AI04
(Click on the image above)
Activity 1: Get to know your classmates!
Activity 2: Course Guidance
🥭Unit 1🥭
In this Unit, our main focus is on improving your language skills. We'll learn to talk about general and current actions, describe regional foods, and discuss favorite dishes. We'll also explore expressing ideas about diet trends and supporting them with details. On the grammar side, we'll cover simple present, present continuous, and simple past tenses. And, to enrich your vocabulary, we'll dive into healthy diets and various types of food. By the end, you'll be more confident in expressing yourself, describing foods, and discussing diet trends.
By the end of this lesson, you will be able to:
- Contrast general and current actions.
- Describe regional foods.
- Describe favorite dishes.
- Discuss diet trends.
- Give details to support your ideas.
Fun fact: did you know that the average person will spend about six months of their life deciding what to eat? Let's make sure that time is well-spent by learning about the best foods to fuel our bodies.
Activity 3: Vocabulary
Instructions: Read the text and complete the quiz below.
Now, let's practice a fluency game:
Instructions: The Team Leader will share the screen and open one of the boxes. You will get a vocabulary word. The Team Lead will decide who begins. If you are selected, you will speak for 2 minutes about anything that comes to your mind about the word you got. Feel free to speak about anything. For example, provide an anecdote, a story, a definition, an opinion, an advice, etc...
Activity 4: Discuss with your class
Instructions: Complete exercise D from your book. Then, do the exercises below:
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Examples: I usually drink coffee for breakfast
My father is fixing the car My mother is watching a movie |
Activity 5: Contrast General and Current Actions
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Instructions: 1 . Note: Go to this Jamboard and add your sentences in sticky notes. |
Activity 6: Describe Regional Food
Activity 7:
Exit Ticket
Feedback
https://jamboard.google.com/d/1OW1fApzV7T7iR9w3WkGUIe2gYXQ7QO_Uv1hoRWFbtpc/edit?usp=sharing
By the end of this lesson, you will be able to:
- Contrast general and current actions.
- Describe regional foods.
- Describe favorite dishes.
- Discuss diet trends.
- Give details to support your ideas.
Agenda:
- Discussion: Talk about comfort food
- Discussion: Contrast General and Current Actions
- Presentation: Describe regional food
- Discussion: Talk about nutrition
- Presentation: Describe your favorite food
- Write a short paragraph: identify main idea and supporting details in a text paragraph.
- Feedback
- Exit Ticket
Activity 1: Comfort Food
Today, we're diving into the heartwarming world of comfort food. Comfort food isn't just about satisfying our taste buds; it's deeply rooted in our cultural experiences and personal memories.
From steaming bowls of chicken soup to decadent desserts, these dishes have the power to evoke feelings of nostalgia, warmth, and security.
As we explore comfort food, we'll discover its significance in different cultures, uncovering the unique ingredients, preparation methods, and traditions that make these dishes so special.
So, buckle up as we embark on a delicious journey through the diverse and comforting world of food!"
Instructions:
- Watch this video below:
Now, discuss and answer these questions:
- Which definition of Comfort Food makes more sense to you?
Finally, make a collage HERE of your comfort food choices and share it to another group
Activity 2: Contrast General and Current Actions
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Instructions: 1 . Note: Go to this Jamboard and add your sentences in sticky notes. |
Activity 3: Describe Regional Food
Activity 4: Nutrition
Activity 5: Describe your Favorite Dishes
Activity 6: Write a short paragraph
Exit Ticket
Feedback
https://jamboard.google.com/d/1sbIcXO2qgYMnVgX5zc6hYTHD4pSts94yUpqpUKVqBko/edit?usp=sharing
Ladies and gentlemen, welcome to a virtual journey that will transport us to the captivating world of endangered languages. In this linguistic adventure, we will uncover hidden treasures, unravel stories whispered through generations, and shed light on the urgent need to protect the fragile tapestry of human communication. Get ready to embark on a voyage that will redefine the way you perceive language, culture, and the very essence of our shared humanity. Open your minds and let the symphony of endangered languages enchant your senses, for the preservation of these voices lies in our hands.
How many languages can we name? Click here
How many languages are there in China? |
Find the answer here in the video below:
After watching the video, discuss:
| Try to use the vocabulary we will cover in this unit -> | Vocabulary bank: customs ways communicate polite connect become experience common increase avoid extinct rhythms endangered |
By the end of this class, we will be able to:
- Talk about yourself
- Make a small talk with new people
- Start a Conversation
- Discuss Endangered Languages
- Give Examples
Agenda:
Vocabulary games
Simple past vs present perfect practice
Make questions to talk about yourself
Making a small conversation with a partner
How to start a conversation with someone
Activity 1: Vocabulary
Instructions: Take turns and read the following:
We will 🥊compete🥊 against other groups completing the following Quiz
After the quiz, set the 2 minute timer and discuss in pairs each of the questions below:
Activity 2: Simple past vs Present Perfect
| Kahoot! |
Optional game
Activity 3: Talk about Yourself
Activity 4: Make Small Talk with New People
Go to this Document and write down your questions
Activity 5: Starting a Conversation
Then:
Activity 6: Let's play!
Activity 7: Start a Conversation
Activity 8: Give Examples
Exit Ticket
Feedback
https://jamboard.google.com/d/1U_5D9AM0B-JYOH9XomH8eX110tOmebo5xynFJ3CqLLo/viewer?f=0
Let's review simple past versus present perfect
When would you use present perfect?
1.
2.
3.
When would you use simple past?
1.
What are present perfect signal words?
->
What are simple past signal words?
->
Let's now do this quiz together
By the end of this lesson, you will be able to:
- Discuss Endangered Languages.
- Give Examples.
- Identify main idea and supporting ideas ina reading.
- Identify and use adverbs for the present perfect tense while starting a small talk with someone you meet for the first time.
Agenda:
Choosing a topic to start a small talk with someone
Making a small conversation with a partner
Play a bambozzle game!
Interview a partner using adverbs for the present perfect tenseHow to start a conversation with someone
Engage into a discussion
Reading: Endangered Languages
Write a paragraph and support your ideas
Give examples
Exit Ticket
Activity 1: What's the best topic for a small talk with someone you meet for the first time?
Instructions: Open the Jamboard and write your name on the column of the topic you like.
Activity 2: Make Small Talk with New People
Go to this Document and write down your questions
Activity 3: Starting a Conversation
Then:
Activity 4: Let's play!
Activity 5: Already, Yet, Ever, Never (Interview)
Activity 6: Start a Conversation
Activity 7: Discussion
Activity 8: Write a paragraph and support your ideas
Go to this folder and open your group document. Follow the instructions in the document.
Activity 9: Give Examples
Example:
Do
- Do use many apps to learn a new language. For example, Duolingo.
- Do practice talking with other people. For example, at a friend’s party.
- Do watch movies and music. For example: movies in other language with subtitle.
- Do practice with a book. For example, a list of verbs in different tenses.
- Do material to practice new vocabulary, such as flash cards.
Don’t
- Don’t waste all your time listening audios such as broadcast. For example, Spotify audios.
- Don’t spend too much time watching dancing videos to Tik Tok. You can follow people who can speak the language you want to learn.
- Don’t forget to review documents with vocabulary, such as irregular verbs charts.
- Don´t use an electronic dictionary. For example, Deepl.
- Don’t use the translator every time, For example, Google Translator.
Exit Ticket
Feedback
https://jamboard.google.com/d/19rmhK6QAmzAg9L-BICkxSNHtRrFDlxee3mwgRWpFcL4/edit?usp=sharing
Hello! This is optional practice on pronunciation that will help you :)
Also, complete these exercises:
https://learnhip.com/pron/Links to an external site.
By the end of this lesson, you will be able to:
Understand main facts about endangered languages
Talk about current actions, general actions
Talk about past events
Identify main idea and supporting ideas in a text.
