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course: 1st year
students: 13 years
activity: to identify colours, and countries, give information about the countries and nationalities

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course: 1st-2nd year
students age: 13-14
activity: to be able to talk about the different objects the can see in the photo and give their opinion about the place, also say if they would like to live in a place like this.

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Course: 2nd year
Students: 12-13
Objective: to revise parts of the face and adjectives  and introduce the verb have got

Activitty
1: Listen to an audio with the description of the different faces and draw. Ex: I´ve got long brown hair and green eyes

2: Elicit the meaning of HAVE GOT, say and write examples on the board

3: In a sheet of paper students draw their faces and write sentences with HAVE GOT to describe it.

4: The teacher chooses students to show and read the descriptions aloud and practise pronunciation

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Book: Wider World

Course: 2nd year

Students´age: 13-14

Objective of the activity: To be able to talk about action verbs and show what they can or can't do.

Activity:

1. Students get into small groups and ask their partners about their abilities in different sports.

2. They are going to choose one of the members and tell another group about the abilities without naming them, using can and can't.

3. The other group must guess which of the partners it is.

They will carry out this dynamic in turns.

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Book: Wider World

Course: 1st year

Students´age: 12-13

Objective of the activity: After learning vocabulary about furniture and parts of the house they are going to work in pairs.

Activity:

Students have to choose one room of the house without telling the partner.

They are going to ask and answer questions about furniture to guess the room using Are there/Is there.

If they guess they get a point. They will carry out this dynamic in turns changing the rooms.

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Course: English Class - B2
Students' Age: 16-17
Objective of the activity: To present the topic of the unit. Warm-up activity.
Activity 1: Discuss the following questions in pairs:
a. Look at the picture, what is the relationship between the girls? What do you think they are talking about?
b. Think of the different circles of peoplein your life. Which of these people know you best? In what ways?
c. How do your family and friends support you in your life?

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course: 1st year, secondary school
ages: 12/13

Hand out the family dialogue to participants.

Instruct participants to work in pairs or small groups to expand on the given dialogue. They should create additional dialogue or scenes that continue the family story or explore different aspects of the family members' lives.

Encourage creativity and imagination in adding new elements to the story while keeping it related to the family theme.

Each group can then present their expanded dialogue to the class

Activity 2

1. Ask participants to choose or assign roles to each participant in the dialogue. For example, one person can be the birthday celebrant, another can be a parent, and others can play the roles of siblings or friends involved in the celebration.

2. Give participants some time to read and familiarize themselves with their respective parts in the dialogue. Encourage them to pay attention to intonation, expression, and emotions in the dialogue.

3. Have participants perform a role-play based on the dialogue. They should act out the conversation, using the script as a reference. Encourage them to express emotions and interact as if they were the family members celebrating the birthday.

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Book: Energy 1

Fast food facts. Past tense

Course: 1st year

Age: 12-13

Objective: To introduce vocabulary about appearance and practice have got/is

Pre-activity: The teacher will ask the students about the pictures they see.

-What can you see? What else? What do you think the words are about?

Activity N°1: In pairs, students will discuss the meaning of the words. Then, they will decide which words goes with each character.

Activity N°2: Students have to match the descriptions given for each character and they have to identify which ‘s means 'has' and which means 'is'.

For example: She’s tall and slim. She’s got black hair and brown eyes.

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Book: Energy 1

Sports. Present tense. Like-don’t like

Course: 1st year

Age: 12-13

Objective: To introduce vocabulary about sports and practice -ing forms

Pre-activity: The teacher will ask the students about the pictures they see like:

What do you see? What are the pictures about? What are they doing? Do you recognize the sport of picture 1? Do you like it or not?

Activity N°1: Activity suggested by the book. Which sports in the box are in the photos?

Activity N°2: Mark with a tick or cross if you like the sport or not. Then make sentences about each sport and say if you like it or not. Ex: I like playing football.

