This document provides an overview of a 4-lesson English language learning sequence about holidays and tourist destinations. The lessons aim to teach students to talk about past activities and travel experiences using regular and irregular verbs. In the first lesson, students learn vocabulary about transportation and tourist attractions and discuss their holiday preferences. Later lessons include activities like listening to dialogues, creating timelines of imaginary trips using verbs, and producing a poster about a fictional character's travels using target grammar. The sequence aims to develop students' English skills through engaging tasks centered around the theme of vacations.

1. Autor: Gisela Ferreyra
Tema: Holidays
Subtema: Touristic places.
Nivel: Elemental.
Marco Teórico:
Gramática: Pasado simple: verbos regulares e irregulares.
Vocabulario: Medios de transporte, Vocabulario relacionado a actividades de
vacaciones (go camping, go shopping, travel, stay at a hotel,etc)
Libro: What’s up 1
Tiempo requerido: 6 horas
Introducción a la secuencia:
En esta secuencia los alumnos relataran sus vacaciones. Asi como también serán
estimulados a imaginar que en sus vacaciones pasadas visitaron alguna atracción
turística y plantearan posibles acciones realizadas en ese lugar por ellos mismos y
también por un tercero.
Objetivo de la secuencia:
Aprender a expresar acciones en el pasado.
Destrezas implicadas:
Comprensión y producción: oral y escrita.
Fundamentación:
La enseñanza de una lengua extranjera permite a los alumnos enriquecerse con
una educación integral que les proveerá de las capacidades necesarias para
desenvolverse en un futuro laboral. Asi como también se les incita a respetar y
reflexionar sobre otras culturas diferentes a la de ellos. En nuestros días, es
imprescindible tener en cuenta que el estudio de otras lenguas permite a los
estudiantes sensibilizarse hacia diversos modos de expresión, conocimiento, y
relación de las sociedades humanas.

2. ANTES DE EMPEZAR:
En la primer parte de la secuencia los alumnos conocerán mediante videos y otras
herramientas (explorador) diferentes puntos turísticos de todo el mundo.
Expresaran preferencias sobre cada lugar (los mostrados por la profesora asi
como también los buscados por ellos mismos)
 Clase 1:
Tema: Holidays
Objetivo: hacia el final de la clase los estudiantes seran capaces de:
 Reconocer paises y lugares del mundo.
 Reconocer expresiones de preferencias como: “I like…I
prefer…"
Nivel: Elementary
Tiempo: 40 min
Recursos: projector, worksheets, computers.
Warming up-Pre- viewing:
Teacher shows students a World map and asks students: “How many
tourist places do you know?” she asks them to point out some of them. “ In our
country, which tourist places do we have?” “ Have you visited some of them?”
“What do usually do on holidays?” “Which places do you visit?”(7 min)

3. Teacher delivers students a photocopy with a chart, she asks them to read it and
make predictions: (According to the chart): “Are you going to listen a song or to
watch a video?” “About what?”
1-COMPLETE THE CHART.
WORLD’S TOP 10 TOURIST DESTINATIONS
VIDEO Countries’ flags colours ………………….(name of the
students)
Presentation:
Teacher shows a video about tourist destinations (link
https://www.youtube.com/watch?v=4HJVxc99-bo ) She asks students to watch
once and to complete the chart with the colours of the flags. (5 min)

4. While viewing: Students are asked watch the video once more and to complete
the chart with the information of the video. (5 min)
The video is showed a third time and students correct the activities (5 min)
Post viewing- Practice:
Students are asked to work in pairs and make their own ranking. They have to
write it in the right side of the chart. (ACTIVITY 1) (5 min)
:
Production-ACTIVITY 2: (13 min) Students are asked to make a video with
the ranking made by them:
 Make a video about your favourite holiday’s destinations . Include images,
and sentences such as “My favourite destination is…”. Then, create an
account in youtube.com and upload your video with music.
Use one of the following tools:
 Moviemaker.
 Animoto
Students are asked to finish the video for next class.
OBSERVAR Y COMPRENDER
En esta sección los alumnos observaran medios de transporte y diferentes lugares
turísticos de nuestro país. El objetivo es incorporar vocabulario relacionado a las
actividades de vacaciones como así también los medios (transportes) usuales
para ir de un lugar a otro. También mediante el relato en imágenes de un
personaje aprenderán verbos regulares en pasado para posteriormente aplicarlos
a sus propias vivencias y compartirlo con sus compañeros de clase mediante una
herramienta tecnológica (voicethread).
Clase 2:
Objetivo: hacia el final de la clase los estudiantes seran capaces de:
 Revisar verbos regulares
 Revisar actividades vacacionales.
 Reconocer el uso de pasado simple.

