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

2. Ask students what their favorite fruit and vegetables are and if they know where they come from (grow on trees, on the ground, etc.)

3. You may also want to pre-teach some of these words even when they will be shown in the video.

4. Set the scene, these two friends are talking about agricultural products, fruits and vegetables, and where they come from. All of these products come from Nature.

5. Play the video and make pauses as needed for comments, paraphrasing, and to complete these headings that you are going to write on the board,  GROW ON TREES / GROW ON VINES / GROW ON THE GROUND for students to copy.

7. You may want to make pauses right after each category is presented.

8. Ask students which fruits grow on trees? Which vegetables grow on the ground?, etc.

9. Ask students to write two more fruits and vegetables to each category. Encourage them to use the vocabulary they have learned in previous sessions.

10. Monitor and help.

11. This second activity is for students to practice with agricultural products, fruits, and vegetables, eggs, etc.

12. Distribute the worksheet and set the scene: this is a farm and there are many agricultural products ‘all over the place’ so ask students to name the different products, first.

13. Ask students to count how many of those products there are and check answers.

14. Ask students to color the page and draw more pictures of different fruit and vegetables they remember.

15. Ask students to work in pairs and describe their farms to their partners, “ There are …,…”

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

2. This first activity is a collection of descriptions or riddles for students to guess and work with descriptions so you may want to review colors and, shapes 

3. Decide if you want to show only the pictures of fruits and cover the list of descriptions for you to read.

4. Read the 12 descriptions, slowly, with good rhythm and intonation, and give students some ‘thinking time’ to get their answers.

5. Make corrections at the moment and make sure students understand the description well.

6. Do not take a lot of class time to present the only vocabulary, try the activity like a game, and help with vocabulary as needed.

7. When all the fruits have been identified, ask students to describe the fruits you point at.

8. Show the activity and ask students to choose three fruits and their descriptions and write them down. Depending on the type of class you have, you may want to dictate such descriptions.

9. Ask students to work in pairs and challenge each other by reading and guessing the fruits you chose.

10. This second activity is for students to make descriptions about a farm and use the vocabulary they have learned and practice it.

11.Distribute the worksheet and ask students to describe the picture. Help with vocabulary as needed.

12. Set the scene: this is a farm and Tino works there but he is not working, what is he doing? (sleeping /resting). There are many other products on this farm that disappeared…

13. Ask students to think of other agricultural products and animals to go with the picture.

14. Ask students to color the page and draw pictures of those fruits, vegetables, and animals to complete the page.

15. Monitor and offer help as needed.

16. Ask students to work in pairs and describe their farms to their partners, “ There are …,…”

1. Have the beam projector ready to show the activities suggested in the MED section.

2. Students are going to practice describing fruits and vegetables and making questions about them, color, size, etc. by working with a set of riddles. You may want to present 'riddles' and give students an example. If they have examples in Spanish, you can use them to clarify the concept and for them to see that riddles are common in other languages and cultures.

3. Decide if you want to show only the pictures of fruits and cover the list of descriptions for you to read.

4. Project the activity and read the 12 descriptions, slowly, with good rhythm and intonation. Give students some ‘thinking time’ to get their answers.

5. Make corrections at the moment and make sure students understand the description well.

6. Do not take a lot of class time to present the only vocabulary, try the activity like a game, and help with vocabulary as needed.

7. Work a shortlist of vocabulary with the adjectives taken from the riddles (size, color, shape, etc.) and ask students to write names of the fruits and vegetables that correspond, too.

8. Choose 5 riddles for students to copy in their notebooks/ or dictate them.

9. Ask students to read the riddles in groups, that is, there are 6 lines in each riddle so ask students to pay attention since you are going to choose them at random to read the lines.

10. Ask students to match the words to the pictures from their seats, writing the numbers in their notebooks.

11. Read the words and ask students to give you the corresponding numbers.

12. Ask students to work in groups and write riddles for three of these vegetables. If you worked with previous activities suggested for this week (36), students will be familiar with it.

13. Monitor and offer help as needed.

14. Ask students to read their riddles and have the class guess the vegetable.