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1. TEMA DESCRIPCIÓN
Evento direccionado a
enaltecer nuestras relaciones
de amistad
DOCENTE DESCRIPCIÓN DE LAS ACTIVIDADES NIVEL MATERIALES
Alejandra Sanchez
Name: Find your match.
Objective: Practice simple questions, personal information and descriptions.
Development:The teacher is going to create some cards with the following prompts: favorite food, favorite color, ideal day with a friend,
what you like doing with friends, the nicest thing someone did for you. Quickly review question structures (What’s your favorite…?, Do
you like…?, Have you ever…?). Then, let the student choose a card, in order to create a question. Students stand in two lines facing
each other (pairs).Each pair talks for 3 minutes, asking and answering the questions from the card they’re holding.
After 3 minutes, one line shifts so everyone has a new partner. A1-A2
Pre-made question cards
(simple questions about
friendship, hobbies,
likes/dislikes).
Name: Love & Friendship Debate.
Objective: Practice expressing opinions, agreeing/disagreeing politely, and using advanced vocabulary about relationships and
friendship.
Development: Introduce/discuss key vocabulary for opinions and debate. Here are some questions: Is “amigo secreto” better than
Valentine’s Day? Why or why not?
What’s the most romantic place in Colombia for a date?
Do Colombians celebrate friendship differently from other countries?
What Colombian song best describes love or friendship?
Should Colombia celebrate “Día de la Amistad” separately from love? B1-C1
Debate prompt cards (e.g.,
Long-distance
relationships can work,
You can have more than
one best friend, Opposites
attract, etc.).
Conversation expressions
handout (I see your point
but…, From my
perspective…, That’s true,
however…, etc.).
Let's talk about Love and Friendship!
Activate vocabulary and get Ss speaking. a) Write the words LOVE and
FRIENDSHIP on the board. b) Ask Ss: What words do you think about when you hear LOVE?,
What words do you think about when you hear FRIEDNSHIP? c) Encourage them to say single
words or short phrases. Write their answers on the board.
Practive speaking using guided questions. a) Put Ss. in pairs or small
groups. b) Give them a conversation prompt ( on the board or handout) about friendship and love.
c) Ss. take turns asking and answering the questions. d) Walk around, listen, and help with
vocabulary and pronunciation.
Share ideas and reinforce learning. : a) Ask volunteers to share one nice
thing they learned about their partner in the activity. b) Summarize by writing 3-5 key vocabulary
words from the conversations. c) End with a short question to the whole class: What is more
important: love or friendship? Why?
A1-A2
To write
questions, vocab, and Ss's
answers.
Different colors
to highlight key words.
with conversation
prompts.
cards.
or Clock.
Vocabulary list
B1-B2-C1
: To write
questions, vocab, and Ss's
answers.
: Different colors
to highlight key words.
with conversation
prompts.
cards.
or Clock.
Vocabulary list
A1-A2
To write
Ss vocab
Handout with the story
Talks.
Engage Ss and activate personal experiences and opinions.
a) Write love and friendship on the board. b)Ask Ss to quickly brainstorm 3 words they
associate with each topic. c) In pairs, they share their lists and explain why chose those words.
d) As a group, briefly discuss: Are love and friendship connected? Why or why not?
Practice expressing opinions, giving examples, and using advanced vocabulary.
Part 1: Put Ss in groups of 3-4. Give them some questions prompts.Part 2: Role-play or debate. Assign one controvertial statement. Hal
half disagrees. Each side prepares arguments and then debate.
Reflect and summarize.
Ask each Ss to share one insight or memorable idea they heard during the activity.
Write 5-7 advanced expressions related to love and friendship on the board. Encourage Ss
to create one short sentence using one of the expressions.
Charades: Divide the class into two teams and give them the following vocabulary. They must act out the words given. Their team has to
• Arrocito en bajo= side piece – woman/boy on the side
• Amante= lover
• Coquetear= to flirt
• Hacer cumplidos= to give compliments (so neutral) / to hit on someone (romantic) / to make a pass at someone / to flirt
• Poner los cuernos= to cheat on someone // to be unfaithful.
• Hacer la propuesta= to pop the questions / to propose / To get down on one knee
• Estar tragado/a= to be head over heels
• Salir con alguien= to date someone
• Romper con alguien= to break up
• Tener un flechazo= to have a crush / to be love-struck / to be smitten.
• Ser detallista= to be thoughtful / to be attentive/giving.
• make peace= hacer las pases
• shoulder to cry on= hombro para llorar
• Ask out – invite someone on a date
Love & Friendship Fiesta
Hammer Vanegas
Name:
Warm-up:
Main activity:
Closing:
Name: Deep
Warm-up:
Main activity:
Closing:
Objective:
Objective:
Objective:
Objective:
Objective:
Objective:
Instructions:
Instructions:
Instructions
Instructions:
Instructions:
Instructions:
Whiteboard:
Markers:
Handout
Pictures
Timer
sheet.
