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This book is addressed to first stages of Secondary Education in Argentina.
Class: Students of 2nd Course of Secondary School
Average age: 15
Topic: Animals : describing animals. parts of animals´bodies vocabulary.
Objective: To introduce new vocabulary
Activities: Teacher will ask students about what can they see on the pictures, if they can guess what animals are.. and which part of their body we can identify.

Then, they will take turns to identify the animal and describe it using the vocabulary.

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This book is addressed to first stages of Secondary Education in Argentina.
Class: Students of 1st Course of Secondary School
Average age: 13/14
Topic: Nature: places and animals
Objective: To introduce new vocabulary
Activities: Teacher will ask students about what can they see on the pictures, if they know them, if they watch them, What places are depicted in the pictures? Where we can find the animals depicted in the pictures? can we find places like these in our country?....

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Course: 4th year, Secondary technical school, Orientation: Mechanics.
Students's age: 15-16
Student Book: Career Path - Mechanics. Book 1. Express Publishing.
Objective: Learning about Power tools.
Activities:
1- All students have this copy. Teacher will ask students to look al the picture and will elicit the name of the place where the picture was taken. Of course Ss will say "workshop" because they already know that name.. but the teacher will ask them to pay attention to the different tools that appear on the picture, and according to them try to guess what kind of workshop could we be talking about.  The possibilities could be: auto repair shop, paint shop, tire shop, car wash among many others.

2- The following activity has to do with recognising different power tools used in the workshops previously named. Teacher will draw a chart on the board with these 4 different workshops categories. Teacher will show Ss a video specially made about power tools mentioned in this book page, and Ss will say where each power tool belongs to. For example: When Ss see the impact wrench they can say it is used in a tire shop or a repair shop, when they see the heat gun, they can put that name below the paint shop category, and so on....

3- Ss will be organised in groups of 3 or 4 with the assignment of making a video presenting the tools of any of the workshops mentioned before. They can take pictures of the tools at the school workshop and edit the pictures into a video, or they can record themselves showing the tools and describing them saying if the tools are new/old, colour of them, prices, etc. Ss already know how to describe objects. Videos will be uploaded on the course padlet.

Yazmin Jury.

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Course: 6th year, Secondary technical school, Orientation: Electricity.
Students's age: 17-18
Student Book: Career Path - Electrician. Book 2. Express Publishing.
Objective: Learning more about buried and aerial service entrances.
Activities:
1- Students are asked to observe the book images and share everything they know about the topic (if they know any differences, which is more popular, disadvantages, which one would they prefer installing at their future own homes,  etc)
2- Then, Ss will be divided into groups of 4, and will be asked to complete a chart  stating the advantages of each service, taking into account what has been said minutes ago. After some minutes, one student from each group will go to the board  and start completing the same chart in order to check information all together.
3- After that, Ss are invited to read the text below the images, trying not to worry about specific words, but to get the general understanding of the text.
4- When finishing reading, they will be asked to check if there is any missing information on the chart they didn't know before.
5- The book offers some exercises based on specific vocabulary comprehension they will have to do.
6- As an activity related to their own life, students will have to answer individually the following questions:
a-  Do you have an aerial or underground service at home?

b-  Do you know where the service entrance point in your house is?

c-  Is there a drip loop in the electrical installation of your house? or you don’t know?

d-   Do you have any utility pole near your house?
7- Imagine you  have the possibility to decide which service to install in your new home and answer:
a- Which service would you choose?

b-  What factors would you consider before taking the decision?

c-  What safety considerations should you take into account?

d-  Would you consider environmental impact in the neighborhood?

e-  What do you think about the landscaping of the neighborhood?

f-  Could TV service, internet service, or others be affected by your choice of an aerial or buried installation?

Yazmin Jury

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Course: 3rd. year – Secondary School

Students’ age: 15 years

Student Book: Engage 1, Second Edition.  (G. Manin, A. Artusi and C. Thacker) – Oxford

Aim of the class:

. To recognize time expressions in the past simple.

. To search for information in the text.

. To list facts about a famous person they like.

. To be able to write a short biography.

Activities:

-First, students will read the writing skills chart. This chart shows how the dates and expressions of time help us understand the order of the events.

-Afterwards they will read Andy Warhol's biography and they will circle the dates and   expressions of time in the text. For example: August 6th, 1928.

- In exercise 2, students will fill in the table with date and time on one hand and the event that happened at that moment in time.

- Then in exercise 3, the students will choose a famous person that they admire. They will write data, dates and events about that person. As a final exercise, they are going to write a short biography about the famous person they have chosen.

