1. Have the beam projector ready to show the song suggested in the  “Materiales Educativos Digitales” section and download the file to make photocopies for students as well.

2. Ask students if there’s a zoo in their city, where the zoo is, and what kind of animals live there.

3. Make a list on the board and ask students which animals can live in a house and why/why not.

4. Do the ‘preparation’ activity (before the song), project the pictures of the animals and parts of the house and listen to them, then, match them.

5. Play the song and draw students’ attention towards the words at the bottom of the screen, or, if preferable, print the lyrics and distribute them.

6. Sing the song and encourage students to follow the rhythm and enjoy the story. You can teach some gestures and / or movements to go with it.

7. Ask students to read with you and act the song out.

8. Play the song and encourage students to sing along and dance and perform.

9. Invite students to talk about the story, the animals, where they live, etc.

10. Continue with the second part of the activity (the first part was done in the previous session).

11. Review the animals and parts of the house (section one in the worksheet)

12. Play the song and ask students to sing and try to remember which animals are where… and answer exercise 2.

13. Ask students to check their answers with other classmates. Then, confirm answers with the class.

14. Continue with exercise 3 by reading aloud the sentences and getting the answer T or F from students.

15. As for the last exercise, ask students to imagine there are some animals in their house, ask, “Where are they? Is there a cat in their cupboard or a tarantula on the table?” and Invite students to draw pictures and write!

16. If students need more time for the activity, they can do it for homework and next class the drawing can be displayed around the classroom for students to talk about them.

1. Have the beam projector ready to show the activity suggested in the  “Materiales Educativos Digitales” section, download the file of the second activity, and make copies for students.

2. Review THERE IS and THERE in negative and question form as well.

3. Show the picture of the park and ask students to tell you what they see. Help with vocabulary as needed.

4. Read the questions aloud for students to repeat after you and help with comprehension.

5. Read the questions and choose students at random to answer them as you write the answers in the spaces given.

6. Ask the rest of the class, help you confirm the answers, and pay close attention to the short answers.

7. Invite students to draw the picture and write three sentences (from the questions in the exercise) they want to describe the picture in affirmative or negative, for example, “In the pond, there are two threes…”

8. Ask students to choose a classmate to ask their questions and answer correctly.

9. Tell students that they are going to work with a map that needs some work.

 10. Distribute the worksheet and ask students to read the different places in the neighborhood. Help as needed.

11. Invite students to work in pairs and model some ‘”Where’s the--- ? questions” for them to ask their partners.

12. Ask students to color the buildings and draw a couple of places on the map as well.

13. Ask students to write some sentences about the community or neighborhood using There is/are.

14.Choose some students to read their descriptions to the class and ask the rest of the students to follow in their maps.

15. Finally, ask some questions such as, “Is there a---? Or are there (any) ---?”

1. Download the files in the “Materiales Educativos Digitales” section and make photocopies for students.

2. Ask students to imagine a small community or a small city and to make up a name for it.

3. Encourage students to be as creative and write some of those names on the board.

4. Ask students to imagine now how many different places it has (hospitals, restaurants, parks, schools, etc.)

5. Tell students they are going to draw that city and the places as they imagined them.

6. Distribute the worksheet and ask students to choose 5 names of different places ( bank, supermarket, hospital, etc), draw an icon to identify them and color the community.

7. Monitor the activity and make sure students are being creative and enthusiastic.

8. Ask students to work in groups of three and show their communities to the team, describe “This is (name of town) and there is / are…” and encourage them to also ask questions such as “Where’s the_____?”

9. Ask students to work in groups of three and put their ‘cities’ together as if they were different streets in a city, present them to the class and describe them as “In---there are---, and there are---- and there is---.”

10. Tell students they are now going to describe a park in a community.

11. Distribute the worksheet and ask students to have colored pencils ready to work with them.

12. Draw students’ attention towards the last vocabulary box and read the words for students. Help with vocabulary as needed.

13. Read the 5 steps to complete / or let students do the reading themselves depending on how confident they are reading in English.

14. Ask students to work in pairs and exchange their worksheets to compare answers. Clarify, in case they made mistakes.

15. Invite students to write a dialog, asking where the objects are in the park, and how many there are.

16. Choose some students at random to read their conversations to the class.