ss discuss the character traits. They can use adjectives from previous sessions.
Groups
Ss write a story following the model provided by the T. they can write their story in one of the
work
construction papers and illustrate their story in the other three pieces.
15 mins
T monitors use of language and gives additional support.
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T can praise the
To practice
participation of
use of Students show their pictures to the class. Not the stories. The rest of the groups try to guess the
the listeners and
language in stories from the pictures telling them together.
guide their ideas
Presentation guessing the Group work
for proper use of
10 min and stories of At the end, some groups get to read the stories, but they should be displayed for everyone to 10 mins
language. Ss should
interaction their partners look at them at the end of the session or the beginning of the next one.
paste their stories
and create
in a common space
interaction as T provides feedback about the presentation
inside or outside the
well
classroom
If necessary, T
can go over some
To close the today.
mistakes he/she
session with
Closing heard repeatedly
2 min a routine that Organizing the classroom S-T-S
routine during practice, and
is familiar to
children Goodbye song
good sentence
construction
Resources WB, WB markers of at least 2 different colours, construction paper 4 pieces per group, coloured markers or pencils, projector and sound system, PPP
2
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WEEK: 36 AIMS: By the end of the session, Ss will be able to explain the causes and effects of a bad process of disposing technological
MODULE: 4 devices.
UNIT: 3
SESSION: 3
TOPIC: Where are cell phones going?

Starting routine:
Hello song
Greeting
To settle Ss and in a visible place. .
to get them
5 min Daily Routine Weather: T asks another S what the weather is like today. S replies and another S writes this sentence. T-S
focused on the
class Classroom chores: In the first session Ss developed a timetable of classroom chores. During every
T holds an image of a smart cell phone hidden behind a white page.
T says, Im hiding here a picture of my favourite technology gadget. Can you tell me what it is? T pulls
cell phone image up only showing a bit of the top part, then pulls it down to show a bit of the bottom
part and does the same with both sides. Ss should say at some point, Its a cell phone.
T says, Yes its a picture of my smart phone. I love my cell phone. I use it all the time to call my family,
to chat with friends, to take pictures.
To introduce
T-Ss
the topic of the
10 min Warm up T acts out all the things he/she can do with it. Behind this picture T has more pictures of older cell 10 mins
session in a
phones that he/she has had. T can say, Whats this? Yes, Its my old cell phone. I liked it but this one
motivating way
is better, showing again the first picture. T now shows one last image of his/her first cell phone. This
was my first cell phone. Its really old. I do not use it any more. Its in my room back home.
T now asks the other teacher, How many cell phones have you had? T answers. Now T addresses Ss
asking, How many cell phones have your parents had? After Ss answer, T asks, Where are the old cell
phones now? What can we do with old phones?
Ss can come up with some interesting answers that can be written on board to refer to later.
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T asks, Where are these cell phones now? T can go back to the answers Ss gave
during feedback. Some answers may include, Old cell phones go in the garbage,
to somebody else who needs it. They are in a drawer at home. They get sold. T
can include more possibilities, but it must be said that most of the old cell phones
go to the garbage. For the meaning of garbage T can show an images like these:
T asks if this is good or bad. Is there something else we can do?
T shows this image, then says, cell phone recycling drills chorally and individually.
We can recycle cell phones, but how? Ss say their ideas before showing the T-Ss
To reflect about
15 min Lead in following pictures mins
the route
T asks What is this? Ss give ideas, T says, This is called recycling parts. T can drill
and explain that parts of a cell phone are useful. Who can recycle parts? People?
Companies?
Yes, companies collect old cell phones in special boxes. This is called Cell phone
collection. So which step goes first: People dispose old cell phones, they take
them to collection boxes and companies recycle parts. T shows this process in
the explained order and writes as a title Recycling Route for cell phones and
labels each picture either in picture cards or in WB
T organizes groups of 5 Ss. (T can use a grouping technique like handing in different pictures of Group work
cell phones)
15 mins
To create their
Each group gets old magazines, scissors, glue and 5 sheets of construction paper. Ss cut out
own version of
images and create their version of a recycling cell phones route to paste around the school. It has
20 min Task the recycling
to follow the route presented, but in their own version. They can tell a story using each one of the
route for cell
construction paper as part of the story.
phones
S-S
After they are finished, Ss present it to the rest of the class and then they can choose a good place 5 mins
to put it in the school and they go to paste it there together.
As additional information T can say that mobile companies receive old cell phones in Colombia or can
To close the lead toward a collection box.
session with
Closing
15 min a routine that Closing routine to organize the classroom and make a class conclusion of what was achieved today. T-Ss
Routine
is familiar to
children Organizing the classroom
Goodbye song
3 min Close up calendar S-S
Goodbye song
Resources Resources
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WEEK: 36 AIMS: By the end of this session, Ss will be able to plan a time line and museum display of gadgets that are familiar to them in
MODULE: 4 everyday life and use
UNIT: 3
SESSION: 4
TOPIC: Consolidation and assessment.

Starting routine:
Hello song
Greeting
To settle Ss and in a visible place.
to get them
5 min Daily Routine Weather: T asks another S what the weather is like today. S replies and another S writes this sentence. T-S
focused on the
class Classroom chores: In the first session, Ss developed a timetable of classroom chores. During every
Topic of the day: T can state the class objective or the stages of the session.
T holds an image of a smart phone hidden behind a white page. T says, Im hiding here a picture of
my favourite technology gadget. Can you tell me what it is? T pulls cell phone image up only showing
a bit of the upper part, then pulls it down to show a bit of the lower part and does the same with
both sides. Ss should say at some point Its a cell phone. T says, Yes its a picture of my smart
phone. I love my cell phone. I use it all the time to call my family, to chat with friends, to take pictures.
T acts out all the things he/she can do with it.
To introduce
the topic of the Behind this picture T has more pictures of older cell phones that he/she has had. T can say, Whats
10 min Warm up T-Ss
session in a this? Yes, Its my old cell phone. I liked it but this one is better. showing again the first picture. T now
motivating way shows one last image of his/her first cell phone. This was my first cell phone. Its really old. I do not
use it any more. Its in my room back home.
T now asks the other T How many cell phones have you had? T answers. Now T addresses Ss asking
How many cell phones have your parents had? After Ss answer T asks Where are the old cell phones
now? What can we do with old phones? Ss can come up with some interesting answers that can be
written on board to refer to later.
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Ss watch a video about a cell phone from 2002 and kids reaction towards it. T can go back to his/
her older phones picture, and ask if they have seen phones like these before. T says that theyre T- Ss
going to watch a video about children looking at an old phone. The task while they watch is to say
what the childrens reaction is.
https://www.youtube.com/watch?v=GcASQVQ0kzY
To show how
fast cell phone After watching, Ss can share their answers and give their opinions about this type of phones, but Ss- Video
technology has they can also say how these phones are different from phones they use now. They can also think
25 min Receptive skill
changed over about what cell phones will be like in 10 years and draw it on their notebooks.
the last few
years. Ss share their pictures in groups of 5 and decide which one they want to show to the whole class.
They will present their chosen drawings to the class in a short presentation with one innovative SS
idea.
The language structure can be as simple as: Ss-Ss

In 10 years, cell phones will be ____________________
After praising and feedback, T asks: Where are these cell phones now? T can go back to the
answers Ss gave during feedback. Some answers may include: Old cell phones go to the garbage,
to somebody else who needs it, they are in a drawer at home, they get sold. T can include more
possibilities, but it must be said that most of the old cell phones go to the garbage. For the meaning
of garbage T can show images that show mobile phones being thrown into the garbage.
T asks if this is good or bad. Is there something else we can do?
T shows an image related to cell phone recycling. T drills chorally and individually. Then T says We
can recycle cell phones, but how? Ss say their ideas before showing the some other pictures.
To reflect about
15 min Lead in T asks what is this? Ss give ideas, T says, This is called recycling parts. T can drill and explain that T-Ss
the route
parts of a cell phone are useful. Who can recycle parts? People? Companies?
Yes, companies collect old cell phones in special boxes. This is called Cell phone collection. So
which step goes first: People dispose old cell phones, they take them to collection boxes and
companies
recycle parts.
T shows this process in the explained order and writes as a title Recycling Route for cell phones
and labels each picture either in picture cards or in Whiteboard drawings. Ss can write this route
in their notebooks
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T divides Ss into groups of 5. T can use a grouping technique like different pictures of cell phones
in a bag where equal pictures make a group. Each group gets old magazines, scissors, glue and 5
To create their
sheets of construction paper. They have to cut out images and create their version of a recycling
own version of SS
cell phones route to paste around the school. It has to follow the route presented, but in their own
20 min Task the recycling
version. They can tell a story using each one of the construction paper as part of the story.
route for cell S WC
phones
After they are finished, Ss present their routes to the rest of the class and then they can choose a
good place to put it in the school and they go to paste it there together.
As additional information, T can say that mobile companies receive old cell phones in Colombia or can
lead toward a collection box.
To close the
session with
Closing Closing routine to organize the classroom and make a class conclusion of what was achieved today.
15 min a routine that T-Ss
Routine
is familiar to
children
Goodbye song
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MODULE 4 Recycling to improve my
4
community
ling to
ve my
unity
comm
Recyc
impro
UNIT
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WEEK: 37 AIMS: By the end of the session students will be able to solve a problem that will involve recycling a common object following
MODULE: 4 a process and using the expected vocabulary.
UNIT: 4
SESSION: 1
TOPIC: Recycling projects