They can use as a model the biography they have read previously and they have the table completed in exercise 2.

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Course: 1ST. year – Secondary School

Student´s age: 12 -13 years

Student Book: Engage Starter, Special Edition.  (G. Manin, A. Artusi and H. Halliwell) – Oxford

Aim of the class:

. To complete the activities with previous knowledge

. To express orally about the colours they like and how that colour makes them feel

. To write a short test following the structure of the model test.

. To use the vocabulary and the grammar learned in the previous units.

Activities:

- First students will have to look at the pictures and talk about them. For example: Who is the author?, Where are the Netherlands?, What is a museum?, Etc.

After that they´ll have to match the pictures to the corresponding sentences.

- In exercise 2, students have to observe the painting and label the objects using the vocabulary from the box.

-Then the students will have to classify the colours into warm, cold and neutral; and write them in the corresponding column.

-After that, they will have to complete the dialogue about Van Gohg's bedroom using colors and feelings vocabulary.

-In exercise 5, students will work in pairs. They have to write a short dialogue where they have to say the color they like and how they feel about it using adjectives that describe feelings.

They will read the dialogue in pairs in order to practice pronunciation.

-The last exercise consists of students looking at Van Gohg´s famous painting that the book presents in this exercise and they have to read the text that accompanies it.

-As a final evaluation, the teacher will ask the students to choose a famous painting. They have to write a short paragraph following the structure of the previous text. They will have to write the name of the famous painting, the name of the author, the artist´s nationality, they also have to write about the colours and their classification, and how this painting makes them feel.

In order to achieve this task, students can use the questions that they are in the book.

-They will present a poster with the image and the text, which students will read to their classmates.

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Students' Book:  Wider World 3-Barraclough Carolyn, Gaynor Suzanne-BBC-Pearson
Level: 5-6th year of Secondary School
Objective: to increase communicative competence.

The material selected is considered a great opportunity for students to debate about culture in relation with technology. In two pages, there can be found a variety of activities which allow students to be exposed to authentic material. What is more, it gives the possibility of interaction and critical thinking.

To begin with,  the image of the introduction (opposite colours and black and white brain)  and the title (Do smartphones make you smarter?) make the reader think about the intention in the message of the article. This introduction gives sts the possibility to have a pre-speaking task to collect their thoughts on this topic and respond to the ideas of their classmates in a quick and  informal way. After that… after reading there are many activities to explore and explore more… which include videos, images, work in pairs and work groups.
According to  English Language knowledge and skills, the material can work with advanced students with access to more complex grammar structures and vocabulary or with beginners students.  By the end of the page, after developing all these activities, there is a culture project to make a close up. The role of the teacher is crucial to guide learners ,in each step, with assertive intervention in order to avoid difficulties in the classroom.

I believe that the authenticity of the material gives students everything they need to achieve their goals.

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Course: 2nd year (Average age: 14).
Topic: Vocabulary
Objective: Sts will be able to describe actions they performed in the past.
Book: Power Up 3.
Activities:
a)- Teacher shows sts this picture and ask them: What did you do yesterday? Can you describe the actions performed by the characters of those pictures?
T writes all the anwers that sts tell her on the board. Then, she asks them to tell her what words they do not recognize.
b)- Sts make a list of words they do not know and try to relate them with the pictures.
c)- T asks sts they read aloud the text. They must relate, little by little, the text to the images.
d)- T asks sts they write short sentences describing what they do yesterday. The T, previously, provides sts with vocabulary, so that they can express their ideas.
e)- Each sts will read aloud their answers in order to check their activities.

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Course: 2nd year (Average age: 14)
Topic: Vloggers
Objective: To read about vloggers.
Book: Gold Experience A2. Second Edition. Student's book.
Activities:
a. Teacher presents the image and a YouTube icon on the side. When she does this, she says: "please, give us a like, comment and share".
Teacher asks
What are the teenagers doing?
Who are your favourite YouTubers?
b. Teacher writes a definition of vlog on the board.
c. Students read a text about a vloggers'  club at a school.
d. Students do the reading comprehension activities on the book
e. Books closed. The techer asks: What information do you remember from the tex? Students race to the board and write what comes to mind.
f. Teacher reads all the info to the class and they organize the corrent sequence of events.

