1. Have the beam projector ready to show the videos suggested in the “Materiales Educativos Digitales” section.

2. Review the concept of sentence and tell students how important it is to write sentences correctly using a capital letter, and punctuation., (sentence structure).

3. Play the video and do not pause it. Encourage students to follow the song and clap to it.

4. Copy the sentences on the board using small letters and no punctuation and wait for reactions.

5. Invite students to tell you what the sentences need and ask volunteers to come to the board and rewrite the sentences.

6. Play the song again and make up some gestures to show ‘capital letter’, and punctuation marks.

7. Invite students to join in and enjoy the song.

8. Set up the scene and ask students to pay close attention to what the characters will explain.

9. Write on the board “Subject” and “Predicate” and

the sentence, “I had a birthday party last week.” For students to copy.

10. Ask students “who had a birthday party?” and underline “I”, then ask “what did you have last week?” and underline the predicate in a different color.

11. ask students to identify what they are according to what the characters say.

12. Play the song and make pauses where necessary for you to clarify and/or explain something.

13. Discuss with students what a sentences is, what a subject and predicate are and elicit some examples from them.

14. Teach the words of the song and play the it again, encourage students to sing along .

15. Dictate some of the sentences in the song for students to underline subject and predicate.

1. Have the beam projector reayto show the activity and download the file suggested in the “Materiales Educativos Digitales” as well.

2. Draw students’ attention towards the picture and ask students what they see. Students will probably give you nouns so encourage them to think of actions as well.

3. Once students have identified   this is a (birthday) party, tell students you are going to read the sentences for them to write on their notebooks TRUE or FALSE. Ask students not to say anything or shout their answers because their answers are secret.

4. Read each sentence using good rhythm and intonation and say each sentence twice in a very natural way.

5. When you finish reading, ask students to get in groups of 3 and check their answers.

6. Ask students to read the TRUE sentences aloud taking turns and then, choose some students at random to read the FALSE sentences and giving you the correct answer, i.e.,  “There are seven children, > FALSE: There are six children.”

7. Have some volunteers describe the picture using three sentences each in affirmative and negative.

8.  Review the present forms of BE on the board and elicit from students a couple of examples. Then, present or review the past form and contrast it with the examples given.

9. Talk about describing a scene and encourage students to look around and tell you how many different objects they see as they practice THERE IS / ARE.

10. Distribute the worksheet and ask students to work on the first section A using the simple past.

11. Check answers and clarify any doubts students may have.

12. Continue with exercise B (there was/were) and drive students to identify the forms are used to talk about a place and it looked like.

13. Check answers and clarify the concept if necessary.

14. Continue with exercise C: do this activity with the whole class by asking volunteers help you make the questions.

15. Ask students to write two sentences of each group to read to a partner.

16. Monitor and offer help as needed.