To get
Ss have to bring two litter soda bottles that they have been saving for a while. There has to be at
NA Preparation materials
least one soda bottle per group, which means a total of 5 bottles at least
ready
Starting routine:
Hello song
Greeting
To settle student to write it in a visible place.
students and
Weather: Teacher asks another Ss what the weather is like today. Student replies and another S
writes this sentence.
focused on
the class Classroom chores: In the first session Ss developed a timetable of classroom chores. During every
Topic of the day: Teacher can state the class objective or the stages of the session
To introduce
T asks Ss to make 5 teams and line up facing the board. Each team has a marker. The board is
the topic of
divided in 5 columns. T shows the picture of the recycling sign from last session, used to illustrate
the session in
cellphone recycling and asks what else can you recycle? With your teams write as many things T-Ss
a motivating
as you can think of to recycle. If Ss do not know the word they can draw the object. The line that
10 min Warm up way and also
has the most items will get a price, but T should also keep track of the other places (2nd, 3rd, etc). Ss divided in
to diagnose
Give them no more that 3-4 minutes to write or draw as many objects as possible. 5 groups
level of
related During feedback T can write the words that support the drawings and drill them so that Ss can
vocabulary practice them.
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T shows flashcards for the following objects: Soda bottle, glue, scissors, markers, x-acto knife,
funnel, tripod, weed, greenhouse, bird feeder, to water plants, broom for sweeping, plant pots
T- Ss
To present
Refer to previous
additional As a regular vocabulary presentation, T says the word with the image, Ss repeat it chorally and
vocabulary
Vocabulary vocabulary then individually then T goes back to all the previous words for practice.
30 min presentation to
presentation that will be
refresh drilling
used during Then T can have Ss draw the different pictures in their notebook with simple sketches. After
Ss work techniques
the session. they have drawn they get to label them using the reference from the language provided by the
individually
teacher. T can also give small versions of the picture cards for each Ss and they can glue them
and then label them.
Ss will now watch a video of an idea of recycling a regular object. While they watch, they have to
list the materials that the person uses in the video.
Before the video starts T tells Ss about a problem similar to this:. Your house was not clean and
T can act out what
your broom was broken, you have many soda bottles from a party and came across this video. T
the problem is and
asks the class: what is my problem? Possible answers: Broken broom, house not clean. Write a T-Ss
To get an idea focus the attention
Lead in and problem statement that includes many of the opinions from Ss. The video shows how to make a
of what will be on the problem and
10 min Receptive broom out of soda bottles. This is only to give them the idea of what they are going to be doing. Individual
developed in its solution. T can
skills practice https://www.youtube.com/watch?v=SWH5OPI92IM and pair
the core task share also a common
work
recycling tradition
After the video is finished, they will check with their partners and complete their lists then they
from his/her country
can make one list on the whiteboard.
Then T goes back to the problem statement and asks what the solution was: Possible answers: To
make a broom out of plastic bottles.
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T tells students that in the wall there are some problems that a family has. T can introduce a made
up family. Each group (the same groups that worked in the warm up) has to choose one of these
problems to solve it using a two litter soda bottle. The first place from the warm up gets to choose
first and the other groups in the order agreed during the first part of the session.
Here is a list of the problems:
The family needs to save water. They have a lot of insects in the garden, They broke their camera
tripod, Their garden has a lot of weed, they need more plants but do not want to buy pots, and
they need to feed the birds that come to the house.
Teachers monitor
To create
Each group chooses a problem and is given a bottle. They have to meet and agree on how can their work closely. If
their own Groups
they help to solve the problem. They record this information in their portfolio, stating the problem a group can think of
30 min Task solution for of 5 and
and drawing at least three different solutions. Then they can choose one of this three solutions, presentation additional problems,
the problems
write the materials, then the steps in the process Ss. Ss will be bring everything they included in they can work on
presented
the plan, for the next session when they will be building the project. them as well
Problem:
Solution 1 Solution 2 Solution 3
Chosen solution: solution 2

Materials: Steps
1, 2, 3
To close the
The projects will be made in the following session.
session with
Routine Organizing the classroom
is familiar to
Goodbye song
children
Cardboard for picture and language cards, scissors, tape, string or yarn, markers or color pencils, hole puncher, whiteboard and markers, 2 litter soda
Resources
bottles, x-acto knife.
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WEEK: 36 AIMS: By the end of the session students will be able to plan a small campaign to share their soda recycling ideas with the
MODULE: 4 schools community taking responsibility in doing more with the ideas of recycling they had.
UNIT: 4
SESSION: 2
TOPIC: Passing Recycling Forward

To get materials Ss have to bring two litter soda bottles that they have been saving for a while. There has to be at least
NA Preparation
ready one soda bottle per group, which means a total of 5 bottles at least
Starting routine:
Hello song
Greeting
students and
Weather: Teacher asks another Ss what the weather is like today. Student replies and another S writes
this sentence.
focused on the
session it is important to go back to that calendar and revise who is responsible for what that day and
praise Ss for doing their chores well
T reminds Ss that today they will be making their ideas true. Each group should have all the additional
T-Ss
materials they need (besides the bottle). They will follow the instructions previously revised by the
T can monitor
teacher and they will build the project they chose and planned.
Ss divided in their work
To connect
5 groups closely by giving
this class with Groups will present their Planning Journal to the rest of the class while Ss listen they have to vote
them input and
Task and previous by for a project they liked different from their own. Votes can be done by raising hands or secretly on
50 min Ss suggestions and
presentation continuing the a paper. Teacher keeps score of these votes on whiteboard for later use.
presentation in case they need
construction of
extra help with
the project. As a conclusion to this last task, T can show the following video to see some more solutions to these
cutting or fitting
problems and compare to the ones that were created by them. The objects can either stay in the
Ss watching the materials
classroom or be brought home in turns:
video
http://www.sciencekids.co.nz/videos/nature/plasticbottlerecycling.html
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T asks Ss to look at the votes. T invites Ss to express their opinions about the results. Why did
these ideas win? What did you like? Are they easy to make? Could you make them at home. T- Ss
After reflections, Ss will group up again, but this time making 5 groups with a member of each
project for socialization. Ss will be sharing their projects with other members of the team, using Groups of Regrouping
To reflect up on their journal entries to share the steps in the process. 5 with a students this way,
the work that member can commit them
was done and Each member of the team takes notes on two other projects they liked, writing the steps in the of each to understand
25 min Reflection
think of ideas process of the chosen projects. previous task better and
to pass these group socialize their
ideas forward When they are finished they sit individually and make a list of 5 people that they know (family, groups view point
friends, relatives) who they will be explaining these projects to, and making sure they build it at better
their home. Students can make a Congratulations, We recycle! poster to paste in each house Ss work
they have impacted positively. They should send some pictures to the teachers email as backup individually
of their work
Teacher concludes previous activity by clarifying homework. They should take these projects, share
them with people they know and make them active participants of recycling soda bottles.
To close the
session with
Routine
is familiar to
children
Goodbye song
Resources
bottles, x-acto knife.
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WEEK: 38 AIMS: By the end of the session students will be able to