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Course: 2nd year (Average age: 14)
Topic: Technology Vocabulary

Objectives: To talk about social media apps.
Book: Gold Experience A2 Second Edition. Student’s book
Activities:
a. The teacher shows the picture and asks: What's going on in the picture? Can you guess what are they looking at on their phones? Which social media apps do you use every day?
While students try to answer, the teacher writes new vocabulary they need to express themselves on the board.
b. The teacher presents a set of digital flashcards (word/image and definition) on Quizlet with the following words: social media, upload, post, story, profile, username, share, and comment.
c. Teacher asks the following questions to the class. Students must use the vocabulary from the flashcards.
How much do you use your phone in a day?
What social media app do you use the most?
What do you do on (Instagram, Tik Tok, X)?
Who's your favourite Instagrammer, TikToker?
d. Students get in small groups and create a fake profile on a piece of paper with at least two posts. They can choose the app.
e. Students present the fake profiles to the rest of the class.

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Zalgado Leila Segment 2
Course 3 year- secondary school
Students' age: 15
Objective: To be able to talk about likes/dislikes/preferences
Activities:
The teacher will talk about different situations and what she/he does to feel relax and also she/he will talk about what makes her/him feel stress. Then, after hearing, students will answer what they do in certain situations. Also they will talk about what they hate, love or enjoy doing.
Finally,they will write those oral sentences in their notebooks.

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Zalgado Leila Segment 1
Course: 3 year secondary school
Students' age: 15
Objective: To be able to describe their perfect home.
Activity:
Students will talk in pairs how their perfect homes could be, they should include number of room, colours, objects, city o country and so on.
After that they will be design in their computer o they can draw their perfect homes with details and they they have to present their works to the rest of the class.

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Course: 1° year, secondary School

Book´s name: Champions starter, second edition.

Student´s age: 12 13 years old

Objective: Students should be able to express their likes and dislikes, make interrogatives sentences and answer them.

Activities:

The students must look at the images and complete the dialogue according to Max and Sarah´s likes and dislikes

After that, students are going to write a similar dialogue in their notebooks, but looking for new images.

Students must pay attention to the image with the explanation and examples of the use of this topic.

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Course: 1° year, secondary School

Student´s age: 12 13 years old

Objective: Students should be able to express their habilities and dishabilities using the verb “can”.

Activities:

The students must look at the images and match them with the correct activity.

After that, students are going to listen and check their answers.

Each student must write sentences using the verb "can" and the activities in the images.

In the following activity, students must pay attention to the image and complete the list with the activities that Joe can do in his free time according to the elements inside his bag.

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English for Construction 1 - Student´s Book

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Student´s Age: 16-17
Class: 6th Year Technical Secondary School
Objective: To understand short texts and use Target Language.
Topic: Comparative and Superlative adjectives
Activities:
a-T asks Ss to name famous bridges around the world.
b- T asks Ss what a cable-stayed bridge is and let Ss see the photos in the page.
c- Ss read the texts and complete a comparison table with information from them.
d- Ss compare the bridges using the target Language leant in previous lessons.

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Course book. Champions 1 (2nd Edition)
Students´age 15-16
Level: Pre intermediate
Objective: Learn comparative and superlative adjectives.

First, students will describe the images they can see as much in detail as possible.
Second, the teacher wil try to highlight the adjectives they are using while describing the places.
Third, the teacher will try to engage the students asking them if they feel identified to anyone of these places. (Talking about the own houses or neighbourhoods)
Fourth,teacher reads the text and students follow. Elicits meaning if it is neccesary.
Fifth, after reading the teacher tries to once again highlight the use of adjectives.
The Ss do the reading activity presented and after that they will try to convey the differences between given places.

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Student´s Age: 14-15
Class: Preliminary
Objective: To introduce the unit topic.
Topic: Travel and Transport
Activities:
a- T elicits the meaningof the unit and asks Ss what they can see in the photographs.
b- T asks Ss what they think the lesson will be about and asks some Ss in open class to descibe a recent journey they went on and what sort of transportation they used.
c- In pairs, Ss lists as many different means of transports as they can.
d- Ss take turns to describe a means of transport without saying what its called. The class have to guess what they are describing.

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English File 4th Edition Elementary Student's book

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Maria Elisa Carneiro - Lesson 1 (Segment 2)

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Maria Elisa Carneiro - Lesson 1 (Segment 2)

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Student's age: Adult students
Class: 1st Year Adult Course
Objective: To talk about food and introduce new vocabulary.
Activities:
a- Students are asked to identify and name as many of the items they can see in the picture.
b- They are asked: is you favourite food there? Was you dinner last nigh similar to any of them? Why/why not?
c- Then, they are taught the words they do not know.
d- They need to choose one of the pictures and write or say what they can see there.

