FIRST GRADE ENGLISH CLASS PLAN

School: EVA SAMANO DE LOPEZ MATEOS CCT: Grupo: 1A,B,C

Teacher: Luisa Janneth Marrin Rey Turn:
Period TERCER TRIMESTRE School cycle 2023-2024

Social practice
Read comic strips to discuss cultural expressions.
of the language
Communicative
Understanding of the self and the other
activity
Environment Literary and ludic

Achievements Purpose Completion time

• Select and review comic strips. Analyze some aspects that 9 work sessions
• Interpret the content of comic strips. allow improving intercultural distributed in 3
• Exchange opinions about cultural expressions in a discussion. understanding. weeks.

Moment Activities session 1

Students will be asked to watch the following video “Exploring the parts of a comic”.
https://www.youtube.com/watch?v=vyYJquBHyDo
Start
We will reflect on the content of the video. The group will be supported in understanding the
concepts contained in it.
The following activities will be carried out.
Look at the comic strip scenes and match them with these descriptions. Write the number in the
box.
1. It's scary. 2. It belongs to a love story. 3. It is funny.
4. The character has super powers. 5. The characters lived In the Old American West.

Development

Answer these questions

 What are some of your favorite comic strips?
 Who are the characters in these comic strips?
Closing Read the comic strips and answer if the statements are about comic a or comic b.
A. It is about the importance of separating trash
correctly. ____
B. It is meant to make people laugh. ____
C. The author is named. ____
D. The main character is a superhero. ____
E. Its purpose is to inform and educate. ____
Answer these questions:
Why do you think people read comics? Which genre is the
most appropriate for children and teens?
 Moment Activities session 2
Students will be asked to watch the following video “Elements of comics”.
https://www.youtube.com/watch?v=74ctF3lYkyU
Start
We will reflect on the content of the video. The group will be supported in understanding the
concepts contained in it.
The following activities will be carried out.
Label the parts of the comic strip using the words in the box. Then discuss the questions below.
text title author images.

Development  What genre is the comic strip?

 How do you know?

Match the comic strip genres with their definitions.

A. Horror
____ In these comics the characters usually wear capes and masks
and use their extraordinary abilities to protect humanity. B. Funny animals
____ These comics feature characters such as zombies, monsters,
C. Western
and vampires and have creepy illustrations.
____ These comics involve stories about love and relationships. D. Romance
Closing
____ These comic strips usually involve characters that do not have
E. Superheroes
special powers. They are everyday people who face dangerous
situations and many times fight criminals. F. Action/Adventure
____ These comics feature animals as main characters.
____ These comics tell dramatic stories about cowboys, gunfighters
outlaws, and Native Americans of the American Old West frontier.

Moment Activities session 3

 Read the next expressions and match them with the correct comic scenes from the previous
activity. Read the comic strip below. Mark the best
option in bold.
____ The comic strip is about two
Start students / two friends.
____ The purpose of the comic strip is to
entertain / talk about a History project.
____ Children / Teenagers might find this
comic strip interesting.

Look at the elements with arrows in the text. Write the most
Development appropriate option in the boxes in the comic strip.
1. these are the characters 4. this Is a thought bubble
and
2. this is the setting 5. this is the author of the comic
Closing 3. this is a speech bubble.

Moment Activities session 4

Students will be asked to watch the following video “What are Onomatopoeias?”.
https://www.youtube.com/watch?v=9KsEUqEQft0
Start
We will reflect on the content of the video. The group will be supported in understanding the
concepts contained in it.
The following activities will be carried out.
Write the word that represents the sound you hear in each situation in your language.
¡Bum!
1. an explosion _________________ 4. fatigue __________________
2. a wave of water _______________ 5. rain __________________
3. a dog barking _______________ 6. a punch __________________
Look at the panels and the captions. Complete the sentences with the correct form of the verbs from
the box.
izz purr clip-clop zoom gulp tweet
Development
A. Soda __________ when served.
B. Birds _____and cats _________.
C. She __________________ her
milk really fast this morning.
D. The race car _____________
past the finish line.
E. The horse's hooves ______ on
the pavement
Research online words in your language that derive from their sound and make a list.
Closing An oral review of what has been learned up to that moment will be carried out as feedback.
Doubts that the students may have will be clarified.