Provide examples
Agenda:
Vocabulary Web
Discussion about languages
Practice giving examples
Writting a paragraph
Escape room
Final project presentation
Activity 1: Vocabulary Web
Activity 2: Discussion
Activity 3: Communication
Activity 4: Give Examples
Example:
Do
- Do use many apps to learn a new language. For example, Duolingo.
- Do practice talking with other people. For example, at a friend’s party.
- Do watch movies and music. For example: movies in other language with subtitle.
- Do practice with a book. For example, a list of verbs in different tenses.
- Do material to practice new vocabulary, such as flash cards.
Don’t
- Don’t waste all your time listening audios such as broadcast. For example, Spotify audios.
- Don’t spend too much time watching dancing videos to Tik Tok. You can follow people who can speak the language you want to learn.
- Don’t forget to review documents with vocabulary, such as irregular verbs charts.
- Don´t use an electronic dictionary. For example, Deepl.
- Don’t use the translator every time, For example, Google Translator.
Activity 5: Discussion
Activity 6: Write a paragraph and support your ideas
Go to this folder and open your group document. Follow the instructions in the document.
Activity 7: Escape Room!
Final Project Presentation
Feedback
https://jamboard.google.com/d/1pCO415YpbQMu8tqbbgF-ev0Ol4ESNp4-6XEk1dze66c/edit?usp=sharing
Imagine strolling down the streets of a neighborhood that feels like a warm embrace, where you know your neighbors by name, and a sense of belonging washes over you. In contrast, picture a place where dilapidated houses cast a shadow of neglect, where fear lingers in the air, and community ties are almost non-existent. So, what is it that truly makes a good neighborhood? What are the essential ingredients that transform a cluster of houses into a thriving community? Join me as we unravel the secrets behind what makes a neighborhood truly great.
By the end of this lesson, you will be able to:
- Give examples
- Make predictions about your city/town
- Explain what makes a good neighborhood
- Future with Will
Would you rather live in a small village or a city?
Activity 1: Give Examples
Example:
Do
- Do use many apps to learn a new language. For example, Duolingo.
- Do practice talking with other people. For example, at a friend’s party.
Don’t
- Don’t waste all your time listening audios such as broadcast. For example, Spotify audios.
- Don’t use the translator every time, For example, Google Translator.
Activity 2: Vocabulary
Instructions: Read the text and complete the quiz below.
Then, discuss the questions on the second part of this activity.
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Discuss these questions in your group (Use the vocabulary that we will study in this unit):
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Vocabulary bank: |
Activity 3: Fluency
Activity 4: Grammar
Activity 5: Making Predictions
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Activity 6: What makes a good neighborhood?
| In your group, discuss what makes a good neighborhood and what makes it to be not a good one. |
|
Activity 7: Presentation
1. In pairs, create a presentation about what makes a good neighborhood. (10 minutes)
2. Present it to another group. (10 minutes: 5 minutes each presentation)
3. Evaluate your partners' presentation using a copy of this rubric
4. Share feedback to the other group (5 minutes)
Note: Try to use as much as possible the vocabulary from this unit.
Vocabulary bank: population, design, traffic, noisy, pedestrians, neighborhood, vehicles, transportation, million, crowded, pollution, population, beutiful buildings, crime, heavy traffic, a lot of noise, public transportation, shops and restaurants, trees and green spaces.
Time: 25 minutes
Activity 8: Discussion
Activity 9: Write a paragraph and support your ideas
Go to this folder and open your group document. Follow the instructions in the document.
Exit Ticket
Feedback
https://jamboard.google.com/d/1YBYxRr_l_wZ0kzQTKF7o3xvkXdJ8QzLqeXvteF0Vb1A/edit?usp=sharing
Activity 10: The Dream City
Setting: Imagine that your city will be re-built. You and your partner are chosen as the designers resposibles to carry on the project.
1. In pairs, create a design about your dream city (15 minutes) One website that allows you to design a city for free is "City Creator" (www.citycreator.com)
But, I recommend Canva.
2. Take notes on why this city will be better and get ready to explain it to another group. (5 minutes)
2. Present it to another group. (10 minutes: 5 minutes each presentation)
3. Evaluate your partners' presentation using a copy of this rubric.
4. Share feedback to the other group (5 minutes)
Time: 30 minutes
Think about the city or town you are in now.
What will it be like 10 years from now?
EPISODE VII: THE FUTURE OF THE CITIES
By the end of this lesson, you will be able to:
- Give examples
- Make predictions about your city/town
- Explain what makes a good neighborhood
- Future with Will
Activity 1: Making Predictions
Note: if you live in the same city, you could make one single drawing combining your predictions as a gorup |
Activity 2: Presentation
Instructions:
- Present your city drawing to your group.
- Share your predictions about your city
- Prepare a presentation with your group where each of you will present your city predictions to the class.
- Make a list of the things that each of you predicted and compare how similar/different the predictions were.
- Present to the class.
Activity 3: Stressed syllables before the suffix -tion - Fluency
Instructions: Practice pronunciation of the words by answering to the questions below. Take turns and speak for about 1 minute answering to each of the questions.
Activity 4: Good vs bad thing about a city
Go to this folder, select the file that belongs to your group, and follow the instructions on the jamboard document.
Activity 5: The Dream City
Setting: Imagine that your city will be re-built. You and your partner are chosen as the designers resposibles to carry on the project.
1. In pairs, create a design about your dream city (15 minutes) One website that allows you to design a city for free is "City Creator" (www.citycreator.com)
But, I recommend Canva.
2. Take notes on why this city will be better and get ready to explain it to another group. (5 minutes)
2. Present it to another group. (10 minutes: 5 minutes each presentation)
3. Evaluate your partners' presentation using a copy of this rubric.
4. Share feedback to the other group (5 minutes)
Time: 30 minutes
Activity 6: What makes a good neighborhood?
| In your group, discuss what makes a good neighborhood and what makes it to be not a good one. |
Activity 7: Presentation
1. In pairs, create a presentation about what makes a good neighborhood. (10 minutes)
2. Present it to another group. (10 minutes: 5 minutes each presentation)
3. Evaluate your partners' presentation using a copy of this rubric
4. Share feedback to the other group (5 minutes)
Note: Try to use as much as possible the vocabulary from this unit.
Vocabulary bank: population, design, traffic, noisy, pedestrians, neighborhood, vehicles, transportation, million, crowded, pollution, population, beutiful buildings, crime, heavy traffic, a lot of noise, public transportation, shops and restaurants, trees and green spaces.
Time: 25 minutes
Exit Ticket
Feedback
https://jamboard.google.com/d/1wz3G4zLpor1EMY5-OVsydvuLXCHYlAEhzndubSxH7KU/viewer?f=0
Problems getting access to the video? Click here
By the end of this lesson, you will be able to:
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Predict Your City or Town's Future:
- Learn to guess what might happen in your city or town based on current trends and information.
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Understand a Good Neighborhood:
- Figure out what makes a neighborhood nice by looking at things like how people live, work, and interact.
-
Talk About City Life's Pros and Cons:
- Discuss the good and not-so-good things about living in a city, considering how it affects jobs, friendships, and daily life.
Agenda
1. Discussion: What makes a good neighborhood?
2. Presentation: What makes a good neighborhood?
3. Discussion: City Life
4. Grammar: Will + Time Clause
Activity 1: What makes a good neighborhood?
| In your group, discuss what makes a good neighborhood and what makes it to be not a good one. |
Activity 2: Presentation
1. In pairs, create a presentation about what makes a good neighborhood. (10 minutes)
2. Present it to another group. (10 minutes: 5 minutes each presentation)
3. Evaluate your partners' presentation using a copy of this rubric
4. Share feedback to the other group (5 minutes)
Note: Try to use as much as possible the vocabulary from this unit.
Vocabulary bank: population, design, traffic, noisy, pedestrians, neighborhood, vehicles, transportation, million, crowded, pollution, population, beutiful buildings, crime, heavy traffic, a lot of noise, public transportation, shops and restaurants, trees and green spaces.