Whiteboard
Markers
Handout
Pictures
Timer
sheet.
VOCABULARY, IDIOMS AND PHRASAL VERBS
Whiteboard:
Markers

2. LAURA CAMARGO
B1-C1
Whiteboard flshcards
Maria Paula Aguirre
A1-A2
Paper, pencils, board,
markets and vocabulary
B1-C1
Paper, pencils and bottle
Valentina Duque
Reinforce friendship and love vocabulary in categories: actions, adjectives, nouns.
Different words related to love and friendship vocabulary will be posted around the room. Students, in pairs or groups, must “hunt” the
words. A category is called out → adjectives, actions, things. Students run to grab the correct word. Points are given for each correct
card, plus for using the word in a correct sentence.
Each student receives a grid with 9 words (e.g., hug, smile, kind, letter, dance, love, laugh, gift, honest). The teacher gives definitions
or acts them out (e.g., This is when you are very happy with a friend → laugh). If the student has the word, they mark it. The first to
make “Bingo” wins and must read the words aloud.
A1 - A2
Vocabulary, paper, pencils
: Expand vocabulary with collocations and idioms about friendship and love.
Students are given cards: some with expressions and others with their meanings.
Examples: a shoulder to cry on → a person who listens to your problems. Students compete in pairs to match them correctly. Each
pair must also use one expression in their own example sentence.
The class is divided into two groups and the teacher proposes a debate topic.Topic: “It is better to have a strong friendship than to be
in love.” Each team must use at least 3 words/idioms from the previous activity.
In pairs, students receive a card with a tricky situation related to love/friendship, for example: You forgot your friend’s birthday. - You
want to tell someone you like them, but you’re nervous.
They must improvise a short scene (2–3 minutes) using at least 3 expressions from the lesson.
B1 - C1
Vocabulary, paper, pencils
• Fall for – start loving someone
• Break up – end a relationship
Camila had an arrocito en bajo. Every time she saw Mateo at the café, she felt mariposas en el estómago. One day, he decided to hace
But after a few weeks, Camila found out Mateo had an amante and was metiendole los cachos. She felt betrayed. Her best friend, Valer
Camila decided to terminar con él and hacer las paces with herself. Even though she was sad, she knew her group of friends would alw
-
love idiom of the day
Practice advanced vocabulary and expressions related to love and friendship.
• Use idioms and phrasal verbs in real-life contexts.
1. Give the students some flashcards with the vocabulary (crush, wedding, support, hug, fight and 5 more), they have to c
• As a second activity students match the idioms with their meanings. Example: ‘through thick and thin’ → ‘being loyal no matter wh
• To tie the knot (casarse)
• Puppy love (amor de juventud)
• Love at first sight (amor a primera vista)
• To be smitten (estar embobado/enamorado)
• A shoulder to cry on (apoyo emocional)
• To hit it off (llevarse bien desde el inicio)
• Through thick and thin (en las buenas y en las malas)
• Birds of a feather flock together (Dios los cría y ellos se juntan)
• To have someone’s back (respaldar a alguien)
2. give the students a situation “your bf moved to another country. How do you keep in touch? They have to use phrasa
3. Scenario: “Two friends had a fight. One wants to make up, the other is reluctant.” (the teacher provides own scenarios
4. “IDIOM OF THE DAY” the teacher saks the Ss what was the idiom that sorpised him/her the most and why. Everybody
Objective:
Word Hunt:
Love & Friendship Bingo
Objective
Matching Cards
Debate Game: “Friendship vs. Love”
Roleplay Challenge – Awkward Situations
Write the vocabulary in English
Role-play: Actúan la historia usando las expresiones clave.
Name:
Objectives:
Practice:
Discusión:
Role play:
Wrap up:
READING PART
Activity: Practicing vocabulary in teams.
Objective: Recognize vocabulary through drawings.
Description: The students are going to be divided into two teams, and they are going to have a piece of paper on their
backs, so they must do a line, but one person is going to be in front of the board, and he or she has to replicate on it the
drawing that is on his or her back. The last person in the line, the teacher, is going to whisper the word. Possible
vocabulary: Candy, letter, cupid, heart, teddy bear, gift, kiss, hug, poem, roses, chocolate, balloon, arrow.
Activity: Writing poems.
Objective: Invent a poem.