Moment Activities session 5

 The following activities will be carried out.
Look at the comic strip. Read it carefully and answer the questions: • Is this an American or a
Japanese comic strip? How
do you know?
• How many characters are
Start there in the comic strip? Are
they talking among each
other? Are they answering a
question only?
• Do they show any emotion when they say what they want? Do they care about wish lists?
Read the text and order the acts below. Use numbers from 1 to 3.
A comic has a story structure. It is usually organized in three acts:
Act 1: "Beginning’', where information is setup to give context for the story.
Act 2: ''Middle", where characters try to find goals and face conflict.
Act 3: “Resolution", where there is a solution to the conflict.
Development
Act ____ Despite their different feelings and opinions about Birthday wish lists, a girl wishes
“Happy Birthday!" to everybody.
Act ____ A girl asks her friends for their Birthday wish list.
Act ____ The girl's friends say what they want for their Birthday. They have mixed feelings about wish
lists and ask for different things.
Say the meaning of the adjectives. Use a bilingual dictionary, if necessary.
Questioning __________________ Angry _________________________________
Closing Happy ______________________ Tired __________________________________
Surprised ___________________ Desperated _____________________________
Bored ______________________ Ashamed ______________________________

Moment Activities session 6

Students will be asked to watch the following video “30 years on Belgian Comic Strip museum proves
cartoons are timeless”. https://www.youtube.com/watch?v=cYeHET8GTTk
We will reflect on the content of the video. The group will be supported in understanding the
Start
concepts contained in it.
Reply:
Do the comic strips contain cultural issues of the writer or his characters? How?
Development The following activities will be carried out.
Mark (X) the best definition for the term 'cultural differences’.
____ The different needs, attitudes, priorities and behavior of different social groups.
____ The different dressing codes and languages around the world.
____ The different educational systems in schools and universities in different countries.
____ Look and analyze these comic scenes. Discuss them with your class.

Look and analyze these comic scenes. Then answer.

  In which scene... do the speakers belong to different generations?
 does one of the characters use a term which does not belong to his time?
Students will be asked to watch the following video “Explicit vs. Implicit”.
https://www.youtube.com/watch?v=GfpOMHkYyeg
Immediately carry out what is requested.
Read the definitions and write implicit or explicit next to each sentence.
Closing Scene 1 - One of the men talks about a social network. ___________________
Scene 2 - The girl mentions the way she communicates with friends. ___________________
Scene 2 - One of the men wants to eat something. ___________________
Scene 3 - The girl's father finds his daughter's answer illogical. ___________________

Moment Activities session 7

Start The following activities will be carried out.
Read the information. Check (X) if you agree with the statements.
Women Comic Strip Heroes
Aqua Marina, or Natasha Borislova, is a fantasy superhero based on the
novels by Tania Tote. In the comic, like in the book, Aqua Marina loses her
parents when she is very young. She recovers from her difficult situation and
has a normal childhood. She does not discover her superpower until she is a
teenager. Initially, she is afraid of her power because she can't control it. But,
when she is sixteen, she realizes she can use her power to help others and to
fight evil. From then on, her life is never the same again. She realizes she has
a big responsibility. She becomes fearless and brave.

Tomoe is a comic strip superhero based on a real story. She is a Japanese

samurai warrior from the I2th, century. She is a skilled archer and very good
with the sword. She is an officer in Lord Minamoto Yoshinaka's army. On
one occasion she fights an army of 6,000 men with only 300 samurai. Only
Tomoe and four samurai survived.
In real life, she became a legend for her courage, strength, and dedication,
and because she was a woman warrior in a time of male domination. She
won the respect of many men and women in Japan.
1. Aqua Marina is brave all her life. ____
2. Tomoe Is stronger than Aqua Marina. ____
 3. Tomoe and Aqua Marina both fight evil. ____
4. Tomoe and Aqua Marina are both brave. ____
5. Aqua Marina is altruistic. ____
6. Tomoe is inspiring. ____
Read the text again and write the reasons why you agree or disagree with the statements in
Exercise previous.
Match the descriptions of the heroes to the correct trait.
A. Aqua Marina can be afraid or in danger, but that doesn't stop her. ____ persistent
B. Earth Boy is never arrogant about his good qualities. ____ altruistic
C. People can always depend on Earth Boy; he always comes to the rescue. ____ brave
Development
D. Aqua Marina never gives up; she tries over and over until she gets results. ____ dependable
E. Many people admire Earth Boy and want to be like him. ____ humble
F. Many firefighters and paramedics work for free to help people in need. ____ inspiring

Use the chart to explain your opinions with the reasons you wrote about the text.
Opinion Reason Example
Closing