Time: 25 minutes
Activity 3: City Life
Activity 4: Will + Time Clause
Instructions: In groups, share each two things you will do by completing each card below:
Then, discuss this questions below:
Activity 5: The Dream City
Setting: Imagine that your city will be re-built. You and your partner are chosen as the designers resposibles to carry on the project.
1. In pairs, create a design about your dream city (10 minutes) One website that allows you to design a city for free is "City Creator" (www.citycreator.com)
But, I recommend Canva.
2. Take notes in this presentation about why this city will be better and get ready to explain it to another group. (5 minutes)
2. Present it to another group. (10 minutes: 5 minutes each presentation)
3. Evaluate your partners' presentation using a copy of this rubric.
4. Share feedback to the other group (5 minutes)
Time: 30 minutes
Activity 6: Write a paragraph and support your ideas
Go to this folder and open your group document. Follow the instructions in the document.
Exit Ticket
Feedback
https://jamboard.google.com/d/1WlJ4Wr210l2-0qjynQRz2sSo7731VlOwsgjYB0gbHx8/edit?usp=sharing
Did you know that your mind can influence how you perceive reality?
Would you ever try an app like Randonautica to explore your city? Why? Why not?
By the end of this lesson, you will be able to:
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Talk About City Life's Pros and Cons:
- Discuss the good and not-so-good things about living in a city, considering how it affects jobs, friendships, and daily life.
-
Solve Urban Problems:
- Practice solving issues that cities face by thinking about different solutions and choosing the best ones.
-
Know What Makes a Good City:
Explore what makes a city work well by looking at how it's planned, the services it offers, and how it takes care of the environment.
4. Discuss ways to stay healthy
5. Compare good habits
6. Share things you try to as soon as possible to stay healthy
Activity 1: Things to do in your city
Instructions: Check each card with things to do in your city. Discuss how easy it is for you to do these things in your city.
Then, rank the activities according to how easy you can do them in your city.
Finally, submit your votes here.
Video
Activity 2: The Dream City
Setting: Imagine that your city will be re-built. You and your partner are chosen as the designers resposibles to carry on the project.
1. In pairs, create a design about your dream city (10 minutes) One website that allows you to design a city for free is "City Creator" (www.citycreator.com)
But, I recommend Canva.
2. Take notes in this presentation about why this city will be better and get ready to explain it to another group. (5 minutes)
2. Present it to another group. (10 minutes: 5 minutes each presentation)
3. Evaluate your partners' presentation using a copy of this rubric.
4. Share feedback to the other group (5 minutes)
Time: 30 minutes
Feedback:
https://jamboard.google.com/d/1AXBiXoUPkR1i1JBLGeQ4wEwTFz2IUU4TiZ7aIvqXVVU/edit?usp=sharing
Activity 3: Write a paragraph and support your ideas
Go to this folder and open your group document. Follow the instructions in the document.
Activity 4: The Choice
Analysis
1. You will be assigned by your teacher a scenario or case study related to health and well-being. For example:
- Scenario 1: You have a choice between staying up late to finish an assignment or prioritizing a good night's sleep.
- Scenario 2: You have a choice between eating a balanced, homemade meal or ordering fast food.
- Scenario 3: You have a choice between spending time outdoors for physical activity or spending the day indoors watching TV.
2. In your groups, you should discuss the pros and cons of each choice, considering the short-term and long-term consequences.
Try critical thinking and a balanced perspective when analyzing the choices.
3. Get ready to present to the class.
Activity 5: Vocabulary
Activity 6: Comparatives, superlatives, equatives
Exit Ticket
Optional:
Activity 8: Discussion
Optional:
Activity 8: Discussion
Activity 9: Write a paragraph and support your ideas
Go to this folder and open your group document. Follow the instructions in the document.
What is Power Posing?
Ever heard of power posing? It's like striking a superhero pose to boost your confidence! Researchers suggest that standing or sitting in a powerful posture for just a few minutes can make you feel more confident and less stressed.
So, next time you need a quick confidence boost before a presentation or even during our virtual class, try channeling your inner superhero! Stand tall, hands on hips, and embrace your power pose. It might just make learning about healthy lifestyles even more exciting!
Healthy Habit Challenge
Activity 1: The Dream City
Setting: Imagine that your city will be re-built. You and your partner are chosen as the designers resposibles to carry on the project.
1. In pairs, create a design about your dream city (10 minutes) One website that allows you to design a city for free is "City Creator" (www.citycreator.com)
But, I recommend Canva.
2. Take notes in this presentation about why this city will be better and get ready to explain it to another group. (5 minutes)
2. Present it to another group. (10 minutes: 5 minutes each presentation)
3. Evaluate your partners' presentation using a copy of this rubric.
4. Share feedback to the other group (5 minutes)
By the end of this lesson, you will be able to:
1. Discuss ways to stay healthy
2. Talk about healthy lifestyles
3. Grammar:
The comparative, superlative, and equativ
4. Vocabulary
Human organs
Activity 2: Vocabulary
Activity 3: Game over!
Activity 4: Comparatives, superlatives, equatives
Activity 5: Compare and contrast healthy habits
Activity 6:
Activity 7: The Choice
Analysis
1. You will be assigned by your teacher a scenario or case study related to health and well-being. For example:
- Scenario 1: You have a choice between staying up late to finish an assignment or prioritizing a good night's sleep.
- Scenario 2: You have a choice between eating a balanced, homemade meal or ordering fast food.
- Scenario 3: You have a choice between spending time outdoors for physical activity or spending the day indoors watching TV.
2. In your groups, you should discuss the pros and cons of each choice, considering the short-term and long-term consequences.
4. Take notes on this presentation.
Try critical thinking and a balanced perspective when analyzing the choices.
5. Get ready to present to the class.
Activity 8: Discussion
Exit Ticket
Feedback
Optional:
Starting a presentation effectively is crucial to grab your audience's attention and set the tone for the rest of your talk. Here are some techniques along with examples in the context of a presentation about healthy habits:
Ask a Thought-Provoking Question: Example: "Have you ever wondered why some people seem to effortlessly maintain healthy habits while others struggle? Today, we'll explore the key strategies to make lasting changes in your lifestyle."
Share a Relevant Quote: Example: "As Hippocrates once said, 'Let food be thy medicine and medicine be thy food.' Today, we'll delve into the wisdom of this quote and how it applies to cultivating a healthier lifestyle."
Tell a Story: Example: "Imagine waking up every morning with boundless energy and a sense of well-being. I want to share a personal story that transformed my life and how it can inspire positive changes in yours."
State a Surprising Fact or Statistic: Example: "Did you know that just 30 minutes of exercise a day can significantly reduce the risk of chronic diseases? Today, we'll uncover the science behind this and explore other surprising facts about healthy living."
Use a Visual or Prop: Example: "I brought something with me today that represents a simple yet powerful tool for a healthier lifestyle. But before I reveal it, let's consider the impact of small changes in our daily routines."
Pose a Challenge: Example: "I challenge each of you to think about one small change you can make in your daily routine to prioritize your health. By the end of this presentation, I want each of you to have a concrete plan for a healthier tomorrow."
Start with a Rhetorical Question: Example: "How many of us neglect our well-being in the hustle and bustle of everyday life? Today, we'll explore practical strategies to prioritize our health and integrate positive habits into our busy schedules."
Use Humor: Example: "They say laughter is the best medicine, but what if I told you it's also a key ingredient for a healthier life? Get ready for a dose of humor as we navigate the path to better habits together."
Highlight a Pain Point: Example: "Have you ever felt the frustration of starting a new fitness routine only to lose motivation within a few weeks? Today, we'll address common roadblocks and discover how to overcome them for lasting success."
State the Purpose Clearly: Example: "Today, our mission is clear - to equip you with practical tools and insights that will empower you to embrace and sustain a healthier lifestyle. Let's embark on this journey together."