Activity N°3: Then in pairs, ask and answer questions to your partner. Ex: “Do you like skiing?”

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Course: 4th Year

ST’s age: 15-16

Objective: To encourage students to share their personal experiences regarding holidays and travel. To describe past activities and experiences.

Activity 1: Ask students to look at the pictures and say what things they can see. Elicit new vocabulary from the students. Make a spider web on the blackboard to classify key words that can later be used by students. For example, means of transport, types of activities, places to go, etc.

Activity 2: Ask students about their last holiday: what they did during their holidays, if they went somewhere, how they went there, where they stayed or who they went with.

Activity 3: Discuss about their experiences: “Have you ever …?”

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Course: 1st Year
ST’s age: 11-12
Objective: To encourage students to share about their personal belongings and favourite things. To describe what they have and haven’t got. To ask and answer about personal things.
Activity 1: Elicit from students the new vocabulary and do activity 1 all together. Match the pictures to the words.

Activity 2: Write down on the blackboard the question and the answers “Have you got…?” Yes, I have / No, I haven’t. Ask students about their their favourite things. “What’s your favourite thing?” “What colour is it / are they?” “Is it / Are they new / old?”
Activity 3: Ask students to draw a chart and to choose 4 different things to ask their classmates about and two colums (one for yes, an another one for no). They have to go around the classroom, ask them if they have or haven’t got those things and they have to complete the chart.

Activity 4: On the blackboard introduce the structure "he / she has got / hasn’t got" and ask students to talk about what their classmates have or haven’t got.

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Course: 2nd year Secondary School
Students' age: 12-13 years old
Objective of the activity: raise awareness of how influential first impressions can be when we meet a person for the first time.

This is an activity that is presented after students discover and practice vocabulary to describe personality (positive and negative adjectives). For example friendly and unfriendly, etc.

Activities.
1) Look at the pictures for some minutes.
2) Then in pairs, talk about your first impressions about the boy and the girl. It could be useful to provide them with some sentence frames.
I think the boy/girl loooks...
Liam is .....

3)Then they listen to 2 friends talking about Liam and Molly (the teens in the photos). They check their predictions with the predictions of the people in the photos. For me, it could be helpful to listen and complete a chart so that the information is much clearer and not too messy to listen to and remember by hard.

4) As an additional activity I would like sts to take a good selfie of themselves with some filter, post them on a digital wall and invite other students to comment on their photos as well as their classmate photos and to see how influential first impressions  can be at first time.

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Course: Secondary School 3rd year
Student's age: 14-15
Objective of the activity: to encourage students to make predictions about what happened in the pictures they see.
-to narrate a sequence of events by giving order to the pictures.

Pre Reading.
-What can you see in Pic 1 and 2? What are they doing?
-Are the same people in both pictures?
-In which picture do you see a problem?
-In your opinion, which picture is 1 and which picture is 2?

While Reading.
-Sts read or/listen to the conversation between Adam and Bella to see what problem the girls really have.
-Then they read the conversation in pairs and highlight the words and phrases that show what the problem is.

Post Reading.
-Sts check what the real problem is with their first analysis of the pictures.
Additional act: they can also go back to the dialogue and highlight the words and phrases that show how the girls really feel and react when they have the problem at the shop.

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Course: 2nd year
Age: 13-14
Objective: To introduce vocabulary about playing games and practice present continuous.

Pre-Activity: The teacher will ask students questions about the image:
- What do you think is happening in the picture?
- Are the children in the image having fun?
- What are they playing? Do you know this game?
- Do you recognize the name of the board game being played?

Activity n° 1. Activity suggested by the book. Match the images with the verbs in blue.

Activity n°2: Write a brief paragraph (3-5 sentences) using the present continuous tense to tell their classmates a funny story of you playing a board game.

Activity n° 3. Students will vote on the funniest story, and then they will role-play the top 5. One of them will narrate it.