Moment Activities session 8

The following activities will be carried out.
Match the concepts with the components of a comic strip.
____ Title
A. A balloon that contains want the a character says.
____ Author
B. A single drawing in the multiple-panel sequence of a comic strip.
Start ____ Panel
C. A bubble that contains what the character thinks.
____ Speech ballon
D. A word that imitates a natural sound.
____ Thought bubble
E. The person who creates the comic strip.
____ Onomatopoeic word
F. The name of the comic strip.
Development Look at the comic strips and mark (X) the correct answers.
and
Closing
 The British girl and Granny Smith
____ a) do not speak English.
____ b) are confused about the meaning of words.
2. Granny thinks there is an animal because she
____ a) ignores a mouse is also a part of a computer.
____ b) can't hear well the person on the phone.
3. The British girl is confused about chips because
____ a) she can't understand the boy's pronunciation.
____ b) in England they call them crisps.
4. An implicit idea in Granny Smith is that
____ a) it is hard for old people to understand new technology.
____ b) old people forget things easily.
5. An implicit idea in A British Girl in New York is that
____ a) it is a bad idea to visit other countries.
____ b) there are some differences between American and British English.
Moment Activities session 9
Start The following activities will be carried out.
and Order these words to make proper statements.
Development festivities - think - for -. - that -I - celebrating - is - important – children
_____________________________________________________________________
obesity - complex - Dr. Miller - that - says - is -. - a – problem
_____________________________________________________________________
agree -. - that - fast - can - healthy -I - food – be
_____________________________________________________________________
think - celebrating - don't - a - is -I - that - festivities - problem -.
_____________________________________________________________________
 not -I - am - sure - quite - opinion - about - Dr. Miller's –.
_____________________________________________________________________
Complete (X) the reflection and self-evaluation charts.
Reflection
____ I know the parts of comic strips.
____ I enjoyed reading comic strips.
____ I liked talking about different situations in the comic strips.
Closing
Self-evaluation
I can...
____ read and understand comic strips in English.
____ understand the ideas and beliefs expressed in comic strips.
____ exchange opinions about the cultural expressions in comic strips.

RUBRIC LI L II L III L IV
Recognize main ideas in songs.
Ask and answer questions about the treatment of information.
Compare the information using familiar expressions.
Sing verses and choruses of songs.
Detect rhythm, speed, and intonation of songs.

PERFORMANCE SCALE:

Detect rhythm, speed, and intonation of

Compare the information using familiar
Ask and answer questions about the
 Level IV: Indicates outstanding mastery of the expected learning.

Sing verses and choruses of songs.

 Level III: Indicates satisfactory mastery of the expected learning.
Recognize main ideas in songs.
 Level II: Indicates basic mastery of the expected learning.
 Level I: Indicates insufficient mastery of the expected learning.
treatment of information.

STUDENTS
expressions.

songs.
 FIRST GRADE ENGLISH CLASS PLAN
School: EVA SAMANO DE LOPEZ MATEOS CCT: Grupo: 1 A,B,C
Teacher: Luisa Janneth Marrin Rey Turn:
Period TERCER TRIMESTRE School cycle 2023-2024

Social practice
It presents information on linguistic diversity.
of the language
Communicative
Information processing
activity
Environment Academic and educational
 Achievements Purpose Completion time
• Select information. Undertake with a neutral register in social 9 work sessions
• Read information. exchanges within a varied range of situations. distributed in 3 weeks.
• Rehearse an exhibition.
• Present an exhibition.

Moment Activities session 1

Students will be asked to watch the following video “Linguistic Diversity”.
https://www.youtube.com/watch?v=eaNhyIevrpQ
We will reflect on the content of the video. The group will be supported in understanding the
concepts contained in it.
The following activities will be carried out.
Match the language to the expressions.
How do you say hello in...?
Start ____ Chinese
____ English
____ Arabic
____ French
____ Russian

Look at the map, read the languages below it and complete the following tasks.

English Spanish
Trench Italian
Hindi
Development
German Portuguese
Mandarin Japanese
Chinese

They will answer these questions.

 Can you identify the continents on the map? What are their names?
Closing
 Have you heard about the following languages? How do you name them in Spanish?
 What is the difference between Chinese, Japanese and Mandarin?

Moment Activities session 2

Start They will resume the activity of the previous session.
Look at the flags and match them with their corresponding countries. After that, say in which
continent each country is and what language people speak in it.
 A. Australia
B. England
C. China
D. United States
E. Canada
F. Spain

Students will be asked to watch the following video “Evaluating information sources”.
https://www.youtube.com/watch?v=kMWcxhs8_F0
We will reflect on the content of the video. The group will be supported in understanding the
concepts contained in it.
The following activities will be carried out.
Read and complete the uses of the question words. Use the Words in the box.
How choice place What people occasion

Information questions usually take question words: what, where, when, why, who, and how.
Who is used to refer to __________________.
Where is used to refer to a _______________ or location.
When is used to refer to a time or an ___________________.
Development ______________ is used to refer to a specific thing or object.
Which refers to an alternative or___________________.
___________ refers to the way or form something is done.
Unscramble the questions to guide the search of information.
does / Linguistic Diversity / what / mean / ? /
_________________________________________________________
language / important / diversity / why / is / ? /
_________________________________________________________
some / examples / what / of / linguistic / are / diversity / ? /
_________________________________________________________
most / are / the / world / the / spoken / what / languages / in / ?
_________________________________________________________

An oral review of what has been learned up to that moment will be carried out as feedback.
Closing Doubts that the students may have will be clarified.

