Activity: 
Look at the picture for one minute, try to say what has Max already done this morning? Write sentences with already and yet.

Activity:
Look at the photo and write different rules using: have to, don't have to, must or musn't.

Suggested activities:
- Students will be asked to look at a series of action verbs in the book (e.g., run, jump, swim, eat, write) one by one. 
- Then, in small groups, students will write and share sentences using each action verb. For example, for "run," a group might write, "I run in the park."
- The teacher will write the sentences provided by students on the board. T and sts will discuss what all these sentences have in common (they describe actions). Sts will infer and T will explain that action verbs are words that describe actions or things that people or animals do.

Course: 3^rd Year 

Students’ age: 14 

Objectives: 

·         To write sentences about each person in the picture. 

·         To apply grammatical structures (past continuous)  

·         To practice/revise vocabulary related to different actions. 

Activity: 

Students have to look at the picture and write sentences about the activities the people were doing. 

Extra activity: 

Students could choose one picture of themselves and describe what they were doing. 

Students’ age: 13 

Objectives:
- To describe a picture so they can complete the missing information.  
- To practice/revise vocabulary related to parts of the house, furniture, and prepositions. 
- To use the language in a communicative activity. 

Activity:

The students are asked to work in pairs. One of them tells his/her partner about the furniture in one of the pictures. The other listens and draws or writes the words in the correct room in the apartment. Then, they change roles. Finally, they compare their pictures. 

 

I would use the activity suggested by the book as a trigger activity but then I would focus on the discussion as a contextualized activity to put into practice the grammar topic.

The first activities suggested by the book aren't related to the collage as a "cover" of the unit. Not even the teacher's book suggests taking advantage of that "cover". 
That's why I suggest the following activity to start talking about the topic of the unit and in a certain way, making predictions about it.

The questions are: 

1- What is her/his name? She/he is ….. or Her/his name is….

2- How is she/he? How does she/he feel?
How do you feel?

First, students in groups of three can make a list of different activities women do. (The lists tell me if students are only thinking in the household activities or different activities women do in society). 

Then, students read the comic and analyze it. Some guided questions can be:  How is Mafalda?, Why is Mafalda depressed?  / Why does she have her” spirit low”?, What is her mother doing?, Why does she says “what a sad end for spirits!”? 

Finally, students reflect about the role of women in society. Some guided question can be: Do only women do the household activities today? Why did only women do the household activities in the past? What things have changed in society that affects the family organization? Are men and women equals? Students can work in groups discussing and writting about the topic, and then sharing their opinions to the whole group. The written part should be handed in to the teacher.

Objectives:
 To spot the difference between “There is”/ “There are” and use them effectively.
 To learn vocabulary about wild animals and insects
 
 Activities
 Students have to look at the picture and complete the statements with the correct information.
 Then, the teacher will ask orally where those animals are, which other animals belong to that area that do not appear in the picture. She will also ask about animals that there aren’t there (for example aquatic or farm animals), paving the way for future lessons.

Students´age: 13 years old 

Objectives: 

-          To learn new words related to celebrations. 

-          To compare celebrations and festivities in different cultures. 

-          To value cultural and family traditions. 

Activity: 

The sts will look at the picture and they will have to identify different kind of celebrations (a religious celebration, a school festival, national holiday, etc). then, they will have to choose one of the special days and say why they have chosen it, describing what they see in the picture and then, they will say if they celebrate that day and what they do on that special occasion. 

Objectives: 

-          Identify vocabulary related to places in town. 

-          Describe places in town using prepositions and the verb “there is/are”. 

Activity: 

The students will look at the picture and they will have to describe what they see while mentioning where each place is (next to, between, etc) using “there is”. Then, they will have to choose an area (their neighbourhood, the city centre, etc.) in their town and describe all the places they can see there while showing a poster or a picture from Google maps. 

- After that, they will describe their bedroom (or another room) using have got. For example: "In my bedroom, I have got two pillows and a red blanket"

- Another classmate will draw taking into account that description. Then they will swap.