Remember to adapt these techniques based on your presentation style, audience, and the specific goals of your talk.
By the end of this class, we will be able to:
Discuss ways to stay healthy
Practice with comparatives, superlatives, and equatives
Practice with "I try to as soon as possible/as much as possible" / I try not to ...
Talk about healthy lifestyles
Linking with the comparatives and superlatives
Agenda:
1. Discuss: Nature vs nurture
2. Discussion - Ways to stay healthy
3. Vocabulary Discussion
4. Discussion: Healthy habits comparison
5. Team exercise:Compare and Choose One Option over Another
6. Exit Ticket and Feedback
Activity 1:
Activity 2: Discussion - Ways to stay healthy
Activity 3: Vocabulary Discussion
Instructions: Spin the wheel and discuss with a partner what you know about each of the words you get. Take turns.
Time: 10 minutes
Activity 5: Discussion
Activity 6: Compare and Choose One Option over Another
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Choosing Activity or Rest:
|
Picking Food on a Busy Day:
|
Deciding Where to Exercise:
|
What to Drink After Exercising:
|
Instructions:
Part 1: Discussing Healthy Habits (Time: 10 minutes)
- Check the scenarios above and share your opinion about healthy habits using phrases like "I try to" and "I try not to." Discuss with your group.
Optionally, work on this presentation
Part 2: Scenario Analysis and Comparison (Time: 30 minutes)
-
For each scenario, you need to choose from the two options you are given which one is the best. Example:
"I think I would choose cooking a homemade meal. Even though it takes a bit more time, I like knowing exactly what goes into my food, and it feels rewarding to prepare something myself. Plus, it's usually healthier, and I enjoy the process of cooking."Scenarios:
- Choosing Activity or Rest
- Deciding on Free Time Activities
- Deciding Where to Exercise
- What to Drink After Exercising
Decide between two options, considering the good and not-so-good points. Write about:
- What's happening.
- Your choices.
- Your decision and why.
Part 3: Project Presentation (Time: 5 minutes)
- Present (3-5 mins) and:
- Talk about your scenario.
- Describe choices.
- Explain your decision.
- Use words like "better," "worse," "healthier."
Part 4: Compare your choises (Time: 5 minutes)
- Discuss:
- Ask questions.
- Share thoughts.
- Discuss your choices.
Part 5: Reflection (Time: 10 minutes)
- Think about healthy choices and share your thoughts.
- Compare your choises with another group.
- Enjoy the discussions!
Exit Ticket
Feedback
https://jamboard.google.com/d/19N2KFzp2dFPLsIZCTao9HrYIsFSztUsUyd-SbP7IWsk/edit?usp=sharing
Optional Activity : "The Health Equation"
Objective: To engage in a discussion about the factors that determine one's health, specifically exploring the interplay between genetics and lifestyle choices (nature vs nurthure)
Instructions:
- Work in small groups of 3-4 students each.
- Each group will be assigned a topic:
- The "Pro-Genetics" group
- The "Pro-Lifestyle" group
- The "Neutral" or "Mixed" group - You will be provided with a set of discussion questions related to the topic:
A . Pro-Genetics Group Questions:
-
- How do genes influence health? Provide examples.
- Can certain genetic traits predispose someone to specific health conditions?
- Are there any genetic factors that cannot be altered by lifestyle changes?
B. Pro-Lifestyle Group Questions:
-
- What lifestyle choices impact overall health? Explain with examples.
- Can a healthy lifestyle mitigate the effects of genetic predispositions?
- Are there any lifestyle factors that can compensate for genetic limitations?
C. Neutral/Mixed Group Questions:
-
- What are the strengths and weaknesses of genetic determinism?
- How can lifestyle choices override genetic influences?
- Can both genetics and lifestyle choices interact to influence health outcomes?
4. Create a presentation about your findings. Try to use comparives, superlatives, and equatives as much as possible. Examples:
Compatatives:
- Nature is more influential than nurture in determining intelligence.
- Nurture has a greater impact on personality development compared to nature.
- The influence of genetics is stronger than environmental factors in determining physical characteristics.
Superlatives:
- Nature is the most significant factor in determining one's basic temperament.
- Nurture plays the most crucial role in shaping social behavior and interpersonal skills.
- The interaction between nature and nurture is the most complex aspect of human development.
Equatives:
- Nature contributes to the formation of an individual's identity as much as nurture.
- The influence of genetics is as important as environmental factors in determining cognitive abilities.
- The interplay between nature and nurture is as important as the individual components themselves in shaping human behavior.
5. After the presentations, we will discuss the following questions:
- Can we entirely attribute health outcomes to either genetics or lifestyle choices?
- Are there any other factors, beyond genes and lifestyle, that affect health?
- How can an individual strike a balance between genetics and lifestyle choices to maintain good health?
- What role does access to healthcare and socioeconomic factors play in health outcomes?
By the end of this lesson, we will be able to:
Talk about suggesting natural remedies
Common ailments and remedies vocabulary
Grammar: the infinitive of purpose
Describing the benefits of a possitive attitude
Explaining an idea using details
Activity 1: "The Health Equation"
Objective: To engage in a discussion about the factors that determine one's health, specifically exploring the interplay between genetics and lifestyle choices (nature vs nurthure)
Instructions:
- Work in small groups of 3-4 students each.
- Each group will be assigned a topic:
- The "Pro-Genetics" group
- The "Pro-Lifestyle" group
- The "Neutral" or "Mixed" group - You will be provided with a set of discussion questions related to the topic:
A . Pro-Genetics Group Questions:
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- How do genes influence health? Provide examples.
- Can certain genetic traits predispose someone to specific health conditions?
- Are there any genetic factors that cannot be altered by lifestyle changes?
B. Pro-Lifestyle Group Questions:
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- What lifestyle choices impact overall health? Explain with examples.
- Can a healthy lifestyle mitigate the effects of genetic predispositions?
- Are there any lifestyle factors that can compensate for genetic limitations?
C. Neutral/Mixed Group Questions:
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- What are the strengths and weaknesses of genetic determinism?
- How can lifestyle choices override genetic influences?
- Can both genetics and lifestyle choices interact to influence health outcomes?
4. Create a presentation about your findings. Try to use comparives, superlatives, and equatives as much as possible. Examples:
Comparatives:
- Nature is more influential than nurture in determining intelligence.
- Nurture has a greater impact on personality development compared to nature.
- The influence of genetics is stronger than environmental factors in determining physical characteristics.
Superlatives:
- Nature is the most significant factor in determining one's basic temperament.
- Nurture plays the most crucial role in shaping social behavior and interpersonal skills.
- The interaction between nature and nurture is the most complex aspect of human development.
Equatives:
- Nature contributes to the formation of an individual's identity as much as nurture.
- The influence of genetics is as important as environmental factors in determining cognitive abilities.
- The interplay between nature and nurture is as important as the individual components themselves in shaping human behavior.
5. After the presentations, we will discuss the following questions:
- Can we entirely attribute health outcomes to either genetics or lifestyle choices?
- Are there any other factors, beyond genes and lifestyle, that affect health?
- How can an individual strike a balance between genetics and lifestyle choices to maintain good health?
- What role does access to healthcare and socioeconomic factors play in health outcomes?
Activity 2: Discussion
Hello everyone! Let's kick off our virtual class by sharing a funny story or an interesting fact about a common everyday ailment. Did you know that laughter has been scientifically proven to boost our immune system and relieve stress?
Activity 3: Common Ailments Quiz!
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Activity 4: Suggest Helpful Natural Remedies
Get ready to present this as a roleplay
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Insomnia - pimple - headache - sore throat -fever - indigestion -nausea - hiccups |
Activity 5: Sharing Fun Stories!
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1. Who here has a humorous tale or a surprising remedy for a runny nose or a pesky headache? Share it with us, and let's learn together while having a good laugh!