MODULE: 4
UNIT: 4
SESSION: 3
TOPIC: Useful and Beautiful

T should prepare 8 to 10 computers with an art project made from recycled objects for various
purposes that could improve school grounds. Groups of Students will go through the information in
each computer so they should be spaced up to fit 4 people in each. Also there should be a table full
of the materials they will need to create the project. These can be brought in by Ss to this session or
To get the
NA Preparation collected over a period of time before this session. Here are some suggested projects
classroom set
http://www.favecrafts.com/Green-Crafting/659-Recycled-Crafts-Crafting-with-Recyclable-Items
http://www.pinterest.com/livelif/recycling-to-create-new-things/
http://www.make-stuff.com/indexes/recyclingindex.html
Starting routine:
Hello song
Greeting
students and
this sentence.
focused on the
S-S in
Showing the
groups of 4
pictures of
To share Ss sit in groups of 4 students and tell their experience with the homework, where they had to share their work is a
Homework Teacher
15min homework the recycling projects with their relatives. With the pictures that Ss have sent, T can put together a great way of
sharing with Ss
experiences small presentation, congratulating Ss for having such a positive impact at home. recognizing
based on a
their effort and
presentation
accomplishments.
of pictures
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T monitors work
and supports
T tells the Ss that they will work in groups of 4 and will take a walk around the school to identify a
language
place of the school that needs improvement. They can find a place that they want to make nicer.
If computers
are not available
Students take their journals for the observation and then go back to the classroom to write the
during the
name of the place, then draw the place they want to work on the way it is now. Group
class, T should
To follow work of 4
print out sets of
instructions with After drawing, they will go to the computers that have been set up with various decoration projects interacting
instructions for
the purpose and choose the ones that can be helpful for their chosen space. They take notes on the materials with each
65 min Task possible recycling
of improving they need and then they go to the Then they can go to the table of materials take what they need. other
projects.
the schools Once they collect these materials they go back to the computers and record the instructions by and with
Some of these
grounds noting them down one by one. Ss take turns to go get the information from the computers and computer
projects can be
bringing them back to the group. information
found at http://
www.favecrafts.
Once they get all the information, they will start to put their project together and setting it in
com/Earth-
the space designed for this. In their journal they can draw or put a picture of how the place was
Day-Crafts/16-
improved.
Recycle-Crafts-
for-Kids
To close the Teacher concludes previous activity by asking Ss to walk through the school visiting the projects.
session with Then coming back to the classroom to finish up the session.
Closing
5 min a routine that Closing routine to organize the classroom and make a class conclusion of what was achieved today. T-Ss
Routine
is familiar to Organizing the classroom
children Goodbye song
Resources
bottles, x-acto knife. Cds, tapes, videotapes, cans and any other material from the project T chooses.
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WEEK: 38 AIMS: By the end of the session students will have presented the recycling projects done during the unit, in a recycling fair
MODULE: 4
UNIT: 4
SESSION: 4

Starting routine:
Hello song
Greeting
students and
this sentence.
focused on the
T invites parents, members from school staff and other children, to come for a recycling fair.
Ss arrange the different solutions and products they have created while recycling stuff, on mini
stands within the immersion room. Groups of three Ss work together to do this.
WH
10 mins
Prepare Groups take some minutes to practice a short oral description of their products. Something like:
20 min Pre-task
presentations This is a ______
GW3
It is made of
10 mins
Its better to recycle these materials because
Each participant is expected to give a brief description
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T ensures small groups of observers (parents, teachers, fellow students, etc), take turns to enter the
immersion room and go around the different stands observing the products made by the children
Share the in this unit. Each group should take a maximum of 5 minutes per stand and rotate.
different
recycling T can assign some of the students the role of guides, to invite people in and walk them from one
WH
45 min Sharing projects and stand to the other.
45 mins
solutions
prepared during Ss are encouraged to use English, as much as possible, all the time.
the unit
T monitors and supports Ss. T takes notes of any general mistakes, to correct them with the whole
class.
T congratulates Ss on their presentations and creative work. Then he/she helps them identify some
Highlight T-SS
of the mistakes made and invites Ss to correct them.
language 10 mins
15 min Feedback strengths and
T asks children to write a short entry in L2 about this experience. It should go to their portfolio. Ss
weaknesses IND
can use the I can self-assessment templates as a model.
identified 5 mins
To close the last

session with
Closing
5 min a routine that To finish this session everyone can sing and dance the station 5 song and then the goodbye song. T-Ss
Routine
is familiar to
children
Resources Everything required for the type of games or activities that are planned by the teacher.
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MODULE 4 Lets save the planet: taking
5
e action at a school level
g
ta
ave th
l level
n
t: taki
a
action
schoo
Lets s
plane
UNIT
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WEEK: 39 AIMS: By the end of the session, Ss will be able to create free waste menu practicing the specific language of countable and
MODULE: 4 non-countable nouns. This menu is shared with their classmates during the immersion program.
UNIT: 5
SESSION: 1
TOPIC: Reducing waste

Starting routine:
Hello song
Greeting
in a visible place.
To settle Ss and
to get them Weather: Teacher asks another S what the weather is like today. S replies and another S writes this
5 min Daily Routine T-S
focused on the sentence
class
T comes into the classroom with a bag or a trashcan, full of regular trash (cleaned up) and
empties it on a table or on the floor. T asks: whats this? after Ss reply T says, Its the garbage I
T- Ss
produce in ONE day.
3 mins
T asks Ss, How much garbage do you produce in one day? Think about yesterday or today and list
To introduce
the items that produce garbage. T writes question on the board writing below garbage the word
10 min Warm up the topic of the Pair work
waste, explaining that they are synonyms
lesson 2 mins
In pairs Ss list as many items as possible starting from breakfast, until they go to bed.
Open class
5 mins
T writes as many objects as possible, but when he/she does this, T separates the items into
countable and uncountable nouns without naming or explaining the categories.
T takes out a large bag of chips and individual bags of chips and asks them, Which one makes more
waste? When they answer, T reinforces their answers by saying that the more wrapping and paper
used, the more waste it makes. Packing chips in reusable containers will reduce waste making less T-Ss
To contextualize garbage. Then T can give another example with a gallon jug of juice in a glass jar and a six-pack of 5 mins
the topic and juice boxes. T asks the same question.
find out how Ss
15 min Lead in
much do Ss T projects the version of the following quiz for Ss to answer it. In case there is no access, T should 5 mins
know about provide copies for each S.
reducing waste http://www.ecokids.ca/pub/eco_info/topics/waste/quiz/play_wastequiz.cfm Group work
5 mins
Ss work in groups of 3 to write a way in which they can reduce waste in their journals. Then they
can socialize one of these ideas in an open class
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T can refer to the following site for Ss to explore the concepts of countable and uncountable nouns
that they need for the main task http://www.anglomaniacy.pl/grammar-nouns-learn3.htm
Group work
To introduce
This exploration can be done as a whole class or in small groups of three students if there is access 10 mins
the topic of
Language to a computer room or laptops. After they have worked on the site, they can go back to the items
20 min countable and
presentation they mentioned in the first stage and classify them into countable and uncountable nouns.
uncountable
T-Ss
nouns
T asks questions to check the understanding such as How many are there? How much .. are there? 10 mins
T reinforces the proper use of countable and non-countable nouns.

Ss look at all the vocabulary that has been introduced during the session. They now have to design
a waste free menu in their journals in groups of 4 Ss. The menus need to be for breakfast, snacks, Group work
lunches and dinner. They have to include 3 different sources of food and a drink.
15 mins
To design waste
Ss write down and nicely design their menus in their journals. The only condition is that they need
free menus to
35 min Task to be waste free. Here are some ideas to give examples and share with children:
socialize with
http://www.epa.gov/waste/education/pdfs/lunch.pdf
the community
Once they finish, Ss share one of their menus with the class, but they need to bring all of their
menus and socialize them in a presentation in their regular English classes, inviting them to have a S-S
waste free lunch or snack day a week. 20 mins
If necessary,
T can go over
Closing routine to organize the classroom and make a class conclusion of what was achieved today. some mistakes
he/she heard
To close the
5 min Close up Organizing the classroom S-T-S repeatedly during
class properly
practice, and also
Goodbye song praise a really
good sentence
construction
Resources White Board, Projector, computers , internet, journal
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WEEK: 39 AIMS: By the end of the session, students will be able to create a quiz that they will apply to the community of the school to
MODULE: 4 see how much they know about the recycling symbols. They will practice questioning techniques for an authentic task
UNIT: 5
SESSION: 2
TOPIC: Recycling
Starting routine:
Hello song
Greeting
students and
focused on the
Topic of the day: Teacher can state the class objective or the stages of the session.
T asks Ss to share what they may know about recycling and writes ideas on white board. T tells
Ss that recycle means to use something again. T starts to show the following objects to share
examples of things that can be recycled:
T- Ss
5 mins
Glass bottles, Plastic water bottles, Detergent bottles, Cereal boxes, Newspapers, Magazines,
Plastic yogurt cups
To introduce
15 min Lead in the topic of the Group work
Ss make 7 groups and each group take one of the objects. They discuss what they know about
lesson 5 mins
recycling these objects.
Open class
Ss watch the following video to see what happens to the object they have:
5 mins
http://pbskids.org/eekoworld/index.html?load=garbage_recycling
After Ss watch the video, Ss have to complete their answers going back to the previous question.
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217

T writes the following words on the board:
T-Ss
What, where, when, Which, How, Why.
5 mins
T elicits the use of the words. T explains that they are used to know more information about
something. T writes the following questions with the question words using the answers as support.
T asks Ss to complete the exercises in their notebooks:

Individual 5
To introduce mins
Language ____ is the video about? About recycling
15 min the topic of Wh-
presentation _____ do you take a soda bottle to recycle? To the recycling bin
questions
______ How is a can recycled? It is melted and then painted
_____ is it important to recycle? Because it saves the planet
______ objects can be recycled? Bottles, cans and newspapers
_____ do we start to recycle?