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Course: 1st year.
Age: 12-13
Objective: To learn and use the present simple tense and new vocabulary for expressing feelings

Pre activity: The teacher will tell the students to point out the various emotions shown by the characters in the pictures one at a time. After that, the students will write a short sentence for each character.

Example:
1. The lady is confused

Activity 1: Students understand different emotions now, so they will pick one and show it without speaking. They need to team up with their classmates to create groups based on their chosen emotions.

Activity 2: In the established groups, they will create a flag or symbol to express themselves and that feeling.

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Book: Together 1 (Oxford)
Course:2nd year SECONDARY SCHOOL
Age: 13-14 year-old students
Objective: to introduce vocabulary about personal hygiene products and reflect on healthy habits.
Activity 1: students talk about the products they can see in the photos and the importance of using them. The teacher elicits vocabulary they may already know and introduces new items. This activity also works as a warm-up for the following text and to arise students' interest in the topic.
Activity 2:students reflect on the good and bad habits about peronal hygiene and read a text about a teenager's experiment (not using gel for a month)

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Book: Together 1 (Oxford)
Course:2nd year SECONDARY SCHOOL
Age: 13-14 year-old students
Objective: Review vocabulary about clothes, reflect about different cultures and express their likes and preferences.
1) Pre-reading activity: students tick the clothes they can see in the photos and describe the pictures. The teacher makes them predict where the people may be from and what they may do.
2) While-reading activities: students read and listen to the article and check their predictions.In the following activities, they complete sentences to check meaning and answer questions about the information in the text.
3) Post-reading activity: students reflect about their own life and interests

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Book: Where On Earth
Course: 3rd Year
Student's age: 14/15 years old
Objectives: Students will be expected to be able to compare the climate of two different countries

Look at the following image! What can you see? What does the title say? What is the map showing? What do the colours represent, population or temperature? Look at the graph in the right! What do the colours orange and red represent, a hot, warm, mild, cool or cold temperature? What about the colours purple and dark blue? What temperature do they represent? Let’s complete the chart!

Activity 1:
Students will have to complete the rainbow graph present in the image with the following words: hot, warm, mild, cool and cold. They will have to match each of the words with the corresponding colour according to the temperature that represents.
This activity works as a vocabulary review, students will solve it just to make sure they have understood what temperatures the colours represent.

Activity 2:

Students will play with a world-map. The map will be placed on the floor (or on a desk) and they will throw a paper ball twice. They will have to look at the temperature map and compare both countries saying which one is colder, milder, warmer, etc.

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Headway Pre Intermediate 5th Edition. Class Presentation Tool, p. 102. (Oxford)

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Course: 1st year
Age: 13
Objectives: learning new vocabulary, using the language to communicate, reflecting on the evolution of technology, its advantages and disadvantages

Warm-up: (whole class):
Look at the pictures. Do you know these objects? Do you know how they work? Are they new or old? Are they similar to what you use nowadays? Do you know any other old technologies? Which? What were they used for?

Activity 1:

Part 1: Watch the video "Kids react to rottary phones."
https://www.bing.com/videos/search?q=kids+react+to+old+telephone&&view=detail&mid=6339BAA34CCE520E0F5E6339BAA34CCE520E0F5E&&FORM=VRDGAR&ru=%2Fvideos%2Fsearch%3Fq%3Dkids%2Breact%2Bto%2Bold%2Btelephone%26FORM%3DHDRSC6

Make pauses after each question the host asks the kids and let students give their own answers before listening to the right ones.

After watching: Did you know any of this? Has anyone ever seen/Does any of you have one of these?

Part 2: In pairs, think of a funny phone conversation at that time.  Include the whole situation (dialling, reaching the other person, a failed call, a busy signal, etc.)

Part 3: every pair roleplays their conversations. After that, students vote for the funniest (self voting is not allowed!)

Activity 2: making a presentation

In groups: each group picks one old technological device which people no longer use nowadays. They do research on when it was created, by whom, how it was used, how it changed people´s lives at that time, curious facts, etc.
Each group makes a presentation/poster/video to show their research to the class.