Moment Activities session 3

Start The following activities will be carried out.
Read the language facts and write the corresponding questions.
1. ______________________________________________________________ ?
 The term 'mother tongue' means the first language you learn as a child.
2. ______________________________________________________________ ?
About 400 million people use English as their first language.
3. ______________________________________________________________?
Mandarin is the language that has the most native speakers.
4. ______________________________________________________________?
Spanish is the official language in 20 countries.
5. ______________________________________________________________?
Read the text and answer T (True) or F (False).
How to Research for Information
Research can be very difficult because there is information
everywhere: TV, Internet, books, magazines, etc. Follow these
simple steps to make research easier.
1. Choose a topic. A topic is the general idea of the research. An
example of a topic is Linguistic Diversity in Canada.
2. Write questions that ask what you want to learn or find
about the topic. For example: How many languages are spoken
in Canada today?
Development 3. Find information sources that can answer your questions. Look for texts with titles, pictures or
contents related to the questions. For instance, to know how many languages are spoken in
Canada today, you need texts with recent and exact numbers.
4. Finally, evaluate your sources to decide the best. For example, the official recent statistics will
answer how many languages are spoken in Canada today, in contrast, a book will probably not
have very recent information.
 ____ To do research, first we find information to choose a topic.
 ____ Formulate research questions before looking for information.
 ____ Questions help us choose the best sources of information.
Complete the sentences with words from the box.
titles and pictures hyperlinks index bibliography
footnotes menu

The _____________________ tells us the pages where the information in a book is located.
Closing The _____________________ are at the bottom of the page and give extra information.
The _____________________ tells us the contents of a web page.
The _____________________ give us a general idea of what information is in a text.
The _____________________ is a section that shows more information sources.
The _____________________ in a web page are words and phrases in a different color that take you
to other sites with information.

Moment Activities session 4

Students will be asked to watch the following video “English a Global Language”.
Start
https://www.youtube.com/watch?v=2q4DAu0x-zU
 We will reflect on the content of the video. The group will be supported in understanding the
concepts contained in it.
The following activities will be carried out.
Read the questions and mark (X) the correct answers.
Where was English first developed?
____ In Australia. ____ In the USA. ____ In England.
When was it first used?
____ Before Christ. ____ Around 450 AD. ____ After the 15th century.
Read the text below and mark the correct alternative.
Development People use language to communicate with others. They usually communicate orally, but they also use written
and printed means to communicate; nowadays, we count on technology gadgets to keep in touch with
others as well. Language and language users are diverse. In terms of language, it is important to consider
linguistic differences: There may be changes in the use of English grammar and pronunciation, for example. In
England, people say: Have you got a pen? while in the United States, they say: Do you have a pen?
There are cultural differences among people who speak the same language in different countries and there
are also differences between the way age people groups use the language.
Unit 4. Language and Others
The information comes from:
____ A newspaper ____ A textbook ____ An academic article
They will answer these questions.
 What is a grammar difference between British and American English mentioned in the text? Can
you mention another one?
Closing  Can you mention differences in pronunciation between British and American English? Where can
you find some examples?
 3. Can you think of linguistic differences between teenagers and old people? Where can you
name some examples?

Moment Activities session 5

Students will be asked to watch the following video “Countries of the World Nationalities and
Languages”. https://www.youtube.com/watch?v=2q4DAu0x-zU
The following activities will be carried out.
Formulate five questions to find useful information about one of the following topics.
Start A. Language diversity in Mexico
B. Most spoken languages in Africa
C. Languages spoken in Papua
D. Languages spoken in Europe
E. Languages spoken in Latin America
Do your research to complete the following table.
Continent Population Number of languages spoken
Papua New Guinea
Development United States of America
Nigeria
India
Indonesia
Closing Look at the questions written by a learner. ____ a History book
Match the questions to the source in which you can find the answers. ____ a specialized book on
Most spoken languages in Africa languages
____ an article in a
specialized magazine
____ a website about the
African continent
 A. What are the most spoken languages in Africa?
B. Are there any indigenous languages widely spoken in Africa?
C. Which African countries adopted other languages for historical
reasons?
D. In which African countries is Arabic spoken?
E. Does Arabic change depending on the country?