Options: - Fun fact - Surpising remedies |
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Use any of the everyday ailments reviewed in exercise A: Insomnia - pimple - headache - sore throat -fever - indigestion -nausea - hiccups |
Examples:
Student 1: "I once had a terrible case of the hiccups during a school presentation. No matter what I tried, they just wouldn't stop. I had to pause after each sentence to let out a hiccup, and it turned into a hilarious rhythm. The whole class ended up cheering me on, and we turned it into a hiccup rap!"
Student 2: "Did you know that laughter can actually be a remedy for certain ailments? It releases endorphins, which can boost your mood and even provide pain relief. So, watching funny videos or sharing jokes with friends can actually be good for your health!"
Student 3: "I had a friend who mistook wasabi for avocado once. They took a big bite and the fiery sensation hit them like a bolt of lightning. It was quite a spectacle watching them desperately gulp down glasses of water while their face turned bright red. Lesson learned: always double-check before taking a bite!"
Share them here with the class
Activity 6: Writing
Evaluate your classmate's paragraph using the following rubric:
Share the score with your partner.
Exit Ticket
Feedback
https://jamboard.google.com/d/1vSFd5LGMzgph_V92RmpPNeYOLqGxj0IWq_fi2pH1v6c/edit?usp=sharing
Optional: Discussion
Bravery in a Snapshot
- Prepare a picture that represents a brave moment you have experienced in your life. This can be a photograph, a drawing, or even a symbol or emoji.
- When it's your turn, share your picture with the class.
- Give a brief explanation of why the picture represents your brave moment. Keep your explanation concise, limiting it to one or two sentences.
- Listen attentively as the rest of the participants share their pictures and explanations.
- After each participant shares, ask one question or provide a short comment related to their brave moment, showing appreciation and engagement.
- Continue to actively listen and engage in a respectful manner throughout the activity.
- Reflect on the collective bravery and resilience shared by the class.
- Express gratitude for the opportunity to share and connect with fellow participants.
- Enjoy the rest of the virtual class, carrying the spirit of bravery and support throughout the session.
Note: you can use this JamboardLinks to an external site. document to share it to the rest of the class.
By the end of this lesson, you will be able to:
Use Too and Enough to talk about abilities
Discuss steps towards a goal
Describe personal challanges
Talk about different stages in your life
Activity 1: Too - Enough
Activity 2: Discussion
Activity 3: Matching vocabulary
"Imagine this: You're about to embark on a time-traveling journey through the remarkable stages of life. From the innocence of childhood to the trials and triumphs of adulthood, fasten your virtual seatbelts and prepare to explore the captivating tapestry of human existence. Get ready to dive into the rollercoaster ride of emotions, experiences, and growth that defines each chapter in our lives. Welcome to the extraordinary expedition through the diverse stages that shape who we are today!"
If you could become immortal, in which stage of life would you like to live forever?
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By the end of this lesson, you will be able to:
- Talk about differen stages in your life
- Use the past perfect
- Talk about the best age to do something
- Ask questions to get more information
- Discuss changes caused by technology
- Describe an important transition in your life
Activity 1: Talking about different stages in your life
1. Would you rather.
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Click on the deck and tell your partner what you would rather do/choose for each. Discuss your answer with your partners.
Disclaimer: the game shows incorrect answer, but all answers are correct :) |
Time: 20 minutes
Activity 2: Grammar
Activity 3: Ying and Yang
Examples:
- Something positive: I was able to go hiking in the morning
What had happened before?
I had planned to go to the market to buy a stove and do nothing else. Since I had not taken a shower in the morning, I had more time to do something. Thus, I had decided to go to Bosque de la Hoja.
- Something negative: I did not take a shower as there was no water that day
My landlord had cut the water to fix a water leak. My landlord had not notified us. I had left all dishes uncleaned.
Time: 10 minutes.
Activity 4: Too young too old
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Then, spin the wheel and discuss whether you think you are too young or too old to to it. |
Time: 15 minutes
Activity 5: Too young too old Presentation
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Time: 15 minutes
Activity 6: Adjectives for age
Time: 10 minutes
Activity 7: "How Well Do You Know Me?" - Describe a person
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Click the image to access a jamboard document |
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Adjectives
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Adverbs
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Time: 15 minutes
Exit Ticket
Two Truths and a Challenge
Instructions:
- Take a moment to think about two true statements related to facing challenges and one challenge you have yet to overcome.
- Write down these statements or mentally prepare them so you can share them with the class.
- When it's your turn, share your three statements with the rest of the class. You can start with something like, "Hi everyone, my name is [Your Name], and here are three challenges I was facing"
- After sharing your statements, the class will guess which the challenge your are currently facing is.
- Briefly explain one of your true statements and elaborate on the challenge you mentioned. For example, if one of your true statements is "I was climbing a mountain," you could talk about the experience and the challenges you faced during the climb. Then, share the challenge you're currently facing and why it's important to you.
- Feel free to ask for questions or comments from your classmates. This activity is meant to create a supportive environment, so your peers may offer words of encouragement or ask you questions about your experiences.
- Once you've finished sharing, it's the next person's turn. The activity will continue until everyone in the class has had a chance to share.
By the end of this lesson, you will be able to:
- Talk about facing challanges
- Use the past continuous ans simple past
- Describe past accomplisments
- Review and practice pronunciation of the -ed ending
- Use Too and Enough to talk about abilities
Activity 1: Vocabulary
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Brainstorm Ideas Instructions: 2. Start the timer and mention as many ideas as you can that come to mind when you think about this word without stopping your flow Important Note! This is a brainstorming exercise, so there is only one rule. All ideas are valid and important. |
Activity 2: Simple Past vs Past Continuos
Activity 3: -ed ending Battleship!
(Click here to access the document)
Take the verbs and check the answers from here
Activity 4: Communication
Activity 5: Pictogram! - a pass accomplishment
Instructions:
1. Write notes about something you achieved and how you achieved it.
2. Tell a partner about your accomplishment. Give details about how you did it and how you felt.
3. Use simple past and past continuous. Also use the vocabulary reviewed:
4. Create a pictogram or Canva about your accomplisment similar to the one below:
5. Get ready to present it to the class
Activity 6: Too - Enough
Activity 7: Main idea and Supporting details
Evaluate your classmate's paragraph using the following rubric:
Share the score with your partner.
Activity 8: Final Review (Units 1,2,3, and 4)
Introduction: Imagine a day trip with your classmates exploring a new city dedicated to food, culture, and well-being. You'll encounter various scenarios where you need to communicate, make predictions, and discuss health and lifestyle choices.
Instructions:
Part 1: General and Current Actions
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Discuss your favorite regional dishes as you explore a local market.
- Use simple present tense to talk about general facts regarding the dishes.
- Use present continuous to discuss what you are currently eating or planning to try.
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While enjoying meals, share customs or ways people in your group connect with each other.
- Use present perfect to talk about experiences you've had.
- Use simple past to discuss specific events or actions during your trip.
Part 2: Making Predictions and Evaluating Solutions 3. Predict the future of the city you are visiting.
- Use future simple will to make predictions about its population, traffic, and neighborhoods.
- Evaluate what makes a good neighborhood.
- Use comparatives and superlatives to describe positive aspects.
Part 3: Health and Lifestyle Choices 5. Encounter a scenario where someone feels unwell during the trip.
- Discuss symptoms using vocabulary related to the body (insomnia, headache, etc.).
- Practice comparatives and superlatives to express severity or improvement of symptoms.
- Resolve the situation by choosing among various health-related options.
- Use equatives to compare and discuss potential solutions.
Conclusion: Reflect on the day and discuss how the trip helped you understand the importance of healthy living, communication, and predicting future city developments.
Exit Ticket
Feedback
https://jamboard.google.com/d/1MRb1pYCNHfm8X5wwH5O4hIpLimAtbYjO-Y59nondiwk/edit?usp=sharing
Activity 8: Final Review (Units 1,2,3, and 4)
Introduction: Imagine a day trip with your classmates exploring a new city dedicated to food, culture, and well-being. You'll encounter various scenarios where you need to communicate, make predictions, and discuss health and lifestyle choices.