Closure: as a whole class, sum up all the items and how they have helped people.
What devices do you think will be created in the future?

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Venture into First for Schools B2 Student´s Book, p. 20 (Oxford)

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Dana Krasnopiorko

Course: 3rd year
Age: 15
Objectives: reflecting on the importance of having friends, interacting with different classmates, sharing ideas and using the language to communicate (eg. retelling, listening, giving advice.)

Warm up (whole class): look at the picture. Do you know what a BFF is?
Hands up if you have a BFF.
What is the importance of having friends?
How do you choose your friends?
What do you like doing with your friends? (Brainstorm and write a list.)

Activity 1:

Part 1: (Individually) Think of a funny anecdote with your BFF (or any friend) to tell the class.

Part 2: Students take turns to tell the anecdote to the class. The rest of the students have to try to remember the anecdotes.

Part 3: The teacher asks "Who is the student who (anecdote)?" Students have to guess.

Activity 2:

Part 1: In groups, the teacher assigns one activity people often do with their friends, from the list created in the warm-up. (Each group should have a different one.)

Part 2: Each group mimics the activity for the rest of the class to guess.

Activity 3:
The teacher shows quotes from people talking to their friends about a problem (one quote at a time.) Eg: "I´ve just failed my Math exam."/"I´ve broken up with my boyfriend/girlfriend."/"I´d love to have a pet and my parents won´t let me."

Ask students to come up with advice/ideas on how to solve the problem/how they could help a friend in that situation.

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The book I have chosen for this assignment is called Solutions Elementary- Third Edition by Oxford University Press, which I consider could be suitable for sixth graders.

OBJECTIVES:  being able to talk about likes and dislikes

WARM UP: The teacher will stick photos of Argentinian food such as choripan, empanada, mondongo, asado, milanesa, etc. and then she will do a brainstorming activity where learners can share their own experiences with food.

Activity: Students are invited to do a speaking activity, where they have to look at the meals and then tell how the meals look according to the words given. Although the book introduces students to food, it does not initiate an initial discussion about the types of food they are accustomed to consuming so an added activity with Argentinian food will be added.

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The book I have chosen for this assignment is called Solutions Elementary- Third Edition by Oxford University Press, which I consider could be suitable for sixth graders.
Main objetives: activate prior knowledge, create awarenesss  about their town, asking for and giving instructions, describe the city they live.
WARM  UP:  The teacher intends to display the town on Google Maps and inquire whether the students can identify familiar places, including the park, shops, and educational institutions (they have already worked with vocabulary)

ACTIVITY: In pairs, students have to look at the map and answer questions about the places using the phrases for location.

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Book: New English File. Pre-Intermediate.
Course: 3rd year. Age 15.

Objectives: to be able to talk about drinking  preferences and quantities.
To use quantifiers in questions and answers: How much...? How many...? A lot..., a little...

Speaking Activity:
Step 1: To look at the image and say what they drink everyday. (water-diet coke-coke-fruit juices-milk-tea-mate).
I drink tea every day.

Listening activity:
Step 1:
To complete the graph by putting the names of the different drinks by the jar drawing.
Step 2: to compare the amounts they drink with the suggested amounts in the audio.
Step 3: to reflect in groups about our nutritional needs.

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Book: New English File. Elementary
Course: 1st year . Age:13
Objectives: to be able to identify countries nad nationalities.
To  say where you are from and where other people are from.
To use previously learnt vocabulary about countries and nationalities.

Speaking activity
Step 1: To predict where these people are. To guess where the people are from by looking at the colours of their flags and body paint. This can lead to sharing experiences about going to see the national team or local team and the importance of colours and nationalities.
Optional: guessing the countries of the people in the image.
Step 2: To say what national team they belong to and to say what national team their favorite player belongs to.
Listening activity
Step 2: to listen and confirm their guesses and then, complete the dialogue with the appropriate country or nationality.