Ss check in pairs, then in an open class correction.
Pairwork

5 mins
T helps underline the key words to know which word needs to be used.
Ss are shown the recycling symbols and figure out what they are about.
In pairs, they are given the symbols and the meanings and they have to figure out by matching
T-Ss
which symbol goes with which description. To get the symbols T can go to the following link: http://
5 mins
www.disposalknowhow.co.uk/userfiles/file/poster_symbols.pdf
Pair work
T can ask some questions about the poster to practice Wh questions.
5 mins
T tells Ss that they are going to create a test to see how much the community of the school knows
about these signs, using the question words. They have to make 5 questions for people in the
To design a school to answer.
test based
T-Ss
30 min Task on recycling They make groups of 4 Ss and start to design their test in a grid that looks like this one
5 mins
symbols for the
community Question Write yes if question was answered, no if it was not.
Group work
15 mins
T supports the language in each question until needed.
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218

Once the Ss are ready, they can go out with the grid and the symbols cards and start their quest.
S-S
They can use their L1 to ask the questions if they cannot find enough people to answer their
5 mins
Practice the questions in English.
Communicative (interviews)
35 min use of WH-
task
questions Ss bring back their information to the classroom and start to plan a way in which they can socialize
GW
the most important symbols from the chart, so that people start to get familiar with them. The
15 mins
action plan is for homework
If necessary,
T can go over
some mistakes
he/she heard
To close the repeatedly
class properly during practice,
and also praise
Goodbye song
a really good
sentence
construction
Resources White Board, Projector, computers, internet, journal, symbols cards, test grid.
2
CYCLE:
DE BOGOT D.C.
219
WEEK: 40 AIMS: By the end of the session, Ss will be able to create a play in the context of green actions at school to be performed the
MODULE: 4 schools community in a social event.
UNIT: 5
SESSION: 3
TOPIC: Reduce, Reuse & Recycle

Starting routine:
Hello song
Greeting
Date: T asks a S to try to say todays day and date. T asks Ss to repeat and asks another S to
To settle write it in a visible place.
students and
Weather: T asks another S what the weather is like today. S replies and another S writes this
sentence.
focused on
the class Classroom chores: In the first session, Ss developed a timetable of classroom chores. During
Previously T has invited Ss to bring in items that are examples of how to reduce waste, items
Revise that are recycled, and items that are reused.
knowledge
10 min Pre-task GW5
from previous T divides the class into groups of 5, and gets groups to sort the items into the following
sessions categories:
Things that reduce waste --Things that can be recycled --Things that can be reused
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220

T tells Ss they will use these items in a class play that they will put together in this session.
T- Ss
Ss organize three groups by pulling the words reuse, recycle or reduce out of a bag. Each
To practice group will be in charge of putting together the play of their corresponding action. 5 mins
speaking skills
while putting T gives each group an idea of what their script can be. Learners are encouraged to make 3 teams
together their own, describing the items they have brought and they use such items can be given. 15 mins T and Ss can
a play that add more parts
70 min Task includes the T monitors learners work and provides support. 3 teams depending on the
content an 15 mins number of Ss in each
language SS practice their part of the play in their small groups, then as a whole class. They can try to group
input from the memorize their lines. 3 teams
sessions in 15 mins
this module On the stage there are three bins labelled with the signs: Reduce, Recycle, Reuse.
WH
There should be one Narrator in each group.
(See Appendix 4.2) 20 mins
If necessary, T
Closing routine to organize the classroom and make a class conclusion of what was achieved can go over some
today. mistakes he/she
5 mi Close up S-T-S
class properly Organizing the classroom during practice, and
Goodbye song good sentence
construction
Resources White Board, Projector, recyclable materials, scripts for teachers reference (Appendix 4.2)
2
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221
WEEK: 40 AIMS: By the end of the session students will be getting in touch with literature in close relationship with saving the planet.
MODULE: 4 They will read stories, poems and songs that motivate their language improvement and give them additional tools to
UNIT: 5 share during Green Day Fair
SESSION: 4

Starting routine:
Hello song
Greeting
students and
focused on
the class Classroom chores: In the first session Ss developed a timetable of classroom chores. During every
and praise Ss for doing their chores well
To revise Class goes back to the previous planning done in Unit 1 Session 4 of this Module to check tasks
Three T should have
previous tasks and see what they need to redo, adapt, evaluate and include.
20 min Presentation groups of support this process
and start to Groups carry on with the tasks by finishing up invitations, signs and materials to make sure
tasks by asking questions
develop them everything is set up.
Teacher waits for Ss outside the classroom and indicates that there are 5 different stations in
the classroom. Each person takes a number from 1 to 5 having an average of 5 students in each
station. They will spend about 10 minutes in each station. As Ss come in they will be directed to
a station. Once there they will read the instruction in each station and follow the task. After 10
minutes T indicates rotation. Here are some suggested activities.
Station 1: Students
To acquire a If a computer is available at involved
new view of http://learnenglishkids.britishcouncil.org/en/short-stories/planet-earth in games If this session can
Task for the the projects Ss can listen to the story and discuss what they found to be interesting. T are encouraged to print depending be developed in a
60 min
day by having out a copy of the story, in case internet is not available in the immersion room. on each library it would be so
a literature game or much better.
session. After listening or reading to the story, Ss should make a drawing about it. Drawings will be activities
included in their portfolios. demands
Station 2:
Book what does it mean to be green If teacher does not have access to this book, there is a
copy read in the following link: https://www.youtube.com/watch?v=lieN18OTlME
At the end of the reading, Ss write their answers in a poster wall under the title: What does it
mean to be green for you?
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222

Station 3:
T places some cards with words related to the topics studied during the last unit. Ss are given 10
minutes to write 3 different messages about recycling, using at some of the words in the cards.
Once learners finish their messages, they should hand them to the teacher.
Station 4:
Learning slogans about the environment. Students choose a slogan to learn and to translate
into Spanish. They have to learn it by heart and if they get it right in both languages. There
can be dictionaries in this spot. Slogans can be found at: http://greenliving.lovetoknow.com/
Environmental_Slogans
Station 5:
Ss have to follow the choreography for the following song and they try to learn or follow the
words. They can repeat this song as many times as needed
http://learnenglishkids.britishcouncil.org/en/songs/its-up-me-and-you
Note:
Early finishers could be asked to play the green games available at http://learnenglishkids.
britishcouncil.org/en/fun-games/clean-and-green
http://learnenglishkids.britishcouncil.org/en/word-games/paint-the-words/environment
To close the
last session
Closing
5 min with a routine To finish this session everyone can sing and dance the station 5 song and then the goodbye song. T-Ss
Routine
that is familiar
to children
Resources Everything required for the type of games or activities that are planned by the teacher.
2
CYCLE:
DE BOGOT D.C.
worksheet
worksheet
CYCLE: 2 MODULE: 1 UNIT: 1 SESSION: 1
Jose
Jorge
la
Marce
Mario
Sara
Antonio
Maria
Gerardo
Alicia
Roberto
Santiago
Erase Organize Pick Open Take

the board the chairs up papers the door attendance
!!
hh
hh
Ss
Ask for Sweep Worksheet

silence the floor
worksheet
Different Kinds of Chores
Mrs. Rodriguez Class
In my Science class, everyone has chores in the classroom every day. On Monday Ana sweeps the floor, Martin organizes the chairs and tables, Lucca
picks up papers, Carlos opens and closes the door, Maria takes attendance, Carolina asks for silence and I erase the board and organize the library.
On Tuesday I sweep the floor, Ana organizes the chairs and tables, Martin picks up papers, Lucca opens and closes the door, Carlos takes attend-
ance, Maria asks for silence and Carolina erases the board and organizes the library. On Wednesday Carolina sweeps the floor, I organize the chairs
and tables, Ana picks up papers, Martin opens and closes the door, Lucca takes attendance, Carlos asks for silence and Maria erases the board and
organizes the library. On Thursday Maria sweeps the floor, Carolina organizes the chairs and tables, I pick up papers, Ana opens and closes the door,
Martin takes attendance, Lucca asks for silence and Carlos erases the board and organizes the library. On Friday Carlos sweeps the floor, Maria or-
ganizes the chairs and tables, Carolina picks up papers, I open and closes the door, Anna takes attendance, Martin asks for silence and Lucca erases
the board and organizes the library. On Saturday and Sunday, we rest because we do not come to school on the weekends.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Sweeps the floor

