1. The T greets the Ss and waits for the response. Once the Ss are seated the T asks them if they like flowers, what they like about them and what color of flowers do they like the best. The T can show some pictures of flowers to demonstrate and prompt answers(link in the “recursos” column). The T explains to the Ss that they should write every question and answer that comes up during the next classes because they will have to make a guide at the end of the course.

2. The T then asks the Ss if they would like to have flowers of unusual colors. Or of multiple colors. T shows a picture of a rainbow carnation or rose (link in the “recursos” column). T asks Ss if they know wheredo plants get their water and minerals from. T makes emphasis on the word where, and writes the question on the board. Then the T asks if they know why plants have roots-making emphasis in the question word why- and writes the question down on the board. Once the question is answered the T asks how water and nutrients go up the stem. Again the T makes emphasis in the question wordhow and in the structure of the question and writes it on the board. The T must make sure that the vocabulary is adequate for the ages of the Ss. The T calls the attention of the childrento the structure of the questions, shows them the order of the words andexplains the relation betweenthe different question words and the words that typically answer them: • Where? – away, here, inside, there, up, from, to, … • Why? – because … • How?–adverbs (end in –ly: clearly, easily, quietly, slowly) • When?–later, now, soon, then, tomorrow After some examples of questions and answers have been worked through, the T pairs the Ss and they continue the practice. It’s important that they work with short questions and simple answers.

3. At the end of the class the T asks the Ss if they would like to see how does water move inside a plant, The T projects the video “Capillary action experiment” or “Capillary action in plants experiment with paper towel” (the links are in the “recursos” section). When the video ends, the T does the experiment in the front of the class and chooses a couple of Ss to assist her/him. The T asks Ss to bring a white flower with a long stem to the next class (a carnation, a calla lilie or a rose are good options, but any white flower will do).