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Course: 4th year secondary school.
Age: 15-16 years old.
Level: begginers
Objective: For students to be able to compare their home town with others using comparatives.

Activity 1:
1. After reading the text and discussing the city described, Sts will have to think about their home town (Esquel - Chubut).
2. Sts will write, on their notebooks, some adjectives they would use to describe Esquel.
3. After that, they will make sentences comparing the city from the text with Esquel using the adjectives they have chosen.

Activity 2:
1. Sts will choose another city without telling anyone which one it is.
2. They will form sentences comparing Esquel with the city they have chosen.
Once they have told all the sentences, the rest of the class will have to guess the city they are talking about.

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Book: Cutting Edge 3rd edition Sarter
Course: 5th year
Student's age: 16-17
Objectives: being able to identify someone's job/profession

Activity 1: Look at the different pictures and answer:
Can you name any of these jobs?
Do you know a person that works in one of those jobs?

Activity 2: Look and guess game
Students will work in groups of 4.
Students will be selected by the teacher to come to the front of the class and they will have to act out a certain job without telling the class.
If a group is correct then they get a point, the group with more points will win the game.

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Book: Cutting edge 3rd edition Starter
Course: 5th year
Student's age: 16-17
Objectives: stimulate previous knowledge, create awareness of other countries and cultures, practice description of images.

Activity 1: Look at the pictures and think:
Are all the pictures from the same country?
Do you recognise any of these monuments/buildings?
Are they new or old constructions?

Activity 2: If you would have to choose a historical building/monument to represent the country, which one would it be?
Students will work in groups and pick one image to represent the country.
Then they will explain why the chose that image by telling a brief story of the building using the past simple tense.
Then, students will have to vote for their favorite picture.

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COURSE: 1ST YEAR - SECONDARY SCHOOL

AGE: 12/13 YEARS OLD

COURSEBOOK: ON THE PULSE STARTER. (Macmillan Education)

OBJECTIVE: STUDENTS DRAW AND DESCRIBE THEIR OWN INSTAGRAM PROFILE.

WARM UP ACTIVITY: The Teacher writes  social websites on the whiteboard. E.g: FACEBOOK, INSTAGRAM, TIK TOK, TWITTER, ETC.

She asks student to describe each of them. Do they have a profile in any of them?
After that, she shows the picture from the book. They recognize the social media it comes from.

MAIN ACTIVITY: Sts answer some questions about the picture. What is the name of the social website? What is the name of the girl? Does she have Friends? How many followers does she have? Who is Julia? etc.

They underlined words they dont know and read each description aloud. The idea is to focus sts´attention to specific strutures such as: THESE ARE/ THIS IS…. and personal information.

AFTER ACTIVITY: Students draw their own instragram profile. It doesnt matter if they have it in real life. They divide it into four parts to describe a friend, a family member, a pet and a favourite place. Besides, they write their own personal introduction too. They use some highlighted phrases to complete it. After that, they present it to their classmates orally.

This activity enables sts to communicate their preferences and personal information through images, in this case through the well-known instagram profile. The teacher works with previous knowledge (social media) too.

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COURSE: 2ND YEAR - SECONDARY SCHOOL

AGE: 13/14 years old

COURSE BOOK: ON THE PULSE 1

OBJECTIVE: Students make and explains a poster about their weekly actvity

WARM- UP ACTIVITY: Revision time: Teacher writes SCHOOL SUBJECTS on the board. She encourages Sts to mention them one by one aloud. The teacher writes them on the board.
MAIN ACTIVITY: Ask Students to look at the picture and guess what it is. she asks questions about the pictures and the words in bold.

Sts pay very much attention to the pictures and the rest of the information the noticeboard is showing. They answer some questions about it to practice PRESENT SIMPLE QUESTIONS

What day is the choir practice on?

Where is the art club class?

Which activity can you do on Fridays?

what time do you practice football?