5. Tiempo: 40 min
Recursos: computer, worksheets, board.
Warming up:
 Teacher asks students to show to the rest of the class their productions. (10
min)
Presentation of vocabulary:
 Teacher shows a power point presentation in which she presents means of
transport. (5 min)
(https://docs.google.com/file/d/0Bw6hUgZbo_o3c21wNkRDYUxNM0E/edit)
Practice of vocabulary.
 She asks them to go to the page 60 of their book and do the activity 1.
Then, They check orally (7 min)
 She asks students to go to this site:
http://www.languageguide.org/english/vocabulary/land-travel/ . They are
asked to add new means of transport to the list presented by the teacher.
(10)
PRESENTATION of GRAMMAR
 Teacher presents a timeline (http://www.capzles.com/b3eb98c7-989d-427b-
8b2b-89b820dbd9a7) which was made by Robert (an invented character).
She asks students to read the title and asks: Robert made a timeline about
what? Where did he travel? Which places did he visit?... (10 min)
 Then, she asks them to click on the images and read the descriptions of
each picture. She makes questions about each of them. Then she asks:
“Those actions, verbs that you read there… are in the present or in the
past? Look at the verbs…what do you add at the end of the verbs to put
them into the past?”Then, she explains that those verbs in the past with a –
ED suffix are called REGULAR VERBS. (15 min)

6. PRACTICE
 She delivers a worksheet with sentences to systematize grammar.
Then, they correct the activities on the board. (8 min)
Complete with the past form of the verbs in brackets.
1_I____ some hamburgers with my friends.(cook)
2_ I ___ football in Corrientes. (play)
3_ We ___ in a hotel in Buenos Aires. (stay)
4_ They ____ late to the school. (arrive)
5_We____to my grandma’s house with my sister.(Walk)
 Students are asked to register in voicethread (http://voicethread.com/) and
work in groups of three.
They have to tell to each other what they did on their last holidays, using
regular verbs. If they travelled, they had to mention the mean of transport
used to arrive to their destinations.(15 min)
RECURSOS LINGÛISTICOS:
Los alumnos escucharan un diálogo donde se repasan los verbos regulares
utilizados en actividades de vacaciones. La docente seguirá los pasos de “pre
listening” (antes de la escucha) donde los chicos tendrán un primer contacto con el
texto que tienen que completar, un “while listening” (durante la escucha), donde
los chicos escucharan el audio y completaran el texto, y un “post listening”
(después de la escucha) donde se corroborará si los estudiantes efectivamente
entendieron el texto.
CLASE 3:
Objetivo: hacia el final de la clase los alumnos serán capaces
de:

7.  Reconocer verbos regulares.
 Producir oraciones usando vocabulario visto previamente
(holiday activities) y verbos regulares.
Tiempo: 40 min.
Recursos: worksheets, audio, computer.
Warming up:
Students present their work in voicethread to the rest of the class. If there’s
any grammar or language mistake, teacher will ask for feedback to the rest
of the class. If necessary, she will give the feedback (10 min)
Pre listening: (7 min)
 Teacher delivers some worksheets with an incomplete text. In this text a
man talks about the activities he did during his last holidays. Teacher asks
students to look at the worksheets: “What is it?” “A dialogue? A song? A
short text?” “Is it complete or in incomplete?” “How many spaces to
complete do you have there?” “The story is about the present or the past?” “
How do you know that”. Teacher asks students to look at the pictures below
the text and asks: “What do the pictures represent?” “ What are these
people doing?”

8. 1. LISTEN AND COMPLETE:
During my last holidays I travelled to_____. I _____
a December morning. In the afternoon I_____ to a
friend’s house and we_______. We also cooked some
hamburgers. I ________during my days there. It was
a wonderful experience!
__ __ _
__ __

9. While listening: (7 min)
Teacher plays the audio
((https://drive.google.com/?tab=wo&authuser=0#my-drive) and makes
pauses after each sentence. Students try to complete. Teacher tell students
that they are going to listen it twice.
Post listening (6 min):
Students correct the listening. Then, they are asked to put the images in
order according to the audio.
Practice- Activity (10 min) :
Students are asked to work in pairs. They have to choose a destination and
imagine that they travelled to that place together. They are asked to work with a
online timeline maker (capzles) . They had to record themselves and add the audio
(following the example provided by the teacher) to the timeline. If they don’t finish,
they will continue next class.
PRODUCIR Y COMUNICAR:
En esta sección los alumnos leerán textos donde tendrán que reconocer verbos
regulares e irregulares. La docente dará pistas para que los alumnos lleguen a
reconocerlos. Luego, los estudiantes tendrán que utilizar todo lo aprendido
(vocabulario y gramática) en esta secuencia para producir un poster donde
recurrirán a su imaginación para inventar un personaje y un posible lugar visitado
por el mismo.
Clase 4:
Objetivo: hacia el final de la clase los alumnos serán capaces de:
 Reconocer verbos irregulares.
 Producir oraciones usando vocabulario visto previamente (holiday activities)
con verbos regulares e irregulares.
Tiempo: 80 min.

