1. Have the beam projector ready to show the illustrated bok suggested in the MED section and download the file for the second activity and make copies for students.

2. In this session, students are going to explore an illustrated book on agricultural products and get familiar with a table of contents of another book.

3. Review with students agricultural products and make a list on the board.

4. Project the cover of this book and ask students to describe the picture.

5. Classify the information into these groups: ANIMALS, PLACES, PRODUCTS, PEOPLE on the board and invite students to give you the words that belong to each category.

6. Turn the pages of this book to show students more scenes about ‘agriculture’.

7. Talk to students about the different agricultural products they eat at home.

8. Ask students to draw a picture (similar to the one on the cover of the book) of different agricultural products.

9. Invite students to talk about their pictures.

10. This is a table of contents for students to explore and get familiar with the information about the book, not necessarily to learn words or memorize anything.

11. Distribute the copies and read the definitions of ‘table of contents’ for students.

12. Ask students what the title of the book is and what they expect to find there.

13. Ask students if they prefer printed books or e-books and why.

14. Ask students if this is a ‘big’ book (number of pages) and how they know.

15. Read the table of contents for students and help with vocabulary as needed.

16. Read the questions and ask students to answer the questions based on the table of contents.

17. Add more questions to ask, how many pages does chapter 1 have?, in which chapter can you find information about (agricultural) products to include in your diet? (2), what chapter gives recommendations about exercise?

18. Ask students to talk about this table of contents with a partner using the answers to the questions, and model the activity, “In this book, there are 6 chapters----the title of the book is------.

1. Download the PowerPoint presentation to your computer, it is worth saving for future lessons, and have the beam projector ready to show it. As for the second activity, download the file and make copies for students.

2. In this session, students are going to review/learn vocabulary: vegetables and fruits to lead them to the topic of agricultural products later in the unit.

3. Ask students which two vegetables they like and two they don’t and discuss with the class why.

4. Start the presentation and ask students to copy the words in their notebooks as well as drawing a picture.

5. When you present the words, work with pronunciation as well.

6. There are 15 vegetables in this presentation and the last one presents ‘salad’ so with this one talk about healthy food.

7. Use some slides at random and ask students to say the name of the vegetable and one more thing about it (color, size, etc.)

8. Ask students to work in groups and arrange into alphabetical order the vegetables.

9. Spell out some of these words and ask students to write the names down.

10. Talk to students about the importance of including vegetables in their diets.

11. Continue with the review/presentation of fruits and vegetables,  ask students to name a fruit and a vegetable they love.

12. Distribute the worksheet and ask students to work individually.

13. Give instructions, “Put a square around all the fruits. Put a circle around all the vegetables.”

14. Ask students to read first the vegetables and ask the rest of the class to listen and help in case there are mistakes.

15. Confirm the answers by asking, how many different vegetables/ fruits are there?

16. Ask students to write a short sentence about each product using this form, “Grapes are purple/ delicious, Carrots are orange and green, Bananas are yellow, etc. “.

17. Elicit from students different ways to talk about vegetables and fruits using --- is/are----.

1. Download the files for the activities suggested in the MED section and make copies for students. About the second activity, the puzzle, there are two pages to this file, decide if you want them both printed, however, the first one is recommended.

2. Ask students to name a fruit and a vegetable they always have at home and what their moms cook with the vegetables.

3. Ask students what they prefer, fruits or vegetables, and why.

4. Distribute the first page (vegetables) and ask students to write down the names of those products. They cannot copy the names or use dictionaries since they are going to work in pairs later and check answers.

5. Tell students to try to remember the names, but if they can’t it is ok to leave the lines blank.

6. Distribute the second page (fruits) and repeat the procedure.

7. Ask students to fold in half their papers and drop them into a box, or container.

8. Shuffle the papers and ask students to come to pick up two papers, it is ok if they both are fruits or vegetables, and ask them to complete the missing words.

9. Ask students to name a fruit and a vegetable that starts with the same letter in their names.

10. Distribute the worksheet and ask students to work individually.

11. Ask students to find the hidden fruits in the first exercise. then, to complete the crossword puzzle and monitor the activity.

12. Check answers with the class.

13. Ask students to group the fruits in the puzzle according to their colors. That is, ask them to write the ‘red words’ in one group and use read colors to write the names, the ‘yellow words’, etc.

14. Ask students to compare their work with other students.