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Maria Elisa Carneiro - Lesson 1 (Segment 1)

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Maria Elisa Carneiro - Lesson 1 (Segment 1)

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Student's age: 15-16
Class: 5th Year Secondary School
Topic: Free-time activities
Objective: To engage students in real-life conversation by talking about the activities they do in their free time.
Activities:
a- Student's are presented with the following question: How does the name of the unit connects to the picture we have there? They are given some seconds to look at the picture before answering.
b- Students are asked: Have you ever experienced the kind of moment the teenagers in the picture are sharing? Why/why not? What other activities do you do with your friends?
c- In order to finish, students are asked: So, in order to wrap-up, what activities can you say that you share? Who does something different than the rest?

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Beatriz Acosta : Schoolbook, Second Example. 

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Beatriz Acosta : Schoolbook, Second Example. 

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This book is addressed to first stages of Secondary School in Argentina.
Class: Students of the 3erd Course of Secondary School at every timetable. Average age: 15.
Topic: Physical Appearance. Vocabulary.
Objetive: Using the pictures to predict and convey meaning.
Activities: Students should look at the two comparative pictures and complete the gap with the right word. The images develops thinking and gives clues to write the right word.

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Beatriz Acosta - Schoolbook : First Example.

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Beatriz Acosta - Schoolbook : First Example.

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This book is addressed to first stages of Secondary Education in Argentina.
Class: Students of 3erd Course of Secondary School at evening timetable.
Average age: 15
Topic: WAS/WERE. Weather. Holidays.
Objective: to illustrate Nepal and China's landscapes  before the actitivity.
Activities: Students should feel in the gap using
-  to be verbs in Past Tense relating a journey to China.
-  specific vocabulary describing weather.
- Joining sentences and information.

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Student's age: 16, 17(4th and 5th year)
Objective: Students should be able to write about their favourite movies.
Activities:
-Teacher will ask students about what can they see on the pictures, if they know them, if they watch them, what genre do they belong to? What kind of movie is their favourite?
- Teacher ask students to write about their favourite movie in 10 lines

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Student's age: 15,16 (3rd year)
Objective: Students should be able to express orally what kind of conversations they usually have with their friends taking into account the images.
Activities:
-In pairs students should  choose one of them and comment about the people, place , age, clothes, type of meeting, etc, and what are they are talking to?
-After that, with the image chosen, they have to imagine a short dialogue (6 lines) and read it to the class.
-Finally, teacher ask to the class, what do they like to talk about with their friends?

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This segment also belongs to Champions Level 1. I use this book with a group of students at 4th year in a state school.

In this lesson students should read a text about unusual pets and answer some questions.

Before reading, I will ask my students to look at the images to see if they recognize these creatures. I think it will be useful to ask them these questions to discover their preferences and opinions:

-       Would you like to have any of these pets? Why?

-       Which animal would be a perfect pet? Why?

-        Do you have a pet? Do you have pictures of it in your mobile?

-       Which are the benefits of having a pet? And what about the responsibilities?

Talking about the pets in the pictures and about their own pets before reading, would help my students to elicit vocabulary which would be encountered in the text. Moreover, having the opportunity to share information and photographs about their pets would foster interaction and communication.

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The world in images – Segment 1 - Lesson 1

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The world in images – Segment 1 - Lesson 1

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Subject: "Segundas Lenguas" – English
Course: 2nd year, secondary school
Students´age: 15 years old
Course book: Heyderman, E.; Mauchine, F.; Morris, D. (2017). Phases 1, 2nd edition. Macmillan
Objective: this activity can be solved in pairs, group work or individually.  The idea is that Ss get to know the communities that live in Argentina, making emphasis on the languages they speak. As you may have noticed, the name of this subject in my province is “Segundas Lenguas”, so Ss can learn not only English, but Quechua, Mapudungun and Guarani, among others.  They can add photos and drawings and play with images so that their art work reflects what they have learnt (the power of images). As a final task, they share the posters they have created with the class, sharing ideas and feelings.

Verónica Medina

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This segment belongs to Champions Level 1. I use this book with a group of students at 4th year.

In this lesson students should read a text to answer some questions about colours and how they relate to emotions.

Before the reading stage my students will be asked to analyse each picture and answer the following questions:

-       What are the people in each picture wearing?

-        Do you like these colours?

-       Will you wear them? When?

-       Do you have a favourite colour that you wear on special occasions?

-        Is there any colour that you never include in your outfits? Why?

The aim of this lead in activity is to foster interaction and give my students the opportunity to express their own opinions. It will be interesting to discover if their opinions and ideas are present in the text that they are about to read.