ANA
MARTIN
Takes attendance
LUCCA
CARLOS
MARIA
Organizes chairs and

CAROLINA
tables
Sweep the floor
ME
Instructions:
1. Read the text and underline the classroom chore that your teacher has not mentioned.
2. Complete the chart below with the chore that each student does every day of the week. Worksheet
worksheet
How can I help more?
Lucys story
Lucy is 10 years old. She lives in Bogota. She has one brother and one sister. They live with their mother and their grandmother.
Lucy helps at home doing different chores. On Monday and Friday Lucy cleans her room and takes out the garbage. On Tuesday and Thursday Lucy feeds the cat. On
Wednesday she cleans the windows and the bathroom. On Saturday Lucy folds the laundry. Every day she makes her bed and washes the dishes. She likes feeding
the cat, but she doesnt like washing the dishes.
Our story
PICTURE 1: PICTURE 1:
_______ is ___years old. ______ lives in _______. _____ has _____ brother _______ is ___years old. ______ lives in _______. _____ has _____ brother
and ____sister. They live with their ________ and their _____________. and ____sister. They live with their ________ and their _____________.
______ helps at home doing different chores. On __________ and _________ ______ helps at home doing different chores. On __________ and _________
______ _________ and ________________. ______ _________ and ________________.
On __________ and _______ ______ ________. On __________ and _______ ______ ________.
On ___________ ___ ____________ and _________. On ________ _______ On ___________ ___ ____________ and _________. On ________ _______
__________. __________.
Every day __________________ and ______________. ____ likes Every day __________________ and ______________. ____ likes
__________________, but ____ doesnt like ________ __________________, but ____ doesnt like ________
Instructions:
1. Read the text and underline the classroom chore that your teacher has not mentioned.
2. Complete the chart below with the chore that each student does every day of the week. Worksheet
worksheet
Consolidation and Assessment
POSSIBLE MATERIALS TO USE IN THE REAL MODEL:
Place Number Name Material

Place 0 Eg. School E.g. Cereal boxes
Place 1
Place 2
Place 3
Place 4
Fabric Bottle tops Cans Plastic bottles
Glass bottles Plastic bags Different size boxes
Instructions:
1. In the space provided, draw a map of your neighbourhood.
2. Label the places you have drawn with numbers and write the names in the chart Worksheet
3. Choose out of the given materials to make each one of the places in the real model.
Write the materials in the chart.
worksheet
CHILDREN HAVE CHILDREN HAVE CHILDREN HAVE

THE RIGHT THE RIGHT THE RIGHT
to be protected from conflict, to a clean environment, at

cruelty, explotation and home, at school or wherever to be educated
neglect they are
AND THE AND THE AND THE

RESPONSIBILITY RESPONSIBILITY RESPONSIBILITY
not to bully or harm each to do what they can to look to learn as much as they can
other after their environment and help others to learn
Worksheet
worksheet

to freedom of thought and

to make mistakes to be adequately fed
religion

to respect other peoples

to learn from their mistakes not to waste food
thoughts and religions.
Worksheet
worksheet

to relax, play and join in

to be heard to proper medical care
a wide range of activities

to include everyone in their

to listen to other people to take care of themselves
games and activities
Worksheet
worksheet
CHILDREN HAVE CHILDREN HAVE

THE RIGHT THE RIGHT
To special care for special

to be loved and respected
needs
AND THE AND THE

RESPONSIBILITY RESPONSIBILITY
to show love and respect to

to be the best they can be
others
Worksheet
worksheet
Schools The highest

Principal Teachers government authority
Academic Students Student council The coordinators

coordinator
Senior-class
Discipline president The heads of
Academic council
coordinator (personero/ departments
personera)
Head of Coordination The government The students

department council in a school representatives
Worksheet
worksheet
Problem and solution
Name of the Party
Name of representative
Motto
Logo
Worksheet
worksheet
The leaders in my neighbourhood and what they do CYCLE: 2 MODULE: 1 UNIT: 3 SESSION: 3
The JAC is Formed The local

voluntarity by the administrativeboard
residents of the or JAL (Junta
The community Action Board community Administrativa Local)
Task one
OUR ADMINISTRATIVE UNIT or JAC (Junta de Accin is elected by the

Comunal) is a organisation A member of the JAC communitys residents
which represents is a community leader for a four year period.
neighbourhood resindents at (dignatario) It is made up of around
1. We belong to "localidad" local govermment meetings. seven town councilors
(Ediles)
________________________________
2. JAL 3. JAC
L _ _ _ _ C _ _ _ _ _ _ _ _
A _ _ _ _ _ _ _ _ _ _ _ _ _ A _ _ _ _ _
B _ _ _ _ B _ _ _ _
Task two
4. 5.
The JAL represents
T_ _ _ _ C _ _ _ _ _ _ _ _ the local residents
by communicating
Both the JAL and the
C _ _ _ _ _ _ _ _ _ L _ _ _ _ _ _ issues of concern to
JAC work for the benefit
the MAyor and the
of the community,
city`s Council
but the JAC focuses
on its sector or
neighbourhood
Instructions:
1. Complete box 1 in the chart below
2. Read the information these students are giving, and complete boxes 2, 3, 4 and 5 Worksheet
worksheet
Consolidation and assessment CYCLE: 2 MODULE: 1 UNIT: 3 SESSION: 4
Self Assessment
LEVEL OF PERFORMANCE
ASSESSMENT CRITERIA
Very successful Successful Needs improvement
My communication with my partners was
My participation in the group was
I accept criticism
My understanding of the different situations was
Teacher assessment:
Students are evaluated on their ability to:
Work collaboratively in the group
Communicate effectively with the group
Use vocabulary and expressions learned during the previous sessions
Instructions:
1. The following is a proposal for self-assessment and teachers assessment
Worksheet
worksheet
President Mother Senators
Brothers Grandparents Teacher
Students Parents Town councillors (ediles)
Head master Ministers Sisters
Head mistress Father Mayors
And protection of
A resident Who legally A city
a country
A person Of a state who Has the rights A country
A member Who Belongs to And obligations
A person Of Has rights Or town
Instructions:
1. Cut out the words and group them into categories
2. Cut out the words to make four different definitions of citizenship. Worksheet
worksheet
Citizenship
A citizen is a member of a political community. Citizenship is
obtained by completing the legal requirements of a national,
state, or local government. A nation gives certain rights and
privileges to its citizens. Citizens have to obey their countrys
laws and defend their country against its enemies.
In some countries, citizenship can mean a citizen has the

right to vote. Citizenship does not only refer to our rights and
responsibilities but it also refers to our social and moral behaviour.
As a citizen of a community or state, you have to put into practice
your rights and respect the rights of others. You can participate
in the improvement of the quality of political and civic life in your
community and/or state.
Adapted from http://teacher.scholastic.com/activities/

government/civics.htm and http://www.greenschoolsireland.
org/global-citizenship/what-is-a-citizen.369.html
Worksheet
worksheet
Values and behaviours of a good citizen CYCLE: 2 MODULE: 1 UNIT: 4 SESSION: 2
CHARACTER TRAIT
SITUATION
DISPLAYED
Juan plays football and he has a competition in one week. He trains three hours every day, eats well and sleeps well.
OBEDIENT
Juan is _____________
Sonia is sitting on her desk and Manuel is playing with another boy. Suddenly Manuel steps on Sonias foot. Sonia is not happy
about it but she doesnt say anything. HONEST
Sonia is ____________
Every time we want to participate in class, we raise our hands.
TOLERANT
We are ______________
I do the things my mother asks me to do immediately

RESPECTFUL
Im ____________
Jose is going to the shop. The lady in front of him drops some money. He picks the money up and calls the lady.
HARD WORKING
Jose is ______________
I want to be better every day. So, from now on Im

a. Draw a picture of yourself. This is me These are my values
going to
b. Tick ( ) the values that you
think you display every day. Honesty
c. Write a resolution about Respect
one of the things you want
Obedience
to do to be a better citizen.
Tolerance
ard work
_________
_________
Instructions:
1. Read out the situations on the left column of the chart below, and then match them to the
character traits they exemplify. Worksheet
2. What are your personal values?
worksheet
Our local government organizations CYCLE: 2 MODULE: 1 UNIT: 4 SESSION: 3
Mr / Mrs. ______________ is the _____________ of ______________________

GROUP 1
He/she is from _________________________

He/she is _________________________ years old
He/she is a _________________________ (profession)
He/she is _________________________ (marital status) and has ______________ child/ children
He/she was elected in _________________________ (year)
His/her hobbies are _________________________
Mr / Mrs. ______________ is the _____________ of ______________________
He/she is from _________________________

GROUP 2

Mr / Mrs. ______________ is the _____________ of ______________________
He/she is from _________________________

GROUP 3

Worksheet
worksheet
Students names Always Sometimes Never
Instructions:
1. WHAT KIND OF CITIZEN ARE YOU? - SURVEY
Worksheet
worksheet
Toys to play traditional games CYCLE: 2 MODULE: 1 UNIT: 4 SESSION: 3
Instructions:
Instructions:
Game: cup-and-ball
Game: Whipping top 1. Throw the cup up in the air.
1. Wind a string around the top. 2. Catch the cup with the stick.
2. Throw the top toward the ground.
Instructions: Instructions:
Game: Yermis Game: Dodgeball

1. Throw the ball to your friends. 1. One boy or girl carries a ball.
2. Hit the bottle caps with a ball. 2. The boy tries to hit the other friend with the ball.
Instructions:
1. Draw a line to match the instructions of the games with the toys
Worksheet
worksheet
Traditional games we can play at school CYCLE: 2 MODULE: 1 UNIT: 5 SESSION: 1
Cat and mouse game Hopscotch Tag game Cops and robbers
(El Gato y el Ratn) (Rayuela Golosa) (La Lleva) (Soldado Libertador)
RULES OF THE GAME RULES OF THE GAME RULES OF THE GAME RULES OF THE GAME
Worksheet
worksheet
Congrats! Congrats! Congrats!