Instructions:
Part 1: General and Current Actions
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Discuss your favorite regional dishes as you explore a local market.
- Use simple present tense to talk about general facts regarding the dishes.
- Use present continuous to discuss what you are currently eating or planning to try.
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While enjoying meals, share customs or ways people in your group connect with each other.
- Use present perfect to talk about experiences you've had.
- Use simple past to discuss specific events or actions during your trip.
Part 2: Making Predictions and Evaluating Solutions 3. Predict the future of the city you are visiting.
- Use future simple will to make predictions about its population, traffic, and neighborhoods.
- Evaluate what makes a good neighborhood.
- Use comparatives and superlatives to describe positive aspects.
Part 3: Health and Lifestyle Choices 5. Encounter a scenario where someone feels unwell during the trip.
- Discuss symptoms using vocabulary related to the body (insomnia, headache, etc.).
- Practice comparatives and superlatives to express severity or improvement of symptoms.
- Resolve the situation by choosing among various health-related options.
- Use equatives to compare and discuss potential solutions.
Conclusion: Reflect on the day and discuss how the trip helped you understand the importance of healthy living, communication, and predicting future city developments.
Bravery in a Snapshot
- Prepare a picture that represents a brave moment you have experienced in your life. This can be a photograph, a drawing, or even a symbol or emoji.
- When it's your turn, share your picture with the class.
- Give a brief explanation of why the picture represents your brave moment. Keep your explanation concise, limiting it to one or two sentences.
- Listen attentively as the rest of the participants share their pictures and explanations.
- After each participant shares, ask one question or provide a short comment related to their brave moment, showing appreciation and engagement.
- Continue to actively listen and engage in a respectful manner throughout the activity.
- Reflect on the collective bravery and resilience shared by the class.
- Express gratitude for the opportunity to share and connect with fellow participants.
- Enjoy the rest of the virtual class, carrying the spirit of bravery and support throughout the session.
Note: you can use this Jamboard document to share it to the rest of the class.
"I focus on what I can do, not on what I can't do."
Alternative link to Edpuzzle video here
By the end of this lesson, you will be able to:
Describe pass accomplishments
Use Too and Enough to talk about abilities
Discuss steps towards a goal
Describe personal challanges
Talk about different stages in your life
Activity 1: Too - Enough
Activity 2: Simple Past vs Past Continuos
Rule 1: While
- Simple past + While + Past continuous.
- While + past continuous + (comma) + simple past
Rule 2: When
- Past continuous + When + simple past
- When + Simple past + (comma) + past continuous
Activity 3: Communication
Activity 4: Pictogram! - a pass accomplishment
Instructions:
1. Write notes about something you achieved and how you achieved it.
2. Tell a partner about your accomplishment. Give details about how you did it and how you felt.
3. Use simple past and past continuous. Also use the vocabulary reviewed:
4. Create a pictogram or Canva about your accomplisment similar to the one below:
5. Get ready to present it to the class
Activity 5: Main idea and Supporting details
Evaluate your classmate's paragraph using the following rubric:
Share the score with your partner.
Optional - Activity 6: Vocabulary
Exit Ticket
Feedback
By the end of this class, you will be able to:
- Discuss facing challenges and describe past accomplishments.
- Use "too" and "enough" to talk about abilities.
- Describe steps toward a goal and personal challenges.
Vocabulary:
- Physical and mental challenges.
- Phrasal verbs related to overcoming obstacles and achieving goals.
Grammar:
- "Enough," "Not Enough," "Too" + Adjective to express adequacy or excess.
- Past Continuous with the Simple Past.
Activity 1: Too - Enough
Instructions:
Here are some questions using "enough," "not enough," and "too + adjective" in common scenarios where people are required to meet expectations.
Discuss with a partner about your answer to each scenario.
Activity 2: Vocabulary
Activity 3: Vocabulary - Role Play
In pairs, you will engage in role-play scenarios related to abilities.
Each scenario will involve using one of the provided vocabulary words in a natural conversation.
How to Role-Play:
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- Choose one student to be Student A and the other to be Student B.
- Read the scenario provided for your role.
- Engage in a conversation based on the scenario, incorporating the vocabulary word given.
- Be creative and try to make the conversation as realistic as possible.
Activity 4: Famous People's Accomplishments
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Presentation of Famous People's Accomplishments:
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The pronunciation of the "-ed" ending in English verbs can vary depending on the preceding sound. There are three main pronunciation rules for the "-ed" ending:
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Activity 5: Pictogram! - a pass accomplishment
Instructions:
1. Write notes about something (one accomplishment) you achieved and how you achieved it (brainstorm ideas). (time: 5 minutes)
2. Discuss with a partner these questions (time: 10 minutes)
What was your past accomplishment?
3. Use simple past and past continuous. Also, use the vocabulary reviewed.
Example:
"When I learned to ride a bike, my goal was to ride without falling. Although it seemed difficult at first, I was determined to learn. While I was practicing in the park, my dad presented me with the challenge of riding without training wheels. He convinced me that I could do it with practice and patience. While he was holding the bike to help me keep my balance, I was making progress with each attempt. Dealing with the fear of falling was a significant part of the process. Despite feeling scared, I kept trying. When I finally achieved my goal of riding on my own without falling, the result was incredible! I was so happy and proud of myself. My dad's encouragement throughout the journey was significant, and I felt grateful for his support."
4. Create a pictogram or Canva about your accomplisment similar to the one below:
5. Get ready to present it to the class
Activity 6: Main idea and Supporting details
Evaluate your classmate's paragraph using the following rubric:
Share the score with your partner.
Exit Ticket
Feedback
By the end of this lesson, you will be able to:
- Describe a personal challange
- Talk about differen stages in your life
- Use the past perfect
- Talk about the best age to do something
Activity 1: Pictogram! - a pass accomplishment
Instructions:
1. Write notes about something (one accomplishment) you achieved and how you achieved it (brainstorm ideas). (time: 5 minutes)
2. Discuss with a partner these questions (time: 10 minutes)
What was your past accomplishment?
3. Use simple past and past continuous. Also, use the vocabulary reviewed.
Example:
"When I learned to ride a bike, my goal was to ride without falling. Although it seemed difficult at first, I was determined to learn. While I was practicing in the park, my dad presented me with the challenge of riding without training wheels. He convinced me that I could do it with practice and patience. While he was holding the bike to help me keep my balance, I was making progress with each attempt. Dealing with the fear of falling was a significant part of the process. Despite feeling scared, I kept trying. When I finally achieved my goal of riding on my own without falling, the result was incredible! I was so happy and proud of myself. My dad's encouragement throughout the journey was significant, and I felt grateful for his support."
4. Create a pictogram or Canva about your accomplisment similar to the one below:
5. Get ready to present it to the class
Activity 2: Main idea and Supporting details
Evaluate your classmate's paragraph using the following rubric:
Share the score with your partner.
Activity 3: Discussion
"Imagine this: You're about to embark on a time-traveling journey through the remarkable stages of life. From the innocence of childhood to the trials and triumphs of adulthood, fasten your virtual seatbelts and prepare to explore the captivating tapestry of human existence. Get ready to dive into the rollercoaster ride of emotions, experiences, and growth that defines each chapter in our lives. Welcome to the extraordinary expedition through the diverse stages that shape who we are today!"
If you could become immortal, in which stage of life would you like to live forever?
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Activity 4: Talking about different stages in your life
Would you rather.
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Click on the deck and tell your partner what you would rather do/choose for each. Discuss your answer with your partners.
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Time: 20 minutes
Activity 5: Grammar
Activity 6: Ying and Yang
Examples:
- Something positive: I was able to go hiking in the morning
What had happened before?
I had planned to go to the market to buy a stove and do nothing else. Since I had not taken a shower in the morning, I had more time to do something. Thus, I had decided to go to Bosque de la Hoja.