AFTER ACTIVITY:

STudents are asked to think about the activities the do/practice after school. Each student choose one activity and make a note about it. they should include Title, day of the week, time and a picture. In groups, they make  a noticeboard in a cardboard with all the activities.

This activity gives Sts the chance to understand, interpret and develop their own conclussions about the visual elements. working in groups can be useful as sts generate multiple interpretations of the same image and they construct meaningful content.

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Book: Metro Starter
Course: 3rd year
Students' age: 15
Objective of the activity: to understan a text about the Dubai Mall
Activities:
Ask students if they like shopping, where they go shopping and which stores they like. Ask if there is a big shopping in their town and ask what else there is in the mall apart from stores.
Ask students their Knowledge about Dubai and where it is.
Tell students that they are going to read about a big shopping mall in Dubai.
Read out the title and of the text and the four headings.
Play the audio and ask students to listen and complete the text with the correct headings. Check answers with the class.
Ask students to complete the matching task. Check answers with the class.
Students read the text again and decide if the sentences are true or false. Check answers with the class.

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Book: Metro Starter
Course: 3rd year
Students' age: 15
Objective of the activity: to talk about places
Activities:
Focus on the picture and read out the bubbles. Ask "Where is he?" Elicit a few posible answers, but don't confirm.
Play the video and ask students to watch and listen
Ask students who is he talking to on the phone.
Play the video again for students to check their answers
Ask students where they like going in their town, where they meet their friends and where they go to relax.

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Course: 2nd Year – Secondary School

Student’s age: 14 years old on average

Objective: Developing reading and writing skills and also integration of grammar and vocabulary topics learnt previously, i.e. have got and physical description.

Activities:

a- Teacher will stick the 24 photos of people faces around the hall outside the classroom.

b- Teacher will focus student’s attention on the title and the faces around the page for students to talk a bit and retrieve the topic of physical description previously learnt.

c- There will be first silent reading of the miniparagraphs and students will have to circle or underline the vocabulary connected to physical description. Teacher will show students what they are expected to do on the first box as an example and then they will have 10 minutes to do the same with the rest of the boxes. Students can work together with their classmate sitting next to them.

d- There will be aloud reading of the boxes and checking of the previous activity. There will be checking of students’ vocabulary understanding.

e- With the English booklet or photocopy and a pencil in hand, students will go to the hall to complete the white box next to the miniparagraphs with the name of the matching person. At this stage, students can help each other and will also need teacher’s assistance.

f- When students finish the activity, there will be group checking in the classroom and teacher will write the correct answers on the whiteboard.

g- Students will be asked to choose one of the twelve people of the activity and add two more sentences to that description and draw the face of that chosen person with the old and new information.  Using their cellphones, students will photograph the photo on the hall and their picture and see and talk about the differences.

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Course: 2nd Year – Secondary School

Student’s age: 14 years old on average

Objective: presentation of new vocabulary: clothes and accessories and developing writing skills.

Activities:

a- Teacher will pin fabric signs on students’ backs with the vocabulary on the crossword.

b- Teacher will focus students’ attention on the book page and will elicit from students the topic they will learn, the pictures they can see around the crossword and the numbers on the crossword so that students know the words they will have to complete on each row; there will be some kind of matching between the numbers/rows and the pictures they see around.

c- Teacher will play some background music to facilitate students’ interaction and will ask students to stand up and complete the crossword with the help of their classmates who have the missing words on their backs.

d- When students finish completing the crossword, teacher will check correct spelling of the new vocabulary on the whiteboard and there will be choral and individual repetition of the new words.

e- Students will receive a piece of colored paper and will write a miniparagraph with the beginning: Today I’ve got……. to describe the clothes and accessories they are wearing.

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Activity 1 - Segment 1 - Luparello, Doyel

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Activity 1 - Segment 1 - Luparello, Doyel

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Class: 2nd year - secondary school.
Students' age: 12-13 years old.
Course book: Live Beat 1 - unit 4B

Aim: For students to be able to describe people.