Accuracy award Coherence award Creativity award
Instructions:
1. SAMPLE AWARDS POST T-SHIRT PRESENTATIONS
Worksheet
worksheet
Suggested self-assessment checklist end of module 1 CYCLE: 2 MODULE: 1 UNIT: 5 SESSION: 4
Students name: ___________________________________________________
Students names Yes Not Comments (optional)
1. I can talk about my chores in my ideal house.
2. I can talk about my rights and responsibilities at school.
3. I can talk about the JAC and the representative.
4. I can describe citizens and their values
5. I can talk about traditional games
6. I can ask questions about the neighbourhood, games, house chores and school.
Worksheet
worksheet
Types of food CYCLE: 2 MODULE: 2 UNIT: 1 SESSION: 1
Instructions:
1. Look at the pictures and write the name of the item
Worksheet
worksheet
How healthy is the food that is sold in our neighbourhood? CYCLE: 2 MODULE: 2 UNIT: 2 SESSION: 2
Place 1: Place 2: Place 3:

Food items sold in this place: Food items sold in this place: Food items sold in this place:
Conclusion: ______________________________________________________________________________________________
Instructions:
1. Write the name of three places in your neighbourhood that sell food
2. Write a list of the food they sell Worksheet
3. XTick the food that is healthy
worksheet
The value of eating the right foods and balancing daily CYCLE: 2 MODULE: 2 UNIT: 1 SESSION: 3
meals
The importance of eating nutritious foods
To maintain a healthy heart, active brain and optimally working muscles, you must eat a balanced diet
that provides proper nutrients to your body.
These nutrients provide you with energy and stronger bones, muscles and tendons. Nutrients also aid
in the regulation of bodily processes, like blood pressure and digestion.
Adapted from http://www.newhealthguide.org/The-Importance-Of-Eating-Nutritious-Food.html
THE HEALTHY FOOD LIST

Antioxidants Whole grains Carbohydrates Healthy fats Low in fats Fibre Protein
Vegetables Granola Pizza Nuts Fruits and vegetables Vegetables Fish
Red beans Oatmeal Cereal Avocados Cereal Artichoke Pork
Strawberries Corn Nuts Olive, canola oil Fish Mushrooms Yogurt
Red apples Brown rice Brown bread Eggs Corn Lean beef
Prunes Wheat Pasta Oranges Soy milk
Instructions:
1. Write on the dishes the food you usually have as a snack at school
Worksheet
worksheet
ri es slice lean
calo h
dis
grains main dish
Pound
s ide
heart dairy
sugary
low-fat blood pressure protein

a cup
nutritious poultry
s v e g etabl
n e es
fried muscles digestion o
B ounces canned
Types of food Adjectives & nouns related to food Servings & quantities Body parts & illnesses
Instructions:
1. Place the following words under the corresponding category
Worksheet
worksheet
Free time activities I do CYCLE: 2 MODULE: 2 UNIT: 2 SESSION: 1
Fishing Painting Flying a kite Eating
Gymnastics Watching a movie Dancing Taking photographs
Hiking Swimming Jogging Singing
Walking a pet Crafts Reading Praying
Chatting with friends Basketball Listening to music Playing video games
Types of leisure activities
Social Creative Physical Cognitive Relaxing Spiritual
Instructions:
1. Classify the previous activities in the chart below
Worksheet
worksheet
Free time activities I do CYCLE: 2 MODULE: 2 UNIT: 2 SESSION: 1
1 2 3 4 5 6 7 8 9 10 11 12 13
A B C D E F G H I J K L M
K L

14 15 16 17 18 19 20 21 22 23 24 25 26
N O P Q R S T U V W X Y Z
1. Folk, ballet, salsa, modern, and hip hop are all types of: ____________________________(K )
2. Photography, painting, crochet, and origami are all types of: ___________________ _________ _______________________
( K )
3. Parties, team games, picnics and discussions are all types of: _____________________ _________________________________
( )
4. Films, storytelling, and theatre plays are all types of: _____________________ ( )
5. Football, basketball, volleyball and swimming are all types of: __________________________ ________________________
(J :| )
Adapted from www.DannyPettry.Com
Instructions:
1. Write the letter for each number to solve the answer.
Worksheet
worksheet
Can I give it a try? CYCLE: 2 MODULE: 2 UNIT: 2 SESSION: 2
go to the movies
FREE TIME
SPORTS GO OUT
Play the football STAY AT HOME
Draw a picture
Instructions:
1. Complete the chart below, with activities you would like to try.
Worksheet
worksheet
Leisure and community activities CYCLE: 2 MODULE: 2 UNIT: 2 SESSION: 3
1. Leisure activities can help you relieve the ________ in your body and mind. shape
2. Tension leads to frequent back and __________ pain. balanced
3. Leisure activities are a great way to get into _________. tension
4. Leisure time is very important in achieving a _________life. laughing
5. Activities like talking and _______ with friends are a great medicine. neck SECRETARA DE EDUCACIN
Instructions:
1. Complete the sentences with one word from the correct column.
Worksheet
worksheet
Sports and physical activities to maintain health CYCLE: 2 MODULE: 2 UNIT: 3 SESSION: 1
SPORT PLACE EQUIPMENT

Ping Pong Table Paddle, ball, net
Horse Racing Track Saddle
Boxing Ring Gloves
Volleyball Court Ball, net
Track and Field Track cleats
Motor Racing Track
Baseball Court Bat, glove, ball, pads
Golf Course Clubs, ball
Football Pitch Cleats, ball, net
Tennis Court Ball, racket
Chess Board Piece
Swimming Pool suit
Places Where People Play Sports
Taken from http://english-learners.com/2009/08/places-where-people-play-sports.html
Instructions:
1. For teacher reference only
Worksheet
worksheet
There are many different places where people play sport! (field, stadium, court, diamond, track, gym, pool, health club, slope, circuit, rink, pitch, course), but the Question
is whats the difference between them?
field: a large area of ground, court: Track:

usually covered with grass, an area with lines painted A track is a piece of ground
where team sports are on the ground, for tennis, which athletes, cyclists,
played: a football/baseball/ basketball, etc a basketball / cars, or horses race around.
soccer field tennis / volleyball court \the Athletics / cycling track
area in a baseball field that is
within the shape formed by
the four bases, also used to
refer to the whole field
Diamond Rink: a building with a specially
Stadium: a large sports the area in a baseball field that prepared area with a smooth
field with seats all around it is within the shape formed by surface where you can skate:
for people to watch team the four bases, also used to an ice-skating rink
sports or track and field refer to the whole field
competitions: a football
stadium
Gym: a large room with Slope: a surface of which one Pitch: A pitch is an area of
machines which you can end or side is higher than the ground that is marked out and
use to do exercises other, a piece of rising or used for playing a game such
falling ground where usually as football, cricket, or hockey.
people go skiing. A ski slope Football / hockey / rugby pitch
(Swimming) pool: a place Course: an area of land or
where you can swim water where races are held, or
an area of land designed for
Circuit: A racing circuit is
playing golf
Health club: a building a track on which cares or
where you can do various motorbikes race. Motor-racing
different sports circuit
Worksheet
worksheet
Sports and physical activities that are practiced in our
neighbourhood
1. My parents __________ jogging every day.
2. I love __________ a good game of chess from time to time.
3. She ____________ gymnastics four or five times a week.
4. This summer we are going ______________ windsurfing every day on our vacation.
5. Hes quite the athlete. He ________________ basketball, baseball and hockey, too.
6. My cousin ______________ horse riding twice a week. SECRETARA DE EDUCACIN
7. Why dont we ____________ a set of tennis on Friday?

