This document outlines a two-part project on arts festivals for elementary level students. It includes 4 tasks over 2 class periods. In the first period, students will learn about musical instruments used at festivals and practice using the past simple tense to talk about past events. The second period reviews the past simple tense and has students read about carnivals in Argentina, practice reordering sentences, and summarize a text in 10 lines or less. The final goal is for students to express opinions about arts festivals they've attended and retell what they've learned.

1. Project 1: Arts Festivals
Students: Oliveira, Noelia Torres, Marina
Course: 4th Form
Level: Elementary
Materials: Book Cornerstone, dictionaries and PCs with the Hot Potatoes
software.
Number of periods: Students will take 2 periods.
Recycled language: Present simple tense/ Question words: “How”,”What”; “who”;
etc.
Vocabulary on: Countries and nationalities.
Sistematization: Past simple tense.
Vocabulary: Vocabulary on costumes; art and musical instruments used in arts
festivals.
Specific Function:
• Academic skills: Expressing past events.
Theme: Talking about arts festivals.
Final task: By the end of this project students will be able to express their
opinions about the different art festivals to which they have been and to retell what
they have learned about the arts festivals covered in this project.
Subtasks:
Task 1:
The teacher will ask students to open their course books at page 256. She
will ask them to look at the pictures and to tell where they think this picture has
been taken from and what they think was taking place at the moment in which it
was taken. After eliciting student´s answers she will ask them the big question on
page 256: “What can be shown or take place at an arts festival?” This will be done
to activate any prior knowledge students may have in connection to the topic. Tr
will write students answers on the board. Ideas will be organized in a mind map.

2. Task 2:
The teacher will give students a text on musical instruments often used in
festivals. First, she will ask students to focus on paralinguistic features of the
text, e.g.: Text source, format, and genre. Then, she will ask them to predict
which musical instruments they think they will find in the text and to write a
list of them on a page. Finally, she will ask students to read the text to check
if their predictions were correct. This activity will be checked orally.
Task 3:
The teacher will ask students to do a hot potatoes matching activity
(JMATCH) in which they will have to match different musical instruments with their
corresponding definition. The aim of this activity is to revise and expand on
vocabulary learned in the text mentioned above.
Systematization
Task 4:

3. Teacher will ask students to skim through the text on musical instruments
used in Arts festivals called “The Music Goes On”. The teacher will elicit examples
of those sentences present in the text that express ideas in the past. She will write
them on the board in order to systematize the past simple form with irregular verbs.
Teacher and students will go over more verbs in the past participle and discuss
their meaning in order to expand their vocabulary.
BB
Last week, people who love music went to River City Park.
The River City Music Festival had special sounds and sights.
Larry Dodd played a trumpet solo.
I was nervous but happy.
River City´s Shakira Gopal performed a dance from India.
Task 4:
The teacher will tell students that they will practice how to express
affirmative ideas in the past with regular and irregular verbs. She will ask students
to solve the Hot potatoes JCLOZE in pairs.
Lesson 2
Task 1:
The teacher will ask students to tell her a few sentences about what they
learned in class the previous lesson. Then she will tell them to do the JCROSS
exercise to revise the simple past form of verbs and learn new ones to express
more ideas in the past.
Task 2:

4. Students will read the text on “Carnivals in Argentina” (Exercise 1). After
going over the main ideas presented by the author in the text and new vocabulary,
they will be asked to do the exercise of JMIX to write sentences about the text in
the correct order. This will help them to revise the order in which affirmative
sentences in the past are written.
Task 3:
Students will have to re-tell what they have read about carnivals in the text
at task 2. They will have to re-tell the events in the past in no more than ten lines.
This will help them summarize the main ideas and they will learn how to write
summaries in the past.
Task 4:

5. Students will be asked to answer the JQUIZ exercise on the text “Carnivals”
to check reading comprehension.