1. Students have to form pairs.
2. Each student will pick their favourite famous person and will describe him/her using the vocabulary presented in the lesson.
3. The other student will have to guess the famous person.
4. Students will then explain to the rest of the class who his/her partner's favourite famous person is and why.

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Book: English in Mind 3
Course: 4th Year
Students’ age: 16
Objective of the activity: To work on social relationships and advices using the second conditional.
Activity:
Imagine that you have an unexpected test today and you see one classmate very nervous.
How do you react to unexpected tests?
Would you try to help him/her? Why?
What would you say to him:
as an advice?
If he/she finally passes the test?
If he/she finally fails the test?

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Book: English in Mind 3
Course: 4th Year
Students’ age: 16
Objective of the activity: To activate previous knowledge and to work on personal values.
Activity 1:
Is the monument in memory of an animal?
What nationality are the people around the monument?
Have you ever seen a monument in memory of a dog?
Does your culture value animals? How?
Activity 2:
After reading the story of Hachicko (The dog that waited for his master), use the second conditional to say whom you would remember with a monument and why. E.g. “If I built a monument, it would be in memory of… because….)

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Class: 3rd year
Coursebook: Solutions Pre-intermediate
Aim: talk about landscapes and outdoor activities.
1-Sts work in pairs.
2-They talk about the pics presented in the lesson.
3-Using the pics as models, they choose a typical landscape from  their country;
4-They describe it using as much vocabulary from the lesson + there is /are;
5-Their classmate has to guess the landscape they are talking about.

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Class: 1st year
Coursebook: Together starter
Aim: write a poster about their likes and dislikes.
The sts design a poster (preferably a digital one) using pictures of the things or people they like /dislike. They are supposed to use the phrases learnt in the unit.
They have to plan their poster by filling in some charts with the information to be included in the poster.
The idea is to post the poster in the class's blog.

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Solutions Pre-int- 3rd year secondary school

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Speaking activity.
After learning vocabulary about landscapes and activities to do in the places shown in the images, sts have to :
1- work in pairs
2- Describe a typical landscape in their country (without saying which);
3- Use the vocabulary dealt with in the lesson + there is /are;
4- Their partners have to guess what they are talking about.

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Together Starter , 1st Year secondary school

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Writing project about likes and dislikes.
The sts are supposed to make a poster with things /people they like or dislike. The images are used as visual anchors to their limited writing skilss, considering it's the first unit in the coursebook.
The idea is to make a digital poster if possible, which makes it more visually attractive and through which they get to use loads of digital resources.

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Course: 3rd year - Secondary School
Students´ Age: 14-15
Objective:
*To encourage students to use technology to research about accidents or disasters.
*To encourage students to talk about their findings in order to improve communication and pronunciation skills.

Activities:
[In groups]
1-Research about an accident or a disaster. (Use pc, laptops,etc.)

2-Prepare a presentation answering the questions of the image.

3- Share all the findings and the presentation with the rest fo the class.

4-Give personal opinion about the accident/disaster.

M.Emilia Lencina

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Course: 1st year - Secondary School
Students´ Age: 12
Objective: to encourage students to talk about the image to improve communication and pronunciation skills.

Activities:
1-Ask students to pay attention to the image and talk about what the different individuals can do.

2-Work in pairs: ask and answer if the classmates can or can´t do the activities of the image.

3- Create a "CAN or CAN´T" chart. Use it to play "GUESS WHO".

M.Emilia Lencina

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Course: Secondary school, 2nd year
Students´ age: 12
Objective: to encourage students to describe what they can see in order to improve their communication skills
Activities:
1- Ask students to look and say what activities they can see in the pictures. Encourage them to repeat the new vocabulary in English
2- Ask some questions, such as:
What activities do you usually do?
Is there any activity that you never do? Why?
Apart from the ones in the pictures, what activities do you do to have fun?
3- Discuss about their preferences: encourage them to say: My favourite activity is.....
4- Play a game to revise the vocabulary learnt: do mimics and say the correct action

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Activity 1 - Segment II - Espindola, Ariel

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Activity 1 - Segment II - Espindola, Ariel

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Lesson 1: Activity 1.

