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

2. In this session, students are going to work with the question "where do/does___come from?" about the source of the agricultural products they eat.

3. Review question forms with BE and auxiliary DO.

4. Show the first activity A) Where does food come from? And present the two groups, plants and animals’ for students to give examples.

5. Ask some volunteers to come to the front and type their answers.

6. Ask the rest of the class which other products they wrote and make a list.

7. Continue with section B) and read the question ‘Where does/do ---come from?’ as well as the example.

8. Make sure students understand the question and know how to answer.

9. Ask students to write the answers to the questions in their notebooks and check.

10. Ask students to think of 4 examples, similar to the ones in the exercise, and write the question, and the answer.

11. Ask students to ask their questions to other classmates.

12. Review some of the agricultural products they have been working with along with the unit.

13. Distribute the worksheet and ask students to match the products to the cow in the milk group.

14. Check answers and ask the class which products were left.

15. Talk about the fish, the slice of bread, and the cabbage.

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

2. Tell students they are going to practice asking questions about the origin of some agricultural products.

3. Ask students to think of a sandwich and the origin of those products (ham, eggs, bread, mayonnaise, lettuce, tomato, etc.)

4. Project the activity, and go over the pictures in the activity for students to recognize them.

5. Ask students to work in pairs and ask the question “Where does---come from?” and answer it about each picture. This is a controlled practice for students to get the patterns.

6. Monitor and make sure students are interacting.

7. Ask students to repeat the activity with a different classmate.

8. Repeat the activity in the DESCUBRE section about the sandwich and ask describe one yourself, A chicken sandwich with tomato, lettuce, avocado and talk about where these products come from. Be open to extra ingredients they may want to put in the sandwich.

9. You may want to review this topic by playing the video suggested for week 36, or if you haven’t used it this is perfect for the purpose of the activity.

10. Go over the expressions on the left and make special emphasis on ‘grow on’.

11. Ask students to write the names of the products in their corresponding section (trees, vines, bushes) and ask where does it come from? And where does it grow?

12. Check answers by asking students to read the full sentence, ‘Lemons grow on trees.’.

13. Ask students to write a short description (riddle) of one of the products (fruits, vegetables) and where they grow on for their classmates to guess.

1. Download the files for the activities suggested in the MED section and make copies for students.

2. This is the last session about asking questions on the sources of agricultural products so decide if your students need extra practice and give them homework to go with the activities presented here.

3. Ask students to think about what agricultural products their moms keep in the refrigerator and describe where they come from. 

4. Project the activity and go over the pictures in the activity for students to recognize them.

5. Ask students to work in pairs and ask the question “Where does---come from?” and answer it about each picture.

6. Monitor and make sure students are interacting.

7. Ask students to choose a picture, i.e., bacon, and talk about it, “Bacon comes from a pig.”

8. Then, think of a second product that comes from the same source and try a sentence like this,“ Bacon and ham come from pigs.”

9. See how many different sentences students can make and help as needed.

10. Project the second activity and make sure students remember this vocabulary. It is not necessary that you present each one, for the first time, but to ask them to classify fruits and vegetables, for example.

11. Present ‘seeds’, ‘inside’, and ‘outside’, and tell the class they are going to be used in descriptions (riddles ) as well.

12. Ask students to work in pairs and complete the table with the names of fruits.

13. Ask pairs of students to report their answers to the class and make corrections as needed.

14. Ask pairs of students to write 3 short riddles describing color, size, shape, and seeds, and adding a final question, ‘where does it come from? To challenge other pairs.