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Mariela Iannaci                                  

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Mariela Iannaci                                  

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(Segment 1)

Student´s age: 17 years old

Level: 6th Year in high school

Course book:  Radley, Simons and Campbell (2005), “Language plus”, page 90, Oxford.

The activity is designed for a group of 17 year old students who belong to their sixth year in high school, San Luis. The students, who will be asked to do the following activity, have an elementary level of English and they live in a rural area. Nevertheless, they always have an active and enthusiastic role in my English classes. In addition, they do all their tasks very well every time. Last but not least, not only do English classes catch the students´ attention but they also make students enjoy learning the language. In other words, they always give the best of themselves.

Learning aims:

-To introduce “relative clauses” for students to give information about the person or thing mentioned.

-To introduce and implement new vocabulary related different places around the world.

-To promote student´s development of speaking, reading, writing and listening skills.

Warm – up:

I´ll start the class by saying that new students are visiting our school. We´ll see where they come from. After that, the class will be divided into small groups and they ´ll be invited to look at the photo.

Then, the students will be asked to answer the following questions:

1- Which places do you know?

2- Which countries do you think they are?

3- Where do you think the photos were taken in?

Later, the students ´ll be asked to share their different ideas with the rest of the class.

ACTIVITY 1

The students ´ll be asked to complete a text which is divided into two parts. In the first part, they´ll be asked to complete it with different adjectives from a box in order to provide them with new vocabulary describing new places. In the second part, the groups ´ll be asked to complete it with relative clauses (which, whose or who) which were learnt from previous classes. The students ´ll be monitored while they are doing their activities so as to help them use appropriate vocabulary, grammar and language.

ACTIVITY 2

I´ll tell groups that they have to choose one country and collect information about it. I´ll explain to students that they have to use the previous text as a model in order to be able to describe the country selected. Also, the students´ll be asked to use "relative clauses". It´s important to highlight that I´ll provide groups with the necessary help.

ACTIVITY 3

As a final task, the students ´ll be asked to use their descriptions and photos about the country selected to make a presentation. They have to put their creativity into practise by using some digital tools such as canva, geniality, google presentation, among others. Finally, they ´ll be asked to share their presentations with the rest of the class orally.

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(Segment 2)

Student´s age: 15 years old

Level: 4th Year in high school

Course book:  Neil O´Sullivan and James D. Libbin (2011), “Agriculture”, “Plant products”, page: 6, Made in EU.

The activity is designed for a group of 15 year old students who belong to their fourth year in high school, San Luis. The students, who will be asked to do the following activity, also go to the same rural school like the group I mentioned before. They are good at doing English activities. This group also show that they love to take English classes. In this sense, they always try to do the best.

Learning aims:

-To revise the Present Simple tense and structures learnt in previous lessons;

-To promote student´s development of speaking, reading, writing and listening skills.

Warm – up:

Firstly, I´ll start the class by saying to students that they are going to go shopping to the farmer´s market. To do so, the students ´ll be divided into small groups. Then, I´ll show them the picture and the groups ´ll be asked to answer the following questions.

1-  What is the name of the shop where can you buy vegetables and fruits?

2- What kind of vegetables and fruits can you find there? Make a list.

Then, the students´ll be asked to check their answers all together.

ACTIVITY 1

Then, I´ll distribute each group a worksheet in which there are different questions and answers related to going shopping to the farmers´market. They have to put them into the correct column classifying as what a customer will say or what a shopkeeper will say. In order to consolidate the vocabulary learnt,  the students ´ll be asked to complete a dialogue with phrases from the box.

ACTIVITY 2

As a final task, the students ´ll be asked to create a new conversation about going shopping to the farmer´s market. To do so, they have to use all the material learnt. It´s important to mention that I´ll monitor their pieces of writing while they are doing them. Later, the students ´ll be encouraged to practise their conversation several times. Finally, when they are ready, they´ll be asked to make a video by representing their dialogues. I´ll explain to them that they have to contextualize where the dialogue takes place. Also, they have to dress up according to the role that they are going to play. In other words, they have to put their creativity into practice.

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The world in images - Segment 2 - Lesson 1

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The world in images - Segment 2 - Lesson 1

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Subject: "Segundas Lenguas" – English
Course: 3rd year, secondary school
Students´age: 16 years old
Course book: Heyderman, E.; Mauchine, F.; Morris, D. (2017). Phases 2, 2nd edition. Macmillan

Objective: the objective of this activity is to introduce
vocabulary and start working with the past simple tense. Ss can solve the activity in pairs or groups. The listening activity is very attractive as Ss should pay attention to new vocabulary and collocations and complete the phrases
taking into account the different images. The speaking activity aims at “breaking the ice” with their classmates, speaking in the L2 and using the new structures and vocabulary learnt.