Student: Espindola, Ariel.

Book: 21st Century Communication.

Segment II:

For this segment, I chose an infographic taken from the same previous book, but this time it is presented as an AFTER YOU LISTEN activity, not as a warm-up.

In this activity, students are expected to read and interpret the information shown in the graph, as well as answer the questions orally, relating what they see to what they have learned in the listening activity.

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Activity 1 - Segment I - Espindola, Ariel

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Activity 1 - Segment I - Espindola, Ariel

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Lesson 1: Activity 1.

Student: Espindola, Ariel.

Book: 21st Century Communication.

Segment I:

This activity was presented to students in the 7th grade (B1 Level).

In this textbook, the authors present the beginning of the unit with a THINK AND DISCUSS activity that invites students to relate the unit’s title not only with an image but also with a caption about Jadav’s story.

This activity is a warm-up, whose principal aim is for the students to start talking about the topic being developed in the next listening comprehension activity.

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Course: Secondary School 2nd year
Student`s age: 14
Objective of the activity: To encourage students to effectively describe and narrate  improving their language proficiency and communication skills.
Activities
1. Ask students to look closely at the image and answer simple questions like:

How many buildings can you count in the picture?

What are the predominant colours on the street?

Can you identify any vehicles in the picture?

Are there people on the street? What are they doing?

What types of signs or signals can you see on the buildings?

2. Narration of Activities: Encourage students to narrate what is happening in the picture. For example, "People are entering the cinema" or "The bookstore is next to the sports centre."
3. Preference Debate Ask the students about their personal preferences. Which building would you like to visit? Why?
4. Storytelling: Request that the students create a story that takes place on this street. They should incorporate at least two of the buildings into their story.

Desmaret Alejandra

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Course: Secondary school 3rd year
Student`s age: 15
Objective of the activity: Asking students to make predictions, encouraging students to use the present continuous tense and develop their observational and descriptive skills.
Activities

1. Asking students to make predictions about what they will see in the image: What do you think it will show? What daily activities do you expect to see?

2. Showing the image to the students and asking them to describe what they see: Who are the characters? Where are they? What are they doing?

3. Narration in Present Continuous: Encouraging students to practice using the present continuous tense when describing what they are seeing in the image.

4. Cultural Comparison: Asking students to discuss the similarities and differences between the daily routines of young people in different countries. We can show images from other cultures to compare with the initial image.

Desmaret Alejandra

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Course: English Class - B2
Students' Age: 16-17
Objective of the Activity: To activate previous knolwledge to better understand a text.

Activity 1: Before reading the text, look at the image and answer:
a. What job do you think this person has? Why?
b. Would you like to be a spy? Why? Why not?
c. What are the advantages and disadvantages of living as a spy?
d. What do you think his mission is about?
e. Read the title of the text and the quote, where is the text taken from?
Activity 2:  You are going to watch the trailer of the movie "Alex Rider: Operation Stormbreaker". TRAILER
A: Before watching, think about the following questions in pairs:
a. Do you like reading or watching adventure novels?
b. Have you ever done any martial arts or extreme sports?
c. Do you think it's ethical to use sodium pentathol to control someone's actions?
d. What do you think are the qualities that make a person a lethal weapon?
B: While watching, try to answer these questions:
a. What kind of training did Ian Ryder prepare the agents for?
b. Who was sent to investigate Darrius Sayle and his Stonebraker projects?
c. What is Stormbreaker?
d. What happened to Alex's uncle?
e. What is Alex Ryder's role in the operation?
C: After watching, answer in groups:
a. How do you think you can relate the trailer of this movie with the text you are going to read?