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

2. Draw a calendar on the board and ask students when their birthday is.

3. Put a check in the corresponding month and ask students to say what months is the most popular about birthdays for the class.

4. Tell students they are going to watch a video of a boy who is having a birthday party.

 5. Play the video and have students listen to the narration of the birthday party

6. Ask students some comprehension questions such as: Whose birthday party is it? How old is George? What games did they play? What did they eat?, etc.

7. Write on the board only the answers to the questions you asked and then, use that information to describe the birthday party, for example, “It’s George’s birthday party….”

8. Ask students to work in pairs and use the information to describe George’s birthday party.

9. Monitor the activity and offer help with sentence structure.

10. Ask students to share with the class if their birthday parties are similar to the one on the video.

11. Ask students to draw 5 pictures (like the ones in the video, stick figures) and label them describing the party.

12. Using the drawings students did, ask them to think of three words related to birthday parties and write them on the board.

13. Distribute the worksheet and tell students to circle the words they thought of and help with the meaning of the rest of the listed words.

14. Ask students to search the words and monitor the activity.

15. Ask students to exchange their worksheet with other students to check answers.

16. Now that students have more words about birthday parties, ask them to use their 5 drawings from the previous activity and try to use them in their descriptions.

17. Invite students to describe the birthday parties they drew using the new vocabulary and/or modify their drawings.

1. Have the beam projector ready to show students the video suggested in the “Materiales Educativos Digitales” and print the images suggested as well to work with the second activity.

2. Ask students when we celebrate “Las Posadas” and what they remember we do.

3. Discuss with  students if they think “Las Posadas” are only celebrated in Mexico or in other countries as well.

4. Tell students they are going to watch a video where two friends are talking about “Las Posadas”, one is Mexican and the other one is American.

5. Ask students to pay attention to the information the Mexican friend is giving his American friend about ‘Las posadas’ and help with vocabulary as needed.

6. Play the video and pause it several times to comment on the information and confirm how we celebrate ‘Las Posadas’.

7. Invite students to work in pairs and   talk about how they celebrate ‘Las Posadas’ in their families.

8. Play some segments of the video, with no sound, and ask students to describe the scenes.

9. Tell students they are going to continue working with the same theme and work with some flashcards.

10. Ask students to think of 5 ‘magic’ words to talk about ‘Las Posadas’. If necessary, you can pick some sections of the video suggested in the previous session to refresh their memories.

11. Distribute the two pages to students and tell them to order them 1 and 2 according to the way the celebration is carried out.

12. Hand a blank sheet of paper for students and ask them to think of a last part of the celebration, number 3, and draw it so they can have a sequence of three parts and then, ask them to use some tape to join the pages and make a mini-book.

14. Ask students to color the pages and sit in pairs to talk about ‘Las Posadas’ using their mini-book.

15. Have a classroom display with the different ‘mini-books’ students did.