Activity 1
SPORTS AND LEISURE ACTIVITIES
Aim: Identifying main points and specific details including opinions.
Materials: A set of cards with pictures of different sport equipment.
Duration: 10 minutes
Language focus: Do you like to...?, Can you play...?,Which sports do you...?
What kind of ____ do you need?, Where is ____ played? Sports, leisure activities, equipment.
Aim of the game: Students identify the different characteristics of sports equipment and choose two pictures on the board that relate to the description.
Introduction
The teacher reads the definition of some sport equipment and according to the definition students choose two pictures that best describe it.
Playing the game
1-The teacher plays a YouTube video about sport equipment.
2-The teacher divides the class in 2 groups. Then, according to the video students choose two pictures per sport that relate to it.
Activity 2
TOURIST ATTRACTIONS OFFERED BY COSTA RICAN COMMUNITIES
Aim: Responding to messages and dialogues in short simple sentences in a range of context
Materials: A set of popsicle stick picture cards.
Duration: 10 minutes.
Language focus: Do you like ____? Have you ever ____? Have you gone/liked/enjoyed ____? Why don't you ____? Would you_______ ? You should ____.There is/are ____. Let me show you ____. The place offers you ____. etc.
Aim of the game: That students take a conversation by continuing one in WhatsApp.
Introduction
The teacher calls every student to the front and gives them a popsicle stick picture card.
Play the Game
1. Every student has a popsicle stick picture card that contains a WhatsApp conversation.
2. They find a partner who has a same conversation.
3. They continue the conversation orally.
4. They must consider time, what to pack, trip preferences, among others.
Activity 3
CAREERS
Aim: Responding to messages and dialogues in short simple sentences in a range of context
Materials: An educational strip.
Duration: 10 minutes.
Language focus: What do you want to be...? Why?, Would you like to...?
Do you want to enter...? / pay the admissions fee... / fill out the...
Aim of the game: creating an educational strip.
Introduction
Students create a caricature about careers.
Play the Game
1. Teacher shows the students a video about careers
2. The students create a caricature.
3. The students write a dialogue.
4. They must consider the characteristics of the different careers.
Activity 4
TYPES OF FOOD, EATING HABITS AND BEHAVIORS AT THE TABLE
Aim: Expressing opinions.
Materials: Twister
Duration: 10 minutes.
Language focus: What's your favorite food? ,What food do you like?, What do you like to eat? We eat a light breakfast, a heavy lunch and a medium size dinner. Ice cream with peanuts. Fish and chips.We prefer.. Lunch is more formal.
Our main meal is
Aim of the game: asking questions
Introduction
The students watch a video about types of food, eating habits and behaviors at the table.
Play the Game
1. Teacher shows the students a video
2. Students choose a color.
3. The students answer a questions about types of food, eating habits and behaviors at the table.
Activity 5
TRANSPORTATION, QUALITY, RENTABILITY AND USE
Aim: Understanding extracts that include familiar material in unfamiliar contexts.
Materials: Let’s go fishing activity stuff.
Duration: 10 minutes.
Language focus: Is there a bus to...? How can I go to...? How are ____ transported? Buses are cheaper than... The most expensive is...? What time does the ____ to ____ leave?
Aim of the game: Getting information, and asking questions.
Introduction
The students watch a video about modes of transportation. The following is the link: https://www.youtube.com/watch?v=k6_PeO-E_Cs
Play the Game
1. Teacher shows the students a video.
2. Students take the fishing hook.
3. Students take a picture card with the hook.
4. Students answer a question inside it.
Activity 6
SPORTS AND LEISURE ACTIVITIES
Aim: Expressing ideas, interests, feelings, and concerns.
Materials: Picture cards in folders.
Duration: 10 minutes.
Language focus: Do you like to...? Can you play...? Which sports do you...? What kind of ____ do you need? Where is ____ played? Sports, leisure activities, equipment, etc.
Aim of the game: Getting information, and sharing ideas.