Verónica Medina

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Coursebook: To the top 1 by H. Q. Mitchell(mm publications).
Level:Elementary.
Students' age: 13-14 years old.
Objectives: that the student should be able to express different present tenses and to describe a current event.
Contents: Present simple vs Present progressive.
After working with vocabulary about Celebrations around the world, the students have to look at a pair of similar images and describe the situation in each one. They have to use the new vocabulary learnt about Thanksgiving celebration.
The teacher elicit their answers by asking "what do the Selleys family usually do on Thursday afternoons?"" What are they doing now on Thanksgiving?". The students have to speak making comparisons about the two pictures, using the present simple and present progressive according to the situation given.

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Coursebook: To the top 1 by H.Q. Mitchell(mm publications)
Student's age:13-14 years old
Level:Elementary
Objectives:to make the students express offers and sugestions. Discuss about food and drinks.
To practice vocabulary,in this case food and drinks, and grammar items such as quantity and making offers and sugestions, the teacher shows the students pictures where you can see people in different situations concerning food and drinks(a girl is sleepy, a dog is thirsty,a boy is cold). In pairs, they have to chat and discuss what they should offer these people to overcome the situation(what meal or drink should be suitable for them).

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Subject : English
Book: Solutions Third Edition  (Pre-Intermediate).
Student's age: 13/15 years old.
This acivity , is organise in three steps or parts .
Vocabulary : Jobs , adjectives to describe jobs , work activities.
Speaking: Deciding which are the best and worst- paid jobs, a job questionnaire , disscussing the perfect job.
Listening: A conversation about the best and worst-paid jobs in the UK , different experiences of holidays jobs.
Activities:
Say to students : Think of people you know with interesting jobs. What jobs do they do? What do they do as part of their job?
Think adjectives to describe their jobs .
Then the students have to share you ideas and opinions to the class. The students can work in pairs .
The main goal of this activity is that the students can have ideas about differents jobs in other country .
Is a communicative activity to improve more vocabulay and critical thinking.

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Course: 1st year

Book: English File Beginner
Objectives: To develop students' speaking skill, to teach new vocabulary and develop students' cultural awareness.

Activity: With the use of this picture, students were asked to identify the different souvenirs that had been presented in the previous activity. In order to make a more meaningful use of this picture, we could also ask the students to provide a description of the different items with regard to their colours, their size and their position in the stall.

Another possible activity would be to contrast this stall with the ones that we can see in our country, so as to analyse what the different cultures consider as a souvenir.

In addition, this could be a visual aid for a speaking activity in which students can role play buying and selling souvenirs, if we add the prices to the image.

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Course: 2nd year
Student's age: 14/15 years old
Book: Metro 1
Objective: to teach new vocabulary and to compare different situations from daily routines.
Activitie:
1)Look the pictures carefully
2) label the pictures
3) complete the daily routine using the verbs from the box.
4) Finally, the students have to write a text about their own daily routines using the pictures.
Contextualization: This is a comunicative task for secondary students who have a low level of English.

Georgina Salazar

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Course: 2nd Year.

Student´s age: 13 years old.

Course Book: Metro - Starter - Styring, J. y Tims, N. - OUP (2018)

Objective: To reflect on different international food and the countries they are from. To review simple present tense.

Activity: The teacher will propose the following activities:

1-The teacher will ask students to have a look on the pictures that are on the book and name them and also try to say the countries they are from.

2-The teacher could ask students if they know any more international food, and which countries they are from. Students could work in pairs and think two ideas to share. For example: Hotdogs are from the U.S.

3-The teacher could ask each pair to present the international food they thought to the class. The class could vote for its favourite.

Fernanda Bughamer.

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Course: 2nd Year

Student´s age: 13 years old

Course Book: Metro - Starter - Styring, J. y Tims, N. - OUP (2018)

Objective: To reflect on good and bad habits and share their own habits. To review simple present tense.

Activity: The teacher will propose the following activities:

1-Students will look at the page and guess orally what the pictures are about.  After completing each habit, the teacher could ask students to name what the good habits are, then the bad habits.

2-The teacher will put students into pairs and allow them time to prepare their ideas on their partner’s good and bad habits. Students then work in pairs to guess their partner`s good and bad habits.

3-Finally, the teacher asks students which of their partner`s habits they guessed correctly.

Fernanda Bughamer.

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Course: 2nd year.

Student´s age: 14 years old

Objective: For students to compare characteristics of different places in the city.