8. Some people think that _______________ aerobics four times a week is the best way of keeping fit.
9. I usually _________________ swimming on Saturdays
10. He _________ athletics for his local track club




Instructions:
1. Decide between do, go or play. Sometimes the verb needs to be conjugated or
put in the infinitive or gerund form. Worksheet
worksheet
Rules to follow in the premises built or designed for CYCLE: 2 MODULE: 2 UNIT: 3 SESSION: 3
exercising and practicing sports
http://www.safetysign.com/images/catlog/product/large/F6970.png http://www.safetysign.com/images/catlog/product/large/F6976.png
Instructions:
1. Complete the sentences with one word from the correct column.
Worksheet
worksheet
Rules for a fitness centre CYCLE: 2 MODULE: 2 UNIT: 3 SESSION: 3
You must use your membership I.D. for admittance
Children under the age of 15 must be accompanied by a responsible adult
Towel service is limited to one shower towel and one workout towel per person
Wear clean clothes while working out
Pick up after yourself
Clean the machines you use
Dont disrupt classes
Dont use your cell phone
Dont bring any food or drinks besides bottled water
Turn off air and lights when leaving
Pets are not permitted
Please remove all sharp objects from your pockets for your safety and to help protect the equipment.
Worksheet
worksheet
Sport/activity:
Advantages of practicing it:
Where can they do it?
How often can they do it?
What do they need to do it?
Instructions:
1. Discuss in your group and complete the information in each box
Worksheet
worksheet
Coping with my emotions CYCLE: 2 MODULE: 2 UNIT: 4 SESSION: 2
____ The elephant ran out of the tent into the streets. _____A man and a woman balanced on a swing.
____ Minny heard some people in a house shouting and screaming. _____ People gave Minny a special medal.
____ Billy and his parents arrived at The Circus. _____ Clowns did very silly things.
____ Minny took Billy out of the house using her trunk. _____ Minny the elephant sat down in the fountain.
____ The elephant tamer put his head inside the lion mouth. _____ Minny sprayed the house with water many times.
____ The small elephant balanced on one leg. _____ Minny went to the supermarket.
they feel?
Watching a man and a woman balancing on a swing was very exciting. They were scared
How did
When the elephant tamer put his head inside the lions mouth people shouted in horror They were horrified
People laughed when the clowns did silly things. They were very happy
People were screaming when the elephant ran out of the tent. They were excited
Five steps to control your emotions in challenging situations

1. Dont react right away. Take a deep breath. Continue to breathe deeply, feel your muscles relax and your heart rate return to normal.
2. Release your emotion in a healthy way. Call or see someone you trust and tell them what happened. Listen to another opinion.
3. See the bigger picture. See past the moment and realize the greater meaning of any given situation.
4. Replace your thoughts. When confronted with an emotion that makes you think something bad, force it out and replace it with a different thought.
5. Forgive. When you forgive you detach from the resentment, the jealousy, and the anger.
Adapted from http://www.huffingtonpost.com/dr-carmen-harra/controlling-your-emotions_b_3654326.html
Instructions:
1. Number the following actions in the order in which they happened in the story
2. Read the comment and match the feeling or emotion Worksheet
worksheet
Interacting with my community CYCLE: 2 MODULE: 2 UNIT: 4 SESSION: 3
Angry Anger Excitement Exciting
Anxiety Anxious Happiness Happy
Bored Boredom Agressive Agressiveness
Obsessed Obsession Unforgiven Unforgiveness
Violent Violence Frustration Frustrated
Instructions:
1. Pelmanism cards
Worksheet
worksheet
Staying Active CYCLE: 2 MODULE: 2 UNIT: 5 SESSION: 2
Reduce stress Prevent osteoporosis and Inprove mood
fractures Help maintain
Improve joint flexibility
stability as you age
Reduce symptoms of anxiety and

depression
Please answer the questions about a regular day in your life
Number of hours I sleep a day (including naps) ______

Improve memory Number of hours I watch T.V ______
in elderly people
Number of hours I sit down doing homework ______
Number of hours I spend eating my meals (altogether) ______
Number of hours I spend on the bus/car to school ______
Number of hours I spend cycling/walking to school ______
Number of hours I spend on the computer (playing/chatting) ______
Reduce the risk of heart disease
Number of hours I spend talking on the phone ______
stroke and diabetes Number of hours I spend doing a physical activity (sport) Enhance self esteem
______
Add the two columns separately
Are you; very / a little/ not active at all circle where appropriate
Instructions:
1. Number the following actions in the order in which they happened in the story
2. Read the comment and match the feeling or emotion Worksheet
worksheet
Presentation of final projects CYCLE: 2 MODULE: 2 UNIT: 4 SESSION: 4
Feedback form for the audience
Excelente Satisfactorio Bajo Comentarios
Organizacin de la presentacin
Presentacin realizada por los estudiantes
Calidad del trabajo
Creatividad
Inters y entusiasmo de los estudiantes
Comentarios adicionales:
Instructions:
1. Marque con una X su respuesta para cada tema a evaluar. Complete la columna de
comentarios si lo considera pertinente Worksheet
worksheet
What cultural values and traditions do we inherit? CYCLE: 2 MODULE: 3 UNIT: 1 SESSION: 1
________________: In some neighbourhoods, schools organize parades. In these parades,
students wear special clothes of different colours. Sometimes school bands
play instruments and walk on the streets of the neighbourhoods. These a. Buying vegetables
marches promote creativity. and fruit in the street
market
________________: In some neighbourhoods, the local church asks neighbours to wear cos-
tumes related to the story of Jesus crucifixion. The neighbours represent
the role of Jesus or Virgin Mary. People usually walk behind the main charac-
b. Seeing marching
ters and they usually pray. These processions promote spiritual values such
bands parades
as sacrifice, honesty and faith. The processions often take an hour, but some
processions are longer than others.
________________: Some families or friends often go to play this traditional game. A person
throws a metal disc called Tejo to a mecha which is a small triangle-
shaped envelope full of gunpowder. The player should hit the target from
about 20 metres away. People enjoy and feel relaxed playing this game C. Going to a bazaar
because it is a tradition that helps them develop a physical skill.
________________: Some neighbours organize bazaars to collect money. They sometimes have
special reasons to collect money for instance, they want to do a celebration
with the money, they want to help the needy or they want to go on a trip.
This tradition promotes teamwork. d. Playing Tejo
Some families usually go to the local street market to buy vegetables and
fruit. They can find all kinds of fresh food there. In this market, food can be
cheaper than in other markets. e. Participating in Holy
Week processions
Instructions:
1. Read the descriptions of some of the traditions in the pictures. Label them and match
to the corresponding pictures. Worksheet
worksheet
Objects associated with traditions CYCLE: 2 MODULE: 3 UNIT: 1 SESSION: 2
Old colorful big small cheap warm heavy light useful practical comfortable funny fun brown black
Description: _______________ Description: _______________ Description: _______________ Description: _______________

________________________ ________________________ ________________________ ________________________
________________________ ________________________ ________________________ ________________________
________________________ ________________________ ________________________ ________________________
________________________ ________________________ ________________________ ________________________
Fun new entertaining beautiful useful big small cheap expensive heavy funny blond
Description: _______________ Description: _______________ Description: _______________ Description: _______________

________________________ ________________________ ________________________ ________________________
________________________ ________________________ ________________________ ________________________
________________________ ________________________ ________________________ ________________________
________________________ ________________________ ________________________ ________________________
Instructions:
1. Write the name of each object, describe the objects and prepare to compare 2 of them.
The words below can help you. Worksheet
worksheet
Schools traditions CYCLE: 2 MODULE: 3 UNIT: 1 SESSION: 3
Traditions in our school True False
2. Students have to attend classes on time.
3. Most of the students have to wear a uniform.
4. The school can celebrate Olympic Games.
5. When a student has very good results in his

report card, he usually makes the honour roll
and can take part in the flag-raising ceremony.
6. We must celebrate every special date; for ex-
ample, love and friendship day, Labour Day, and
Independence Day.
http://whoisnooey.com/_nooeyblog/wp-content/up-
loads/2009/11/KidsTri_02-e1269179970958.jpg
Example to explain why an idea is false.

I think idea 5 is false, because in my
school we never celebrate any special date.
Instructions:
1. Read the text and tick true or false. If any idea is false, explain why it is false.
Worksheet
worksheet
VALUES PROMOTED
Why do we do these How often do we do
SOME OBJECTS USED SCHOOL TRADITIONS (choose from the options in
activities? these activities?
the box above)
Neighbourhood bazaars:
Jean days:
Halloween:
The Earths day:
Independence day:
New activity or tradition you propose:
OBJECT THAT REPRESENTS YOUR NEW TRADITION: (Draw it and paint it with paint) TRADITION NAME:____________________________________
VALUES:
FRIENDSHIP
TEAMWORK
COOPERATION
REMEMBERING OUR HISTORY
HAVING FUN
INTERACTING WITH OTHERS
VISITING NEW PLACES
CREATIVITY
WEARING YOUR FAVORITE CLOTHES
PRACTICING SPORTS
TAKING CARE OF THE ENVIRONMENT
RECYCLING
BEING A GOOD CLASSMATE
Instructions:
1. VALUES:
2. Tick (?) the corresponding box according our opinion about your abilities. Worksheet
worksheet
Not really
Students name: ___________________________________ I need to review
Yes Not yet
my notes
My Abilities
1. I can identify traditions in my neighbourhood.
2. I can mention objects related to traditions. SECRETARA DE EDUCACIN
3. I can say traditions in my school.