- Something negative: I did not take a shower as there was no water that day
My landlord had cut the water to fix a water leak. My landlord had not notified us. I had left all dishes uncleaned.
Time: 10 minutes.
Activity 7: Too young too old
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Then, spin the wheel and discuss whether you think you are too young or too old to to it. |
Time: 15 minutes
Exit Ticket
Feedback
https://jamboard.google.com/d/1aIDIoGjQqRDtRJK1kUKTKHUFeyjvaNrHsDw3RHQg4-M/edit?usp=sharing
Activity 1: Too young too old
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Then, spin the wheel and discuss whether you think you are too young or too old to to it. |
Time: 15 minutes
Activity 2: The Maker
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Had The Maker realized the consequences of his actions before he started the creation process? By the time the new creature was created, had the maker developed a strong relationship with it? Had the new creature fully understood its purpose before the maker left? |
Activity 3: Life Stages Discussion and Best Age Debate
Optional: Create a presentation or share your ideas with images here |
Questions:
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Activity 4: Grammar
Activity 5: Ying and Yang
Examples:
- Something positive: I was able to go hiking in the morning
What had happened before?
I had planned to go to the market to buy a stove and do nothing else. Since I had not taken a shower in the morning, I had more time to do something. Thus, I had decided to go to Bosque de la Hoja.
- Something negative: I did not take a shower as there was no water that day
My landlord had cut the water to fix a water leak. My landlord had not notified us. I had left all dishes uncleaned.
Time: 15 minutes.
Activity 6: Discussion -How people help their parents
Activity 7: The Lazy Sound
Then,compete with your partner -> Baamboozle
Activity 8: Adjectives for age
Time: 10 minutes
Activity 9: "How Well Do You Know Me?" - Describe a person
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Click the image to access a jamboard document |
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Adjectives
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Adverbs
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Time: 15 minutes
Exit Ticket
Feedback
By the end of this lesson, you will be able to:
• Talk about different stages in your life
• Talk about the best age to do something
• Ask questions to get more information
Grammar
• The past perfect
• How + Adjective or Adverb
Vocabulary
• Life events
• Adjectives for age
Activity 1: Grammar
Activity 2: Ying and Yang
Activity 3: Ying and Yang Weekend!
Instructions:
Describe something good and something bad that happened to you on the weekend or in the past.
Examples:
- Something positive: I was able to go hiking in the morning
What had happened before?
I had planned to go to the market to buy a stove and do nothing else. Since I had not taken a shower in the morning, I had more time to do something. Thus, I had decided to go to Bosque de la Hoja.
- Something negative: I did not take a shower as there was no water that day
My landlord had cut the water to fix a water leak. My landlord had not notified us. I had left all dishes uncleaned.
Also, create a timeline Here and show it to a partner. Then, show it to the class.
Activity 4: The Lazy Sound
Then,compete with your partner -> Baamboozle
Activity 5: Discussion -How people help their parents
Click Here for the Presentation Document
Activity 6: Adverbs-Adjectives
Activity 6: Adjectives for age
Time: 15 minutes
Activity 7: How old are they?
Instructions:
Discuss how old you think each person is from each box below.
Also, name a relative you know that could be that person.
Activity 8: "How Well Do You Know Me?" - Describe a person
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Click the image to access a jamboard document |
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Adjectives
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Adverbs
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Time: 15 minutes
Exit Ticket
Feedback
https://jamboard.google.com/d/1Ivexm2jXplC4KO4Ftwu1zVS1aUMW4kxTRnpT_-zPAeA/edit?usp=sharing
By the end of this lesson, you will be able to:
Ask questions to get more information
Discuss changes caused by technology
Describe an important transition in your life
Discuss spending habits
Talk about needs and wants
Activity 1: Adverbs-Adjectives
Activity 2: Adjectives for age
Time: 15 minutes
Activity 3: How old are they?
Instructions:
Discuss how old you think each person is from each box below.
Also, name a relative you know that could be that person.
Activity 4: "How Well Do You Know Me?" - Describe a person
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Click the image to access a jamboard document |
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Adjectives
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Adverbs
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Time: 15 minutes
Activity 5: Writing a Composition
Instructions: Choose one of the topics:
- Having a positive attitude
- Describing an important transition in your life
In pairs, follow these steps:
- Tell your partner about your paragraph. Which topic did you choose? Why?
- Talk about your main idea and the details you included.
- Write a short paragraph HERE
Evaluate your classmate's paragraph using the following rubric:
Main idea:
Supporting Details
Share the score with your partner.
Feedback
https://jamboard.google.com/d/19vtO1V481WCi7dExoPYZXUB9IU1ck0MT2vuNimdKGao/viewer?f=0
Quiz: https://www.grammarbook.com/grammar_quiz/adjectives_and_adverbs_1.asp
Luxury or Necessity?
By the end of this lesson, you will be able to:
Critically analyze your spending habits
Differentiate between needs and wants
Evaluate factors that contribute to a better quality of life
Examine and appreciate diverse lifestyles
Develop the skills to set effective priorities in order to make informed choices that align with your values and long-term goals.
Activity 1: Vocabulary
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Talk for 1 minutes about anything that comes to your mind about the word you got from the clouds. Note: Any idea is valid! The goal is to practice and improve your fluency.
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Time: 20 minutes
Activity 2: Passive Voice
Activity 3: Are you willing to spend/save money?
Instructions:
You and your partner have $10.000 each. You will find below options/offers for you. For each offer you take, you spend $200.
Take notes and share how much money is left after checking all the options/offers.
Share the results with the class.
Activity 4: Discussion
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In your group, discuss the following questions:
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Now, watch this short movie:
Discuss some of the questions below and discuss them with a partner. Finally, share with another group what you discussed already with your partner and compare your answers. |
Activity 5: Luxury or necessity?
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1. Drag and drop each of the images into the correct category (either Luxury or Necessity) according to what you and your partner thing they are.
2. Get ready to compare your results with your classmates |
Time: 10 minutes
Activity 6: How things are made
| 1. In pairs, choose one of the products. 2. Watch ONLY 5 minutes of the video 3. Get ready to explain to the class how that product is made by answering some of the following questions (choose 4-8 questions you will explain):
Optional: Create a presentation HERE |
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Time: 20 minutes
Activity 7: Detective Game - Passive Voice
Instructions:
Solve the mystery by recreating the crime scene HERE
Explain the sequence of events of what happened using passive voice in the simple present tense.
Example:
"The man is hit by a book in the head."
"A hole is found in the floor"
"A barred window is broken."
Note: feel free to explain your theory of the crime scene using other grammar structures as well.
Activity 8: Discuss What Makes People's Lives Better
Time: 20 minutes
Exit Ticket
Feedback
https://jamboard.google.com/d/1bdOqBzTiWaQxGfE36IN6Md9sDoFNE-eM39ZQHcxH9_Q/edit?usp=sharing
By the end of this lesson, you will be able to:
Critically analyze your spending habits
Differentiate between needs and wants
Evaluate factors that contribute to a better quality of life
Activity 1: Fluency game:
Instruccions:
1. With your group, find a match of a word and it's definition.
2. Take turns and speak for 1 minute about each word for as much as you can.
Activity 2: Life Stage Stories - Spending habits
Part 1: Life Stage Stories Activity Instructions:
- Assigned Life Stage: Your group will be assigned a specific life stage (e.g., childhood, adolescence, young adulthood, middle age, senior years).
- Storytelling: Each member of the group will take turns sharing a brief story or anecdote related to the assigned life stage. Try to incorporate as many vocabulary words from the provided list as possible:
Vocabulary: choices, instead, luxury, reduce, amount, satisfying, produce, waste, usual, quality, innovative, inventions, dairy, consumers, effective, asserts, events, relationships, eventually, develop, realize, career, direction, opportunities, negative, positive
Part 2: Spending Habits Discussion Instructions:
- Transition: After sharing your life stage stories, we will transition to a discussion about spending habits.