Activity: The teacher's proposal to work on the topic "Comparatives and Superlatives" is:

1- Look carefully at the image of a city map.

2- Find the following places on the map and describe their characteristics in the folders:

a) Supermarket

b) School

c) Cinema

d) Bank

e) Sport Center

f) Post-office

3- After that, the students have to write sentences for compare  the characteristics of the places mentioned on the map with the places of  their cities.

Ayelén Sale.

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Course: 1st year.

Student´s age: 13 years old

Objective: To teach new vocabulary. To practice speaking using the school objectos learned.

Activity: The teacher will give the students the following instructions:

1- Students in pairs have to choose three school objects that they see in the image.

2- They must create a dialogue that includes the three objects.

3- Finally, the students must present the conversation in front of the teacher and classmates.

Ayelén Sale.

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Course: 5th year
Students' age: 16/ 17 years old
Objective: To stimulate the ability of observation and deduction. To discuss possibility using look like, could, may, might, must, can't.
Activities:
* Before speaking: Students have a look at the pictures and try to connect these objects with real life ones. Teacher can ask the following questions: Are they strange objects? Have you ever paid attention to the details of ordinary things?
* Speaking task: Students share different ideas about the objects shown in the photographs. They are expected to use modal verbs of deduction.
* After speaking: Students bring their own close- up pictures to play a game. Each student shows his/ her picture to the rest and writes down the names of the students who guessed the object. Then they count the points and get the winner.

Vanesa Cornejo

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Course: 3rd year
Students`age: 14/ 15 years old
Objective: To reflect on customs in other countries and to share their own routine at school. To review everyday activities and the use of present simple tense.
Activities
* Before reading: Students cover the text below the photograph. They talk about what they can see. They can use these questions as a guide.
Where are these kids from? Are they at home? What are they doing? Why are they wearing masks, helmets and uniforms? Do you usually wear this kind of clothes? When/ where would you wear them?
* While reading: Students read the text and check if their ideas were right or wrong. Then they share with their partners (They can use: I was right about the country, the place where they are, the activity they are doing and the reason for wearing those clothes).
* After reading: Students prepare a video about their routine at school.

Vanesa Cornejo

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Ss' age: 14 years old

Objective: For students to reflect upon unsual sports by viewing the pictures displayed in the book  and then find out about other unsual sports to tell their classmates about through a video.

Activities:

SS look at the pictures without looking at the text (it would be best to show them the pictures individually , maybe printed without ss opening the book)T asks some questions to ss for them to look at the pictures closely.

SS then choose one of the picture and in pairs write about it.A short description and answer some questions for them to speculate about it: Why do you think this picture was taken? Who are these people? Where are they?

Finally, ss get into groups and look up another unusual sport to present to their classmates. T tells ss that they will be required to make an Instagram reel that can  include videos and images that they think best represents the sport.

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Ss' age: 14 years old

Objective: For students to review household tasks and reflect upon their contributions to their house. Review of feelings.

Activities:

SS look at the pictures and decide what all of them have in common.

SS label the pictures and then they choose one that they think represents them best (T makes a point to tell them that this is not just about the chore, but also about the picture itself and its details) and write about it.

SS create a presentation that includes the household chores and an emoji that best represents how they feel about that chore. When their classmates see the presentation, they have to put those emojis into words

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The World in Images (Segment 2): "A Very Special Day!"

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The World in Images (Segment 2): "A Very Special Day!"

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Subject: English as a Foreing Language
Course book: Myers, C., Hansen, C. H., & Long, K. (2023). What's Up 1, 3rd Edition. Pearson.
Students' age: 15 years old
Level: 3rd year of secondary school
Contextualization: This communicative, collaborative task is designed for a group of 15-year-old students in their third year of secondary school in Clorinda, Formosa. These learners have a low level of English, diverse learning styles, rhythms, and multiple intelligences, and the number of lessons during the year is reduced due to multiple factors.  primary schools, too, and EFL is not a compulsory "subject" part of the curriculum of that level in state schools in Formosa. Furthermore, there are a number of holidays, brigde holidays, strikes, and teacher training development and exam instances during which days students do not attend school. Broad goal: To develop learners' communicative competence in English, while they use descriptive language, appropriate structures, and collaborative skills to create a Prezi presentation celebrating an important occasion.

Specific goal: To enable learners to collaboratively create a short Prezi presentation in English, celebrating an important occasion based on the information provided in the book page.
The presentation should be informative, engaging and inspiring, and it should lead to a speaking task.
Initial communicative, collaborative task: "Imagine that you and your partner are planning a celebration for an important occasion. You have to create a Prezi presentation to share your ideas with the class. Your presentation should be informative, engaging and inspiring."
These are the steps that the teacher may follow during the lesson (or lessons) in order to help learners work through the task and complete it successfully:

1. Learners hoose an important occasion to celebrate. It could be a birthday, a holiday, a graduation, or any other special event.