Introduction
The students watch a video about sports and leisure activities. The following is the link: https://www.youtube.com/watch?v=YkeIkmzYSz4
Play the Game
1. Teacher shows the students a video.
2. Students take one folder. It includes questions.
3. In pairs, students ask each other the questions.
4. Students answer the questions.
Activity 7
HOLIDAYS AND CELEBRATIONS IN COSTA RICA WITH SOME CELEBRATIONS IN ENGLISH SPEAKING COUNTRIES ENGLISH SPEAKING COUNTRIES
Aim: Expressing opinions.
Materials: Dominoes, cards.
Duration: 10 minutes.
Language focus: What's your favorite celebration? , When is it celebrated, How is it celebrated? My family is used to going /eating, celebrating, etc. on____? I prefer ____, etc…
Aim of the game: Asking questions
Introduction
The teacher shows the students a presentation about holidays.
Play the Game
1. Every student will get a domino.
2. Depending on the number that they have the professor assigns them a holiday.
3. The teacher gives them a picture.
4. The students answer some question about the holiday that they have.
Activity 8
Aim: Talking about your family.
Materials: Family spinner.
Duration: 10 minutes.
Language focus: This - that - these - those – are. He/she works at ______? How many do you have? I have brothers, sisters, aunts, uncles... My mother's sister is my . Her brother is my _____. Is he/she your _______? How old ? Who ______? How many _____?
Aim of the game: To get a character, and perform a role-play.
INTRODUCTION
The teacher revises the vocabulary about family members.
PREPARATION
1. Every student has to throw a dice.
PLAYING THE GAME
1. Students throw the dice.
2. Depending on the number, they move the spinner.
3. Every student gets a different family member.
4. Depending on the family member, they get one El Chavo del Ocho’s character.
5. They perform a role-play about El Chavo del Ocho.
Acitivity 9
COMMON ILLNESSES AND NEW DISEASES AND EPIDEMICS
Aim: Expressing opinions.
Materials: classroom cube
Duration: 10 minutes.
Language focus: What's the matter? How do you feel? Have you seen a doctor? Do you know about ___? You need to take/drink/stay in bed etc.What are the symptoms of ____? What are some sexual diseases?
Aim of the game: Expressing concerns about others' heal
Introduction
At the beginning of the class students will create a brainstorming with teacher help to see how much they know about the topic, the teacher will ask the students what they know about the different diseases and the symptoms. Then the students will see a video.
https://www.youtube.com/watch?v=pyfkcUbhbJs
PREPARATION
1-Students will see a video about some diseases and symptoms.
2-students commented the video
3- Students make a short conversation about diseases.
3-the teacher bring a cube with the characteristics of some diseases
4-the students threw the cube.
Playing the game
1- The teacher bring a cube with the characteristics of some diseases
2- The students threw the cube.
3- The students read the characteristics of some common diseases and they have to guess the diseases that is being described.
Flu
· a sudden fever – a temperature of 38C
· tiredness and weakness
Diabetes
· Urinating often
· Feeling very thirsty
· Feeling very hungry - even though you are eating
· Extreme fatigue
· Blurry vision
· Cuts/bruises that are slow to heal
Asthma Symptoms
- inflammation of the bronchial tubes with increased production of sticky secretions inside the tubes.
- Shortness of breath
- Chest tightness, pain, or pressure
- is inflammation of one or more of your joints
- Pain
- Stiffness
- Swelling
- Redness
- Decreased range of motion
Hepatitis symptoms
- yellow skin or eyes
- Loss of appetite
- Mild fever
- Muscle or joint aches
- Pain in your belly
Early Stage of HIV
- Fever
- Chills
- Rash
- Night sweats
- Muscle aches
- Sore throat
- Fatigue
- Swollen lymph nodes
- Mouth ulcers
MIGRAINE
- -Severe, often "pounding," pain, usually on one side of the head
- -Nausea and/or vomiting
- -Sensitivity to light
- -Sensitivity to sound
- -Eye pain
Activity 10
SPORTS AND LEISURE ACTIVITIES
Activity 10
SPORTS AND LEISURE ACTIVITIES
Aim: Expressing opinions.
Materials: white sheets, construction paper, glue, scissors, colored markers, can card.