10. Warming up:
 Students are asked to finish the timeline of the previous lesson (10
min)
 Then, they are asked to show and explain their timeline to their
classmates (10 min).
Presentation:
 Teacher divides the class in four groups. Each group reads a text
about someone’s holidays.
While students read the text, teacher draws a chart on the board (7
min):
Present Past
Stay
Arrive
Visit
Play
Take
See
Saw
 Then, she asks each group to find the past of these verbs on the text
and complete the chart on the board. They will write the past of
almost every verb, but they won’t write the past of take,see and saw.
So teacher will ask: “Look at the text again, you will find the past of
take,see and saw” If they cannot recognize she asks to look at the
highlighted words. Teacher asks to each group to come to the front
and complete the chart. Then, she asks them: “Do we add –ED to
these verbs?” “What do we actually do?” “If these ones (pointing at
the regular verbs) are called REGULAR verbs, how do we call to
these ones?(pointing at the irregular ones). Finally, students are
asked to copy this chart on their copybooks. (10 min)
 Then, they have to complete the chart below the text according to
what they read. They share their answers with the rest of the class. (7
min)

11. Hi! I’m Harry from
Corrientes!
READ THE TEXT:
I ARRIVED IN MENDOZA AT 10PM. THE FLIGHT TOOK MANY HOURS, I WAS VERY TIRED! THE
FIRST DAY I HIRED A MOUNTAIN BIKE AND VISITED THE NATIONAL PARK ACONGUA. I SAW BIG
MOUNTAINS THERE. THE SECOND DAY I WALKED AROUND AND VISITED SOME VINEYARDS. IT
WAS A WONDERFUL EXPERIENCE!
b-
NAME ...
He is from...
He visited...
First day...
Second day...
READ THE TEXT
Hi! I’m Lucy from Entre
Ríos!
ON JANUARY I VISITED CORRIENTES. THE TEMPERATURE WAS 45°C! HOWEVER, THE FIRST DAY, I
PLAYED FOOTBALL WITH SOME FRIENDS. AT NIGHT ME AND MY FRIENDS WALKED FOR THE
WATERFRONT AND BOUGHT SOME ICE-CREAMS. THE SECOND DAY, WE WENT TO A NIGHTCLUB.
I WANT TO GO THERE AGAIN!

12. NAME ...
She is from...
She visited...
First day... 1.
2.
3.
Second day...
READ THE TEXT
I TRAVELLED TO BUENOS AIRES ON MY LAST HOLIDAYS. THE FIRST DAY ME AND MY SISTER
TOOK THE UNDERGROUND AND WENT SHOPPING. WE BOUGHT GIFTS FOR OUR FAMILY. THE
SECOND DAY WE TOOK A COACH TO MAR DEL PLATA AND WENT TO THE BEACH. WE WISH TO
VISIT BUENOS AIRES AGAIN!
NAME ...
He is from...
He visited...
First day...
Second day...
READ THE TEXT
Hi! I’m Joseph from Chaco!
Hi! I’m Sarah from Buenos
Aires!

13. ON THE LAST WEEK OF OUR HOLIDAYS, ME AND MY FAMILY WENT CAMPING TO JUJUY. THE
FIRST DAY, WE VISITED THE “SEVEN COLOURS HILL” , A WONDERFUL TOURIST ATTRACTION IN
OUR COUNTRY, THE SECOND DAY WE VISITED A MUSEUM. AT NIGHT WE COOKED
HAMBURGERS-THEY WERE DELICIOUS!
b.
NAME ...
She is from...
She visited...
First day...
Second day...
Teacher asks students to work with the same groups and sign up in glogster
(http://edu.glogster.com/) as student. They have to invent a character and imagine
that this character had traveled to a place, teacher gives some options (France,
Brazil, Argentina, United Kingdom, United States), they have to do a search on the
internet about this place and make a poster with images,video,etc and a text using
regulars and irregulars verbs. They also have to mention the mean of transport
used to travel. Then, they present this poster to the rest of the class, teacher and
classmates give feedback. (36 min)