Moment Activities session 6

Students will be asked to watch the following video “Presentation Good/Bad Examples”.
https://www.youtube.com/watch?v=S5c1susCPAE
Start
We will reflect on the content of the video. The group will be supported in understanding the
concepts contained in it.
The following activities will be carried out.
Look at the illustrations. Mark which situations are not appropriate to give a presentation.

Development

Read the words below and write what topic they all refer to.
eye contact facial expressions body posture gestures
Look at the picture and write what is incorrect about the boy's presentation.

Closing

Moment Activities session 7

Start The following activities will be carried out.
 Read the presentation and answer the questions.
Alex: Good morning, class. There are three types of English speakers in the world today.
Rosy: Alex, I can't understand. Can you speak louder and more slowly, please?
Alex: OK. There are three types of speakers: speakers of English as a mother tongue, speakers of
English as a second language, and speakers of English as a foreign language. In my poster you can
see ...

Teacher: Alex, you are blocking the poster. Move a little, look at your classmates when you speak, and
take your hands out of your pockets, please.

Alex: Right. United States, Canada, and Australia are examples of countries that speak English as a
mother tongue. About 380 million people speak English as a mother tongue. Oh! I forgot to tell you ...
England is another example.
 What is the topic of Alex’s presentation?
 What are the types of English speakers Alex mentions?
 What words does Alex use to open his presentation?
 What mistakes does the teacher ask Alex to correct?
 What does Alex forget to say?
Read the opening sentences for a presentation and mark (X) the correct answers.
1. Hi! We made this awesome presentation about who speaks English around the world today.
2. Good morning. Today I would like to talk to you about people who speak English around the
world today.
Development 3. Thanks for your attention. Do you have any questions?
____ Sentence 1 is formal / informal.
____ Sentence 2 is formal / informal.
____ The sentences are for different / the same presentations.
____ Sentence 3 is the beginning / closing of a presentation.
Look at the section of informal language in the chart. Think of how to say the same thing using
formal language.
Informal Language Formal Language
1. Hi! 1. Good ___________________________________________
2. Look ... 2. I _______________________________________________
Closing
3. It's cool, isn't it? 3. I think ___________________________________________
4. Now, take a look at 4. Now, ____________________________, have a look at this…
this ...
.

Moment Activities session 8

Students will be asked to watch the following video “Presenting and public speaking tips”.
Start
https://www.youtube.com/watch?v=Q5WT2vweFRY
 We will reflect on the content of the video. The group will be supported in understanding the
concepts contained in it.
The following activities will be carried out.
Write the ten tips for presenting in public that they describe in the video. Look at the example.
Focus on the audience
1. _____________________________ 6. ___________________________________
2. _____________________________ 7. ___________________________________
Development
3. _____________________________ 8. ___________________________________
4. _____________________________ 9. ___________________________________
5. _____________________________ 10. __________________________________

Prepare a presentation for the topic you selected in previous activity. Follow the instructions. (You
can select another topic if you wish)
Write 5 questions around the topic you chose.
1. ______________________________________________________________________________
2. ______________________________________________________________________________
Closing
3. ______________________________________________________________________________
4. ______________________________________________________________________________
5. ______________________________________________________________________________
Select the sources you will use to find the answers.
Search for the information that you need to answer the questions.

Moment Activities session 9

The following activities will be carried out.
Match the expressions with the speaker’s intention. ___ Asking for repetition.
A. Do you mean that..? Are you saying that...? ___ Reacting to the information
Start
B. Sorry, could you repeat that please? positively.
Can you say that again? ___ Asking to clarify an idea.
C. That sounds interesting! That's fascinating!
Answer the questions.
 Do you think body language is important when you give a presentation?
 Do you think organizing the information is useful when you give a presentation?
Prepare your presentation. Follow the instructions.
Development
 With the information you gathered in previous activity, write brief notes that you will use for your
presentation.
 Make sure your notes are clear and concise.
 Chose some images to visually support your presentation.
Complete (X) the reflection and self-evaluation charts. Reflection:
____ I contributed with relevant information for the presentation.
____ I feel familiar with different tools to give presentations.
____ I am now more confident when giving presentations.
Closing
Self-evaluation: I can...
____ select and search information for a presentation
____ prepare notes and graphic support for an oral presentation
____ give a presentation.
RUBRIC LI L II L III L IV
Identify and distinguish the types of sentences that express main
ideas within paragraphs, using previously established objectives.
Use various strategies in order to pinpoint relevant information.
Select the information in order to make a paragraph.
Point out and clarify doubts in order to edit the notes.

PERFORMANCE SCALE:

Point out and clarify doubts in order to edit

Use various strategies in order to pinpoint

Select the information in order to make a

sentences that express main ideas within
paragraphs, using previously established
 Level IV: Indicates outstanding mastery of the expected learning.