Duration: 10 minutes.
Language focus: Do you like to...? -Can you play...? -Which sports do you...?
What kind of ____ do you need? -Where is ____ played?, Sports, leisure activities, equipment, etc
Aim of the game: recognizing sports.
Introduction
At the beginning of the class the teacher asks the students about the different sports that they know and how to play it. Then the teacher shows some pictures on the board and the students have to recognize the pictures by saying to what sport they belong.
Playing the game
1- The teacher ask one by one each student to come to the board.
2- Students have to describe the sport without saying the name of the sport.
3- Students have to describe the sport that they have telling characteristic of this sport.
4- The other students have to guess what sport is being described.
Activity 11
DESCRIPTION OF SOMETHING
Aim: Describing, recognizing and naming animals.
Materials: White sheets (double-sized).
Duration: 10 minutes.
Language focus: Size, shape, color, material: medium, oval, gray, metal …Is it ? What color is it/are they? What are they? What is it/are they made of? Is it ?/Are they?
Aim of the game: To complete a drawing by answering questions.
Introduction
The teacher shows a presentation about animals’ characteristics.
Preparation
1-When you photocopy the sheets, make sure 13B is on the reverse of 13A, and 14A is on the back of 14B.
Playing the Game
1- Each team takes a piece of paper. Also, they draw a giraffe’s body.
2- Give each group a set of cards.
3- Write the following parts of the body on the board: 4 legs, a tail, a neck, a head, 2 eyes, 2 ears. They have to complete the drawing of a giraffe by answering questions.
4- Each team asks each other. For example, Team A asks What animal lives in cold places? Team B answers Penguin.
5- Once a group has completed their giraffe, they are the winners.
Activity 12
CAUSES, EFFECTS, AND PREVENTION OF ENVIRONMENTAL POLLUTION
Aim: Expressing opinions.
Materials: white sheets, picture pairs.
Duration: 10 minutes.
Language focus: Pollution. Causes, effects and prevention,____ was caused by ____
is produced by...____ is polluting ___.I think that...In my opinion...____ a different point of view.
Aim of the game: Identifying and analyzing environmental issues
Introduction
At the beginning of the class the teacher asks the students what do they know about environmental pollution the causes and effects and how to prevent environmental pollution. Then the teacher shows a video about environmental pollution to support the topic.
https://www.youtube.com/watch?v=OqHp03RRTDs
Playing the game
1- The teacher asks the student to stand up.
2- The teacher puts some picture pairs on the floor.
3- Students have to find the proper pair of each picture.
4- Once students find the pair, they answer a question.
Activity 13
OCCUPATIONS
Aim: Taking part in short conversations.
Materials: markets
Duration: 10 minutes.
Language focus: There are engineers /doctors _______ working for in our town, My ______ is a , but my ______ is a .Who wakes up early in the morning to milk the cows? The milkman.Who takes care of people’s health and performs surgery? The _________ How many teachers do we need? S/he has to
Aim of the game: Identifying occupations
Introduction
At the beginning of the class the teacher asks the students to name some careers that they know and how much they know about those careers. Then the teacher shows the students a power point presentation showing information and important facts about some careers.
Playing the game
1- The teacher divides the class in two groups.
2- Each group chooses a leader to go to the board.
3- The student that is on the board has to draw what the teachers tell them to draw.
4- The other students have to guess what their classmates is drawing.
Activity 14
IDENTIFICATION OF FAMILY MEMBERS AND PARTNER’S RELATIVES
Aim: Expressing opinions.
Materials: White sheets, Power Point.
Duration: 10 minutes.
Language focus: This - that - these - those - are - He/she works at ______? How many do you have? I have brothers, sisters, aunts, uncles... My mother's sister is my . Her brother is my _____. Is he/she your _______? How old ? Who ______? How many _____?
Aim of the game: To express opinions about your family.
Introduction
At the beginning of the class the teacher presents a video about family members.
Playing the game
1- The teacher shows a Power Point presentation.
2- For each slide, there is a family member.
3- One student describes that family member.
4- The students say: What is his/her name? Where does he/she live? What does he/she do?
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