1. Have the video suggested in the “Materiales Educativos Digitales” section ready to show it to students and download the file suggested as well for the next activity.

 2. Ask students what community service is and how important it is. You may want to give them some examples to illustrate the topic.

3. Discuss with students how similar or different those services are between Mexico and other countries.

4. Ask students if they know anybody who is involved with an organization and helps it.

5. Play the video and ask students there will be some pauses for discussion. Decide when you want to pause the video.

6. Ask students about the types of activities and ‘jobs’ in the video and talk about them.

7. Invite students to compare the types of community services they read about in their textbook and the ones in the video, which ones they would like to do?

8. Ask students what places around town they see every day and what they go to those places for.

9. Distribute the worksheet and ask students to answer individually.

10. Monitor and help as needed.

11. Check the answers with the class.

12. Invite students to work in pairs and write three more questions about the same places or new ones and help with grammar as needed.

13. Choose some students at random and invite them to ask their questions to the class.

To start the activities:
  The student will be asked about what emotions they know, happy, sad, angry.

Read and reflect:
How they would use them to make their prayer conversation.

Development:
Videos with songs will be put to identify emotions and pronunciation; As well as leaf activities.

Expected learning:
1. Recognize moods
2. Correct pronunciation
3. Make short sentences
4. Prayers read and written

Conclusions:
Make a series of drawings of the different moods on cardboard.

Expected Product:
Drawings of the moods

To start the activities:
You will be asked what loves you remember

Read and reflect:
How to use emotions to talk about family

Development:
The videos will be put back to remember the moods and try to repeat in English.

Expected learning:
1. Recognize moods
2. Correct pronunciation
3. Make short sentences
4. Prayers read and written

Conclusions:
The student will know how to identify the state of mind

Expected Product:
Reaffirmation of moods

Development:

Create a song with moods,
play who identifies the mood first and stick it on the wall

Expected learning:
identify in English the state of mind

Expected Product:
That the student in a fun way identifies the mood in English and Spanish through the game

1. Have the beam projector ready to show the interactive worksheet suggested in the “Materiales Educativos Digitales” section and download the file suggested as well for the next activity.

2. Ask students what they think of when they hear the word ‘volunteers’, ‘volunteering’.

3. Ask students what jobs they have volunteered and why / why not.

4. Tell students they need to read the letter and then work with some comprehension questions. Decide if you read it for them, ask for some volunteers to read it or they do it individually in silence.

5. Help with grammar and vocabulary as needed and make sure students follow the content.

6. Invite students to work in pairs and answer the questions about the letter.

7. Ask pairs of students to check their answers and discuss them with another pair.

8. Have a general discussion with students about the type of volunteering they could do in their ‘colonias’ and why.

9. Distribute the word search and ask students to read the words.

10. Set a time limit and tell students once they finish the search, they will also need to classify the words into (whichever) two groups. This is a critical thinking activity that will help students organize vocabulary to have ready to use in either reading or writing about the topic.

11. Monitor the activity and offer help with grammar and vocabulary as needed.

12. Invite students to check their answers in groups of three and justify why they classified the words that way.

13. Ask volunteers to present their groups of words to the class and check how many different groups students came up with.

14. Discuss with the students how organizing vocabulary into groups can help them remember words when needed.

1. Have the beam projector ready to show the reading suggested in the “Materiales Educativos Digitales” section and download to make copies of the activity suggested as well for the second part of the session.

2. Ask students to give you examples of what volunteering is NOT, that is, compare it to other types of activities.

3. Tell students to imagine they are going to volunteer on a farm in Guatemala and ask them to think of what possible work they could do there.

4. Star with the ‘essay questions’ at the bottom of the activity by asking them the questions, do not show them.

5. Tell students they are going to read silently about a person who volunteers.

6. Show the reading but make sure they cannot see the questions.

7. Help with grammar and vocabulary as needed.

8. Invite students to work in pairs and ask two questions each about Simon using the information they read.

9. Ask students the questions in the activity and have students at random answer them.

10 Ask students how they can describe the role of the volunteer. You may want to ask them with vocabulary since some of the words are net to them. Make sure they understand the idea.

11. Distribute the worksheet and ask students to read the words and compare them to the ones they just learned.

12. Set a time limit to make the activity a little bit more challenging and ask students to complete the activity.

13. When time is up, tell students that now they will describe the role of the volunteer using at least three of the words in the word search.

14. Invite students to imagine now their role in the activity you suggested at the beginning of the session, working on a farm in Guatemala.