Identify and distinguish the types of

 Level III: Indicates satisfactory mastery of the expected learning.
 Level II: Indicates basic mastery of the expected learning.
 Level I: Indicates insufficient mastery of the expected learning.

relevant information.
STUDENTS

paragraph.
objectives.

the notes.
 FIRST GRADE ENGLISH CLASS PLAN
School: EVA SAMANO DE LOPEZ MATEOS CCT: Grupo: 1 A,B,C
Teacher: Luisa Janneth Marrin Rey Turn:
Period TERCER TRIMESTRE School cycle 2023-2024
Social practice
Agree with others on a travel itinerary.
of the language
Communicative
Exchanges associated with the environment
activity
Environment Familiar and community

Achievements Purpose Completion time

• Search and consult information. Apply some strategies to 9 work sessions
• Compare pros and cons of ideas and proposals. overcome personal and distributed in 3
• Build arguments to defend ideas and proposal collective challenges in weeks.
• Listen and express pros and cons to build consensus. learning a foreign language.

Moment Activities session 1

Students will be asked to watch the following video “Top 10 Tourist Attractions in the United States”.
https://www.youtube.com/watch?v=D2uyll8t4GU
Start
We will reflect on the content of the video. The group will be supported in understanding the
concepts contained in it.
The following activities will be carried out.
Write the concept that corresponds to each image.
Itinerary tent cabin lake mountain beach jungle ferry airplane desert

Development

Mark (X) the sources of information you or your family have used to plan a trip.

Mark (X) the sources of information you or your family have used to plan a trip.

Closing

Moment Activities session 2

 They will resume the activity of the previous session.
Read the descriptions below and write the words they refer to.
1. You read it for pleasure or to look for travel destinations or special travel offers. _____________
Start 2. You use this to show that you have paid for a journey. ______________________
3. You use it to have a detailed plan of a journey. _______________________
4. It is used to persuade people to go to a certain destination or to buy a travel service. __________
The following activities will be carried out.
Classify the words from the box into the corresponding column. Then add one more idea to each
category.
the mountains by plane at a hotel the beach by bus at a hostel
the city at a guesthouse the desert in a tent by car
the country by boat in a cabin by train

Where to go How to travel Where to stay

Development

Number the steps to make a travel itinerary in the correct order.

____ Discuss and discard proposals.
____ Define the sources to consult for information.
____ Research the destinations and take notes about: location, cost, time needed to visit, and
opening hours.
____ Make the final itinerary.
____ Propose a list of places to visit.
Students will be asked to watch the following video “Making a hotel reservation in English”.
https://www.youtube.com/watch?v=oUv2BcxAvjQ
We will reflect on the content of the video. The group will be supported in understanding the
concepts contained in it.
They will then do the following:
Closing Mother is making a reservation in a hotel. Complete the following sentences:
A. Mother is making a reservation for ______ people.
B. The four individuals are travelling by ___________________
C. A double room costs______________.
D. They can take the-______________ hotel from the airport.
E. The reservation is for ______ nights.

Moment Activities session 3

 The following activities will be carried out.
Look at the images.
Karen is looking for information for a trip. Answer T (True) or F (False).

____ Karen is calling a telephone

information system.

____ The information is about

Start tourist attractions in Mexico.

____ There is no information

about location and costs of places.

____ The information can help us

plan a travel itinerary in San Diego.

Look at the map and complete the dialog below it. Then, create similar dialogs using the places on
the map: compare pros and cons of different plans.

Development

______________ there a movie theater near here?

Yes. there is. It's _________________ the corner of Park Street and __________________.
It sounds fantastic! I would _______________ to go there. We can buy some tickets for tomorrow's
show.
That's quite a good idea, but are you sure we should go? Tomorrow we have to go to the doctor’s.
We really should go there... We have the appointment at 3:00, __________________ we?
You are right! We can buy tickets for the evening show.
An oral review of what has been learned up to that moment will be carried out as feedback.
Closing Doubts that the students may have will be clarified.

Moment Activities session 4

 Students will be asked to watch the following video “Machu Picchu. National Geographic”.
https://www.youtube.com/watch?v=cnMa-Sm9H4k
We will reflect on the content of the video. The group will be supported in understanding the
concepts contained in it.
The following activities will be carried out.
Look at the pictures and answer these questions.

Start

 Do you recognize these destinations?

 Do they look like good places to go on vacation?
Match the descriptions below with the pictures. Then, shore your answers with your class.
____ Only a short train ride from one of the world's greatest and most visited monuments, Cusco a
beautiful colonial city in central Peru, makes an ideal vacation for anyone with a sense of adventure.

____ Come to Whistler, Canada, ski some of the fastest and most beautiful mountains in North
Development America. This world-class resort is a winter paradise. Enjoy fresh air, exercise and excellent
international food from around the world.

