1. Have the beam projector ready to show the video and interactive worksheet suggested in the “Materiales Educativos Digitales” section.

2. Show the map of the community and pause the video there.

3. Ask students to identify the icons and name the places.

4. Practice the question ‘Where’s the____?’ with some of the different places shown in the video.

5. Model the activity, “Where’s the hospital?” and have the class repeat.

6. Play the song and ask students to identify where the places are.

7. Invite students to sing along and clap to the tune.

8. Play the video without sound and invite students to sing and dance to the song.

9. Draw the different icons shown in the video on the board and think of three more, number them, and ask students to work in pairs.

10. Give each pair of students a number and ask them to write down a short conversation using the model,

Where’s the _____?

It’s__________.

11. Tell students they are going to practice ‘Where’s_?” with a different map from a different city.

12. Show the map and ask students read the names of the places. If students seem to have some difficulty reading in English, read the names for them.

13. Show the first sentence, ask a volunteer to read it (or help as necessary), point at the places on the map, and ask the students to choose T or F.

14. Do the same procedure with the other 3 sentences and ask the class to help correct in case students make mistakes.

15. Choose students at random to answer the next exercises. Make sure they can read and understand the sentences by pointing at the places on the map.

16. Tell students to listen to you read some sentences and correct you if necessary. Read the sentences using the incorrect preposition or even a negative form of BE and wait for students to correct you.

1. Have the beam projector ready to show the video suggested activities in the “Materiales Educativos Digitales” section and download the file to make copies for students of the activity suggested for this session as well.

2. Review prepositions, behind, in front of, across from, next to, between with the class by asking them to stand up and point at the classmate that shows those positions from where they are.

3. Tell students they are going to practice locations with a map but first they need to identify the different places so ask students to say what those places are.

4. Invite students to work I pairs and read the sentence to complete it with the right preposition.

5. Check answers with the class and write on the board the question “Where’s the___?” to review it.

6. Practice the sentences 1-7 in the format of a dialog using “Where’s the___?.

7. Model the activity and then, student A asks “Where’s the Sports Centre?” and Student B reads the sentence.

8. Ask students to write down some incorrect sentences using the map, i.e., “The stadium is behind the park.” To ask another pair for them to say T or F and correct if necessary, “The stadium is next to the ice rink.”

9. Monitor the activity and make sure students are participating.

10. Tell students they are now going to build a city with the materials (four pages) you are going to give them and they also need scissors.

Make copies of the file (1 per group of 4 students or one set per student) and distribute them to students.

11. This activity can be done in groups of 3.

12. Distribute the pages and ask students to trim away the white edges and tape the four pages together to make a map. It should look like the image above.

13. Tape each building on the map to its designated place.

14. Ask students to think of a street name, number, etc to write on their map and talk about the buildings in their groups.

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

2. Distribute the worksheet and ask students where these children are (park).

3. Review on the board THERE IS / THERE ARE and their negative forms.

4. Read for students the examples (sentences 1 and 2) and compare the pictures.

5. Ask students to work in pairs and complete the exercise.

6. Monitor and offer help as needed.

7. Check answers with the class.

8. Have volunteers read the sentences about the pictures, comparing and contrasting, i.e., “In picture A there is/are----BUT in picture B there isn’t/aren’t.

9. Ask students to draw two more things on each picture and write down the sentences about them.

10. Ask students to count the objects in each picture A and B from the previous activity to review numbers.

11. Review the alphabet as well.

12. Distribute the worksheet and explain students how instructions must be interpreted so they can draw the places on the map.

13. Invite students to read the spots for these places aloud, B4, E3,D1, D2, B1, E4 and ask them to point at each square as they read.

14. Invite students to work in pairs and exchange their maps to compare how similar they are.

7. Ask students to read their maps by saying ‘There’s a _______on_____.’

15. For homework, ask students to draw a similar map using the places they want.