4. I can say the reason why we preserve a tradition.
Not really
Yes Not yet
my notes
My Abilities

Not really
Yes Not yet
my notes
My Abilities

Instructions:
Worksheet
worksheet
My celebrations, our celebrations CYCLE: 2 MODULE: 3 UNIT: 2 SESSION: 1
My scrapbook
A family celebration:_________________________ A community celebration:_______________________
Instructions:
1. VALUES:
2. Tick (?) the corresponding box according our opinion about your abilities. Worksheet
worksheet
Celebrations in my country CYCLE: 2 MODULE: 3 UNIT: 2 SESSION: 3
Singers
PEOPLE
Artist
Dancers
FESTIVAL NAME
_______________________________
OBJECTS ACTIVITIES
________________________
___________________
FOOD AND
DRINK
Instructions:
1. Brainstorming: Complete the mind map with adjectives and words about the celebra-
tion you chose. Worksheet
worksheet
Consolidation and Assessment Session CYCLE: 2 MODULE: 3 UNIT: 2 SESSION: 4
I can - assessment checklist

Not really
Students name: ____________________________________________________ I can do it, but I
need to look at
Yes Not yet
my notes
My Abilities
1. I can talk about celebrations I participated in

2. I can talk about food, drinks and the dates when I participated in a celebration.
3. I can talk about activities I did in celebrations I liked.
4. I can compare characteristics of different celebrations.
5. I can ask questions about past experiences
Instructions:
1. Make a tick (?) in the corresponding box according to your opinion about your abilities.
Worksheet
worksheet
Celabration Date:
______________________________
Music my family likes Music I liked in the celebration

Celebration Name:
______________________________
My opinion about the music My opinion about the

music
Activities in that celebration
Instructions:
Worksheet
worksheet
Consolidation and Assessment Session CYCLE: 2 MODULE: 3 UNIT: 3 SESSION: 3
Self- assessment checklist

Not really
I can do it, but I
Students name: ____________________________________________________
need to look at
Yes Not yet
my notes
My Abilities
1. I can talk about celebrations I participated in

2. I can talk about music in my community.
3. I can talk about music my partners and I like.
4. I can compare characteristics of musical instruments.
5. I can describe things and past experiences related to music.
Instructions:
1. Make a tick (?) in the corresponding box according to your opinion about your abilities.
Worksheet
worksheet
Self- assessment checklist

Not really
I can do it, but I
Students name: ___________________________________________________
need to look at
Yes Not yet
my notes
My Abilities
1. I can identify traditional characters in my neighbourhood.

2. I can describe the traditional character physical characteristics and important past
events in his/her life.
3. I can identify similarities and differences between my traditional character and my
classmates traditional characters.
4. I can say the reason why I appreciate the traditional character.
5. I can identify traditional characters in my neighbourhood.
Instructions:
1. Make a tick (?) in the corresponding box according to your opinion about your abili-
ties. Worksheet
worksheet
Best and worse parties CYCLE: 2 MODULE: 3 UNIT: 5 SESSION: 1
POSITIVE NEGATIVE
CELEBRATION
You can You cant
You dont have to You have to
Instructions:
1. Complete the chart with positive and negative ideas about parties or celebrations
Worksheet
worksheet
Disposing old gadgets: What is a Walkman? CYCLE: 2 MODULE: 4 UNIT: 3 SESSION: 1
Worksheet
worksheet
Reduce, Reuse & Recycle CYCLE: 2 MODULE: 3 UNIT: 5 SESSION: 1
For teacher`s reference only

Part 1: REDUCE Part 3: REUSE
Narrator 1: There are three important ways to help take care of the earth. Narrator 3: There are three important ways to help take care of the earth.
Entire Class: REDUCE, RECYCLE, REUSE Entire Class: REDUCE, RECYCLE, REUSE
Narrator 1: When you reuse things, you can help the earth. Narrator 3: When you reuse things instead of throwing them out you can
Each student in the reduce group presents an item. help the earth.
The following are examples of what students might say: Each student presents one item that can be reused and places it in the bin
This is paper. When you use less paper, you reduce waste. labelled Reuse. Use the following examples as a guide:
This is a large bag of dog food. When you buy a big size, you reduce This is a reusable lunch box.
waste. This is a reusable cup.
After the item is presented, each student puts the item in the bin labelled After the item is presented, each student puts the item in the bin labelled
Reduce. Reuse.
Part 2: RECYCLE Part 4: THE END

Narrator 2: There are three important ways to help take care of the earth. Entire Class: REDUCE, RECYCLE, REUSE. REDUCE, RECYCLE, REUSE. REDUCE,
Entire Class: REDUCE, RECYCLE, REUSE RECYCLE, REUSE. (Teacher may choose to have class clap and stomp a beat
as they say these words, or create a little rhyme with rhythm)
Narrator 2: Recycling is using something again. When you recycle things Ss can practice this play once or twice and try to memorize their part. T can
you can help the earth. also find the moment in which this play might be presented to the schools
Each student in the recycle group presents one item that can be recycled community.
and places it in recycling bin. Use the following examples as a guide: Taken from http://www-tc.pbskids.org/eekoworld/parentsteachers/
This is a detergent bottle. You can recycle this. pdfs/lessonk_1.pdf
This is a plastic water bottle. You can recycle this.
After the item is presented, each student puts the item in the bin labelled
Recycle.
Worksheet
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 2 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

Revisin de Estilo Todos los derechos reservados.

TOPIC: Different Kinds of Chores

TIME STAGE AIM PROCEDURE INTER. COMMENTS

TIME STAGE AIM PROCEDURE INTER. COMMENTS

TIME STAGE AIM PROCEDURE INTER. COMMENTS

TOPIC: Family chores

STAGE AIM PROCEDURE INTER. COMMENTS

TIME STAGE AIM PROCEDURE INTER. COMMENTS

TOPIC: How can I help more?

TIME STAGE AIM PROCEDURE INTER. COMMENTS

This is the story:

TIME STAGE AIM PROCEDURE INTER. COMMENTS

TOPIC: Consolidation and Assessment

TIME STAGE AIM PROCEDURE INTER. COMMENTS

TOPIC: Rights and Responsibilities

TIME STAGE AIM PROCEDURE INTER. COMMENTS

TOPIC: Solving problems

TIME STAGE AIM PROCEDURE INTER. COMMENTS

Can humans give Monkeys bigger beds?

Now T shows third problem: Can humans fix monkeys swing?

TIME STAGE AIM PROCEDURE INTER. COMMENTS

Groups communicate this to the teacher in an open class

Ss reply _____(name of animals) are upset. They have __________ (problem)

Hello zookeeper, can humans __________ (solutions)

TIME STAGE AIM PROCEDURE INTER. COMMENTS

TOPIC: Who represents me at school?

TIME STAGE AIM PROCEDURE INTER. COMMENTS

TIME STAGE AIM PROCEDURE INTER. COMMENTS

TOPIC: Schools government

Hello song T can elicit answers

TOPIC: Places in my neighbourhood

T drills pronunciation of the places listed on the board

TIME STAGE AIM PROCEDURE INTER. COMMENTS

Ss rehearse the presentation of their places to the group

TOPIC: What I like about my neighbourhood

TIME STAGE AIM PROCEDURE INTER. COMMENTS

Ss rehearse the presentation of their places to the group

TOPIC: The leaders in my neighbourhood and

TIME STAGE AIM PROCEDURE INTER. COMMENTS

T checks the answers with the whole group

TIME STAGE AIM PROCEDURE INTER. COMMENTS

T supports students at all times

T takes notes for feedback

TOPIC: Consolidation and assessment

TOPIC: Who is a citizen?

TIME STAGE AIM PROCEDURE INTER. COMMENTS

TIME STAGE AIM PROCEDURE INTER. COMMENTS

TOPIC: Values and behaviours of a good

TIME STAGE AIM PROCEDURE INTER. COMMENTS

TIME STAGE AIM PROCEDURE INTER. COMMENTS

Ss share their phrases with the whole group

TOPIC: Our local government organizations

TIME STAGE AIM PROCEDURE INTER. COMMENTS

T provides an example with the location of the school

TIME STAGE AIM PROCEDURE INTER. COMMENTS

TOPIC: Consolidation and assessment

TIME STAGE AIM PROCEDURE INTER. COMMENTS

Some verbs are placed on a chair or desk faced down

If necessary T gives other prompts for more questions

Ss reply _(name of animals) are upset. They have ______ (problem)