____ Enjoy hot and sunny days. Take photographs of rhinos, zebras, lions and elephants. Drive past
beautiful world-renowned vineyards. If you are a nature lover and love animals, this safari in Kruger
Park, South Africa is the vacation for you.
What are some advantages and disadvantages of traveling to the places mentioned? Complete the
chart.
Destination Advantages Disadvantages

South Africa

Closing
Whistler,
Canada
Cusco and Machu
Pichu, Peru
.
 Moment Activities session 5
The following activities will be carried out.
Read the information about tourist attractions. Answer T (True) or F (False).
1. Both the Mission Basilica San Diego de
Alcalá and the Birch Aquarium have a café.
2. Birch Aquarium is more expensive than
the San Diego Zoo.
3. You can get to the Mission Beach Roller
Coaster by train.
4. The San Diego Zoo and the Mission Beach
Start Roller Coaster are the same price.
5. The Mission Basilica San Diego de Alcalá is
older than the Mission Beach Roller
Coaster.
6. There are more fish in the Birch Aquarium
than animals in the San Diego Zoo.
7. Mission Beach Roller Coaster has more
places to eat than the Birch Aquarium.
Read again the information of San Diego tourist attractions. Compare the four options and decide
which one you prefer. Argue your decision
Read the information and complete the sentences.
San Diego USS Midway Museum
Natural History Transportation: Train and
Museum trolley Admissions: Adults
Transportation: $20, Children $10 World
Bus Admissions: War II aircraft carrier turned
Adults $19, into a one-floor museum; 60 exhibits, restored
Children $12 Five floors, real skulls and fossils real aircrafts and flight simulators; café, no
Development on display, dinosaur replicas; café. Discount restaurant. No discounts.
for students.
1. The _________________ _____ Museum has more transportation options than the
___________________ Museum.
1. The cost for adults in USS Midway Museum is __________________ expensive
_______________________ in the San Diego Natural History Museum.
3. Both museums have a _________________________ and no restaurant.
4. The San Diego Natural History Museum has more floors ____________________________ the USS
Midway Museum.
Write the pros and cons of the two museums.
San Diego Natural History Museum USS Midway Museum

Pros:
Closing
Cons:

.
Moment Activities session 6
 They will resume the activity of the previous session.
Read the sentence extracts and match the underlined expressions with their meanings.
1. 'We really should send ours!' ____ asks for approval.
2. 'It sounds fantastic.' ____ expresses doubt.
Start 3. 'The safari, definitely!' ____ expresses disapproval.
4. 'Are you sure? You've always said you... ____ expresses a strong suggestion.
5. 'Don't you agree, Richard? ____ indicates no doubt.
6. 'I would much rather go to Whistler.' ____ indicates approval.
7. 'That's not good, Richard.' ____ indicates strong preference.
The following activities will be carried out.
Complete the dialogs with the expressions in the box.
don't you agree Are you sure I would much rather
definitely
A: I think Hawaii is the best option, _____________________? B: Yes. I think so. It's a lovely
place.
A: How about swimming in the pool? B: ____________________ swim at the beach.
A: Which tour shall we take? B: Tour number 2, _________________ I it's the most
interesting.
A: Let's go by plane. B: ______________________? I think it's too expensive.

Students will be asked to watch the following video “Encinitas, California Offers A Relaxed
Atmosphere & Sense of Small Town”. https://www.youtube.com/watch?v=4cp2a8rUO88
The following activities will be carried out.
Complete the itinerary. Use the sentences in the box. Look at the example.
1. Introduction to choreography. 2. Dinner at a local restaurant.
3. Instructor's Welcome a show. 4. Return to Los Angeles.
Development 5. Dance instruction: warm-up, technique and across the floor exercises.
and 6. Closing International dance night. 7. Free Time or Optional activities.
Closing
ITINERARY Camp name: Dance! Design! Direct! PLACE: Encinitas, California DURATION: 6 Days
DAY 1 DAY 4
Morning: Morning:
• Arrival at Encinitas camp form Los Angeles, CA. • Dance instruction: warm-up
• Cabin assignment (by age and gender) • technique and across the floor exercises
Afternoon: Afternoon:
• Show your talent workshop • Choreography class (Designing and rehearsing a dance routine)
Evening: • Free Time or Optional Activities
• Dinner at camp dining room Evening:
3
• (____) • (____)
• Attend a ballet performance at the Encinitas Arts Theater
DAY 2 DAY 5
Morning: Morning:
• Dance instruction: warm up, technique and across • (____)
the floor exercises Afternoon:
Afternoon: • Choreography Class (Directing a dance routine)
• (____) • Free Time or Optional Activities
• Free Time or Optional Lessons (yoga, guitar, acting, Evening:
hairdressing /make-up lessons) • Dinner at camp dining room.
Evening: • International Dance Night Rehearsal
• Dinner at the camp dining room.
 Moment Activities session 7
The following activities will be carried out.
Complete the conversation with the information in the chart.