- Reflection: Reflect on how spending habits might change or remain consistent across different life stages.
- Vocabulary Use: Use vocabulary related to choices, luxury, amount, consumers, quality, etc., as you discuss spending habits.
- Discussion Prompts: Respond to prompts or questions provided by the instructor to guide the discussion.
Vocabulary: choices, instead, luxury, reduce, amount, satisfying, produce, waste, usual, quality, innovative, inventions, dairy, consumers, effective, asserts, events, relationships, eventually, develop, realize, career, direction, opportunities, negative, positive
Part 3: Present to the class your experiences and comments discussed on this exercise.
Activity 3: Discussion
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In your group, discuss the following questions:
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Now, watch this short movie:
Discuss some of the questions below and discuss them with a partner. Finally, share with another group what you discussed already with your partner and compare your answers. |
Activity 4: Luxury or necessity?
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1. Drag and drop each of the images into the correct category (either Luxury or Necessity) according to what you and your partner thing they are.
2. Get ready to compare your results with your classmates |
Time: 10 minutes
Activity 5: How things are made
| 1. In pairs, choose one of the products. 2. Watch ONLY 5 minutes of the video 3. Get ready to explain to the class how that product is made by answering some of the following questions (choose 4-8 questions you will explain):
Optional: Create a presentation HERE |
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Time: 20 minutes
Activity 6: Discuss What Makes People's Lives Better
Time: 20 minutes
Optional: What is important in your life right now?
Activity 7 : What are priorities?
Exit Ticket
Step 1: Discuss
- Discuss what you learned with a partner for a few minutes.
Step 2: Share One Key Point
- After your discussion time is up, both of you should decide on one key point or insight from your conversation. This should be something important or interesting related to the class.
Step 3: Exit Ticket Submission
- Write down the key point you've chosen on this Jamboard. document.
Feedback
What is important in your life right now?
By the end of this lesson, you will be able to:
By the end of this lesson, you will be able to critically analyze your spending habits, differentiate between needs and wants, evaluate factors that contribute to a better quality of life, examine and appreciate diverse lifestyles, and develop the skills to set effective priorities in order to make informed choices that align with your values and long-term goals.
Activity 1: What's behind there?
Activity 2: Passive Voice with By
Activity 3: How things are made
| 1. In pairs, choose one of the products. 2. Watch ONLY 5 minutes of the video 3. Get ready to explain to the class how that product is made by answering some of the following questions (choose 4-8 questions you will explain):
Optional: Create a presentation HERE |
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Time: 20 minutes
Activity 4: Discuss What Makes People's Lives Better
Time: 20 minutes
Activity 5: What are priorities?
Activity 6: Life Choices
Activity 8: Set Priorities
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1. 3. Compare it to your classmate and discuss. 4. When explaining your graphic, use Sequence Words, such as:
What do you need to do right now? |
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Time: 15 minutes
Activity 9: Set Priorities - Discussion
Exit Ticket
Step 1: Discuss
- Discuss what you learned with a partner for a few minutes.
Step 2: Share One Key Point
- After your discussion time is up, both of you should decide on one key point or insight from your conversation. This should be something important or interesting related to the class.
Step 3: Exit Ticket Submission
- Write down the key point you've chosen on this Jamboard. document.
Feedback
https://jamboard.google.com/d/1DgifnPlSWjiEKY2Eo5uLewzShkBudUifPTIDtJx1qHE/edit?usp=sharing
By the end of this lesson, we will be able to:
Tal about your priorities in life
Set your priorities
Talk about consequences
Discuss ways to solve future problems
Describe a situation
Activity 1: What are priorities?
Activity 2: Set Priorities - Discussion
Activity 3: Set Priorities
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1. 3. Compare it to your classmate and discuss. 4. When explaining your graphic, use Sequence Words, such as:
What do you need to do right now? |
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Time: 15 minutes
Activity 4: Sustainable Brainstorming
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Brainstorm any words or images that you associate with the word SUSTAINABLE Secondly, get ready to share your brainstorming with the class.
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Time: 10 minutes
Activity 5: Vocabulary
Instructions: Read the pragraph, complete the matching exercise, and then do the fluency game below.
| Take turns. Spin the wheel. One person at a time will speak for 1 minute about the vocabulary word you got. |
Activity 6: Real Conditionals
Activity 7: Presentation
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Brainstorm consequences about each of the Problems in the table and get ready to present it to another group. Sequence words: First, second, next, eventually, after, finally... Vocabulary: Habitat, dissapearing, climate, melting, wild, extinct, protect, species |
Activity 8: Discussion
Activity 9: Ways to Solve Future Problems Presentation
Time: 10 minutes
Exit Ticket
Step 1: Discuss
- Discuss what you learned with a partner for a few minutes.
Step 2: Share One Key Point
- After your discussion time is up, both of you should decide on one key point or insight from your conversation. This should be something important or interesting related to the class.
Step 3: Exit Ticket Submission
- Write down the key point you've chosen on this Jamboard. document.
Feedback
https://jamboard.google.com/d/1OFFqY4az9HSvGyuVhuXCROKv6YWo3se3qhluJzUccN0/edit?usp=sharing
Activity 1: Phrases in sentences
Activity 2: Ways to Solve Future Problems Presentation
Time: 10 minutes
Activity 3: Adverbs of Manner Quiz
Activity 4: Adverbs Rally!
- Take turns
- Talk about the word you got for one minute as much as you can!
Activity 5: Quantifiers Mastery Peak!
Activity 6: Describe a Situation
- Spin the wheel and describe one of the situations with your partners.
- Use adverbs of manner and quantifiers.
- Talk for 3 minutes.
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Activity 7: Describe a Situation Presentation
Instructions:
First, choose one of the topics from the previous exercise.
Then, create a presentation where you and your partner describe the situation and provide examples.
Finally, present it to the class.
Activity 8: Discuss Conservation Projects
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Exit Ticket
Step 1: Discuss
- Discuss what you learned with a partner for a few minutes.
Step 2: Share One Key Point
- After your discussion time is up, both of you should decide on one key point or insight from your conversation. This should be something important or interesting related to the class.
Step 3: Exit Ticket Submission
- Write down the key point you've chosen on this Jamboard. document.
Feedback
By the end of this lesson, you will be able to:
• Describe a situation
• Discuss conservation projects
• Explain a conservation issue
Grammar
• Real conditionals in the future
• Review of quantifiers
Vocabulary
• Climate change
• Adverbs of manner
Activity 1: Adverbs Rally!
- Take turns
- Talk about the word you got for one minute as much as you can!
Activity 2: How Much/How Many Quantifiers
Activity 3: Quantifiers Mastery Peak!
Activity 4: Describe a Situation
- Spin the wheel and describe one of the situations with your partners.
- Use adverbs of manner and quantifiers.
- Talk for 3 minutes.
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Activity 5: Describe a Situation Presentation
Instructions:
First, choose one of the topics from the previous exercise.
Then, create a presentation where you and your partner describe the situation and provide examples.
Finally, present it to the class.
Activity 6: Discuss Conservation Projects
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Activity 7: Explain a Conservation Issue
Exit Ticket
Step 1: Discuss
- Discuss what you learned with a partner for a few minutes.
Step 2: Share One Key Point
- After your discussion time is up, both of you should decide on one key point or insight from your conversation. This should be something important or interesting related to the class.
Step 3: Exit Ticket Submission
- Write down the key point you've chosen on this Jamboard. document.
Feedback
https://jamboard.google.com/d/18JpR_1lI0xwQ_hBIbUxVniYwGbIIbijXJTkfOMmdl6g/edit?usp=sharing
countable / non-countable
Simple present routines
Present continuous in the future
Will
First conditionals
Present perfect
https://www.englishclub.com/grammar/verb-tenses_present-perfect_quiz.phpLinks to an external site.
Past perfect
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