1. Have the beam projector ready to show the images or download them and print them as well as the second file suggested in the “Materiales Educativos Digitales.”

2.  Tell students they are going to describe some pictures and find out what the celebration is so show the first picture, group of children and ask questions about it , what / when / where / which / how, etc. and help with vocabulary as needed.

3. Show the second image, and tell students this is connected to the first picture ‘pizza’ and wait for reactions.  Discuss with students the type of food served at birthday parties.

4. Ask students to think of as many different words (emphasize verbs) related to a birthday party.

5. Ask students to copy the list in their notebooks and read the words.

6. Prepare some phrases for students to practice with dictation.

7. Invite some students to come to the board and dictate, for example, ‘give presents’, ‘cut the cake’, ‘sing songs’, ‘play ball’ etc.

8. Tell students they are going to use some of those phrases with the next activity.

9. Distribute the organizer and elicit from students the use of one, (record and register info )

10. Project the pictures used in the previous session (birthday party and pizza) and ask students to think of party they attended, the food, decoration, games, etc.

11. Ask students to describe the birthday party and the activities they did in four parts in the visual organizer.

12. Monitor and help with grammar and vocabulary as needed. Recommend students to pay attention to their spelling and punctuation.

13. Ask students to read their descriptions and have the class comment on them. How did they like them?

1. Use the beam projector to show the activity suggested in the”Materiales Digitales Educativos” and download the file and make copies for students to work with the second activity.

2. Write on the board these capital letters,  I  /  M  / H  / B / CH (or other letters you like)  and ask students to think of celebrations that start with those letters.

3.  Tell students they are going to review the calendar of celebrations and they need to tell you what the celebration is only by looking at the pictures.

4. Show the pictures and wait for reactions. Discuss students’ answers.

5. Now, read each phrase and sentence and help students with meaning if necessary.

6. Ask students to classify the ‘words’ into verbs + objects and nouns and phrases in their notebooks but give them an example so they can have the pattern.

7. Ask students to make sentences using the verbs in past to describe the activities they did at that party.

8. Invite volunteers to read their sentences and write on the board different sentences using the same verbs for students to have more examples and variety.

9. If you ‘collected’ 3 or 4 different sentences about the same picture, as students to practice with another picture by following the same procedure.

10. Choose some students to read their sentences.

11. Project (if necessary) the previous activity in the session and review with students the vocabulary as well as the celebrations it refers to.

12. Ask students to choose one of those celebrations, and write in a few sentences (a short paragraph) what they did. You may want to guide them by helping with ‘Last---, we-----…’ and recommend students to use the same format they practiced with (sentence structure) the previous activity.

13. Monitor the activity and help as needed. Make sure students are describing logically the sequence of events.

14. Invite students to work in pairs and read their descriptions to each other.

1. Download the files suggested in the”Materiales Digitales Educativos” and make copies for students.

2. Review ‘before’ and ‘after’ and talk about the importance of sequencing events.

3. Write some verb + objects from the list they have worked with in previous lessons or in their textbook and ask students to connect two actions, activities in a logical order for a birthday party or any other celebration.

4. Distribute the worksheet and ask students to think of one of their birthday parties.

5. Ask questions such as, when was it?, how old did you turn? Who did you invite? What did you have to eat?, etc. and help with grammar and vocabulary as needed. It is very important that you encourage students to participate sharing information.

6. Ask students to write sentences in both columns about their last birthday party in terms of what happened before the party, before they cut the cake, before they eat, etc. and some other sentences in the second column ‘after’, what they did after their friends left, or after they opened presents, etc.

7. Invite students to exchange their worksheets and read about their classmates’ party. Then, to report to the class what he/ she did, “Mary cleaned up her house after / before  the party…., Lalo played with his presents after the party was over.”

8. After students have reported what their classmates did ‘before and after’ their parties, tell students they are going to review some ‘magic’ words when writing sentences.

9. Write the names1.adjective, 2.adverb, 3.conjunction,4.interjection,5.noun,6.preposition,7.pronoun8.verb on the board and ask students to write them in that order in the given space in the worksheet.

10. Elicit examples from students and write some on the board. Then, circle and underline the parts of speech it shows. Do not get so technical giving complicated explanations. Make sure students understand what the functions are.

5. Set a time limit for them to search the words and encourage them to participate actively.

6. You may also consider giving this activity for homework after students have identified the 8 parts of speech.