Start A: Let's go to the Traditional Food Fair.

B: Mmm ... I prefer the Mexican Dance Festival.

A: I want to go to the food fair because (1)

___________________________________________________
B: I want to go to the dance festival because (2)
___________________________________________________

A: The dance festival is far. The food fair is better because (3)
________________________________________
B: I think the dance festival is a good idea because (4)
__________________________________________. The food fair is expensive.
A: OK, I agree. We should go to the dance festival.
Students will be asked to watch the following video “Reservation call”.
https://www.youtube.com/watch?v=R3rZ9arvOtA
We will reflect on the content of the video. The group will be supported in understanding the
concepts contained in it.
They will then do the following:
Read the dialog carefully and complete it with the corresponding information.
Receptionist: Good evening. __________________ help you?
Woman: Yes. please. I'd like to book a room for two people.
Receptionist: All right. When would you be arriving?
Development Woman: This weekend. On Saturday morning . ________________ is a double room?
Receptionist: It's $38 per night.
Woman: Okay... And how far is the ____________ from the bus station?
Receptionist: You ____________ take a taxi outside or take bus number 45.
Woman: And where ____________ I _____________a telephone card?
Receptionist: There are two shops inside the hotel.
Woman: Great! Thanks. And is the _____________ near the Natural Art Museum?
Receptionist: No. mam. But we have vans taking tourists to the museums and other places of their
preference.
Woman: That’s _____________! _________________
An oral review of what has been learned up to that moment will be carried out as feedback.
Closing
Doubts that the students may have will be clarified.
 Moment Activities session 8
Students will be asked to watch the following video “Agreement and Disagreement”.
https://www.youtube.com/watch?v=rauLhda8Wq0
We will reflect on the content of the video. The group will be supported in understanding the
concepts contained in it.
The following activities will be carried out.
Match the interjections to the emotions they express.

Start

____ disappointment ____ agreement ____ thinking ____ enthusiastic agreement

Complete the table with the expressions from the box. Look at the example.
Wow! That sounds great. Yes, OK. That sounds like a good plan. I'm not really interested.
No way! Maybe. I'm not sure about that. Really? You are absolutely right.
That sounds fantastic!

Expressions to Express Agreement and Disagreement

Development Agreement Agreement Agreement
Wow! That sounds great.

Work in groups. Complete the conversation with expressions from the box that express the
intention in parentheses.
You are right. That sounds fantastic! That's a good plan I'm not sure about
that

Tom: Let's go to the lagoon in Zempoala.

Ann: _________________________________________ (enthusiastic agreement)
Pam: _________________________________________ (disagreement) because it is cold this time of
Closing
the year.
Rick: _________________________________________ (agreement). We can get sick.
Ann: Why don't we go to the zoo instead?
Pam: Yes, we can have fun because we all like animals.
Tom: Excellent ideal We should really go there!
Rick: Yes. _________________________________________ (agreement)
 Moment Activities session 9
The following activities will be carried out.
In you notebook design a 5 day camp itinerary. Use cutouts or drawings to illustrate it.
You can guide yourself in the following format.

Start
and
Development

Complete (X) the reflection and self-evaluation charts.

Reflection
____ I feel confident using different sources to look up information.
____ I discussed politely to come to an agreement with the members of my team.
____ I enjoyed working on an itinerary.
____ I learned interesting information when I planned the itinerary.

Closing Self-evaluation
I can...
____ plan an itinerary succesfully.
____ search for and select relevant information to plan an itinerary.
____ defend my ideas and proposals.
____ listen to and express pros and cons to come to an agreement.
 RUBRIC LI L II L III L IV
Analyze reasons for proposals and ideas and add data to viable
proposals and ideas.
Support reasons with data and information and contrast
advantages and disadvantages.
Use connectors to link reasons and data to build arguments.
Reflect on ways to negotiate ideas and proposals.

PERFORMANCE SCALE:

Analyze reasons for proposals and ideas

Use connectors to link reasons and data

Reflect on ways to negotiate ideas and

information and contrast advantages
and add data to viable proposals and
 Level IV: Indicates outstanding mastery of the expected learning.
 Level III: Indicates satisfactory mastery of the expected learning.

Support reasons with data and

 Level II: Indicates basic mastery of the expected learning.
 Level I: Indicates insufficient mastery of the expected learning.

to build arguments.
and disadvantages.
STUDENTS

proposals.
ideas.