2. They brainstorm a list of activities and traditions that they would like to include in your celebration.

3. Next, students decide how they intend to organize thir presentations. They could start by introducing the occasion and explaining why it is important to them. Then, they could describe the different activities and traditions that they plan to include. Since most of the learners' level is elementary, and given that they usually find it challenging to work with complex projects and activities, the number of sentences they write should be kept to only a few. Finally, they could conclude by deciding on their favorite parts of the celebration to share.

4. Learners gather photos, music, and other media to include in their presentation.

5. Next, they create your Prezi presentation. The teacher should monitor students' work and make sure they use descriptive language, appropriate structures, and visually appealing elements.

6. Students practice delivering their presentation. The teacher can provide valuable feedback while making necessary corrections and giving learners key suggestions.

7. Students show their Prezi presentation to the class and explain what they have included in them.

Lead-in speaking activity: Q&A session (or class discussion/debate). After students have delivered their presentations, the teacher could divide the class into small groups and have them complete ask controlled or guided questions, for which the different groups have to provide answers. Each group would be assigned one of the presenting pairs, and they would have a few minutes to ask the pair questions about their celebration. After the Q&A session, the teacher could bring the class back together and have a discussion about what they learned from the presentations. Alternatively, the teacher could also have learners  create a video presentation that they share with the class.
I have I have been of help by means of my contributions to this first compulsory activity. I am looking forward to reading your perspectives, so as to learn from your experience and ideas.
Kind regards from the north of the country.
Ángeles Roxana Cañete

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The World in Images (Segment 1): "Using Comparative Language Forms to Describe Cities"                                      

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The World in Images (Segment 1): "Using Comparative Language Forms to Describe Cities"                                      

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Dear tutor and fellow colleagues,                  The following is my first contribution this task, as the activity for this first module is about sharing ideas related to two different segments of secondary school textbooks.  Subject: English as a Foreing Language
Course book: Corradi, L. & Rabinovich, P. (2023). For Teens 3, students' book. Pearson Longman
Students' age: 15 years old
Level: 3rd year of secondary school
Contextualization: This communicative, collaborative task is designed for a group of 15-year-old students in their third year of secondary school in Clorinda, Formosa. These learners have a low level of English, diverse learning styles, rhythms, and multiple intelligences, and the number of lessons during the year is reduced due to multiple factors. One of these factors is that most of them studied at state primary schools, too, and EFL is not a compulsory "subject" part of the curriculum of that level in state schools in Formosa. Furthermore, there are a number of holidays, brigde holidays, strikes, and teacher training development and exam instances during which days students do not attend school.
Broad goal:To develop students' communicative competence in English, while they use comparative language forms to describe and compare two cities in Argentina.
Specific goal: To enable students to collaboratively create a short presentation in English, comparing and contrasting two cities in Argentina based on the information provided in the image.
Communicative task: "Imagine that you and your partner are travel agents, and you have to create a brief presentation to convince tourists to visit your chosen city in Argentina. You will use the information provided in the image to compare and contrast your city with another city in Argentina. Your presentation should be informative and attractive. Use comparative language forms to describe the two cities."
This task seeks to enhance learners' ability to understand and interpret images, which is known as visual literacy. It also guides students in their understanding and practical use of comparative language forms: grammatical structures to compare and contrast two or more things (two places, in this case. Naturally, students' communicative competence is aimed at. Thus, learners' ability to use language effectively to communicate in a variety of contexts is worked during the process of completion of this task.
This task is also collaborative, as learners are expected to work in pairs to complete it. Each pair will be assigned one of two cities to create their presentation, and it would be better if the teacher gave students the option to choose between two cities in Formosa, to make this activity more authentic, contextualized and related to students' interests. Students will work together to look for information about their city and to develop their presentation. After learners have delivered their presentations, the class may vote on which city they would most like to visit.
The teacher can differentiate the task by providing learners with more or less support, depending on their particular level of Enlgish or difficulties and challenges they find along the completion of the activity. For example, the teacher could provide students with a template for their presentation, or the teacher could allow students to work in groups of three or four instead of pairs.
Ángeles Roxana Cañete

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Compulsory activity Lesson 1 - The World in images (002)

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Compulsory activity Lesson 1 - The World in images (002)

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Let´s start sharing!