Description: The teacher will explain to the students the parts that form a poem and provide vocabulary that is useful for
them to use in their own poems. After that, on a piece of paper, the students are going to write a poem. In the middle of
the table is going to be a glass bottle where they can fold and put their poems. Finally, the students are going to take a
different poem; they must read it aloud and try to identify who wrote the poem. Each student is going to have three
attempts to guess the person. After reading all the poems, each student is going to reflect on the poems and express their
feelings.

3. Lissandro Malagón
B1 - C1
Flashcards, pencils, t.v.
markers.
A1- A2
Flashcards, pencils, t.v.
markers.
Start off the class by making students brainstorm ideas about what their “Ideal partner” and “Ideal Friend” is like, focusing
on both physical and behavioral features. Write down their answers on the board or use TV by using the platform Mentimeter
(https://www.mentimeter.com/). Encourage them to elaborate on their answers and correct any speech or pronunciation mistakes.
.
For the main activity, prepare cards with fictional characters with physical and behavioral description and give each one an “Ideal
couple” they have to look for among the other students/characters in the classroom. Each card should have general features like:
Name, age, height, nationality, occupation, hair or eye color, likes, dislikes, hobbies, etc. However, to make the activity more
interesting include oddly specific features like: Has a beauty mark on his/her face, enjoys eating strawberries every afternoon, goes
grocery shopping every week, hates reggaeton, etc. Make students go around the classroom asking Wh or Yes/No questions until they
find their “Perfect Match”. This activity can be done several times by changing student’s cards on each round. Cards, pen, TV
Love questions and friend answers
Objective:
Developing:
Rose Bud Thorn:
Activities to practice grammar:
Objectives:
Conversation Starters:
Role-playing scenarios:
To ask questions focused on shared experiences
individual dreams, or hypothetical scenarios to encourage connection and build
intimacy, such as "What's your favorite and bad memory with your "ex"? "If you could
travel anywhere in the world to leave your "ex", where would you go?", or "What does
love mean to you?"
Each person shares the "rose" (highlight of their day), the "thorn" (low point of their week),
and a "bud" (something they are looking forward to)
To help learners practice and internalize grammar structures in meaningful, communicative contexts rather than in isolation.
(Use questions from sites like ESL Vault or Internet TESL Journal to initiate discussions on these topics).
we are going to create questions or answers, such as:
Using comparative adjectives: "Which is more important to you: a loyal friend or a fun friend?"
Using the present perfect tense: "Have you ever ended a friendship?"
Using modal verbs: "How can you show a friend you care?"
Act out situations where friends or lovers are communicating. This allows for practicing questions in a more dynamic context.
Scenario: Two friends are having a disagreement. One person asks, "Are you still upset with me?" while the other responds, "No, I'm
not, but why did you do that?"
Warm-up:
Main activity: Find your perfect match
A1 - A2

4. Jose Alejandro Martinez Fernandez
Warm-up:
Main activity:
Dilemmas
B1 - C1
Start off the class by making students brainstorm ideas about what “Love” and “Friendship” means for them and what they
think about when they see those words. Write down their answers on the board or use TV by using the platform Mentimeter
(https://www.mentimeter.com/). Encourage them to elaborate on their answers and correct any speech or pronunciation mistakes.
Phrasal verbs and Love and Friendship Dilemmas
Show students the following phrasal verbs related to the topic of Love and Relationships:
After showing students the phrasal verbs, put them in pairs or small groups, give each group a dilemma they need to discuss and by
using at least 2–3 phrasal verbs from the list in their answers. Give each group some minutes (3 to 5) to prepare their answers. After
that, they share their opinions with the class.
:
- You and your best friend fall out after a big argument. Would you try to make up quickly or let time pass until things cool down?
- You and your childhood friend are starting to drift apart because of distance. Do you think it’s worth trying hard to keep in touch, or is
it normal to lose friends over time?
- Your best friend has a crush on someone and asks them out, but they get turned down. How would you stick up for your friend and
help them feel better?
- You run into an old friend from school you haven’t seen in years. Do you make an effort to catch up and rebuild the friendship, or just
move on?
- A friend confides in you but then cheats on your trust by telling others your secret. Would you break up the friendship, or try to make
up and forgive them?
- You start to fall for a close friend. Would you ask them out and risk the friendship, or stay quiet to keep things the same? TV, flashcards
A1-A2
TV, flashcards
Love
Friendship
:
1. Fall for (someone): start to be in love with someone.
2. Ask out (someone): invite someone on a date.
3. Go out with (someone): to date or have a romantic relationship.
4. Break up / Split up: end a romantic relationship.
5. Make up: reconcile after a fight or disagreement.
6. Cheat on (someone): to be unfaithful in a relationship.
7. Settle down: start a stable, long-term relationship or family life.
8. Hook up (with someone): have a casual romantic or physical encounter.
9. Turn down (someone): reject a romantic proposal or invitation.
10. Lead on (someone): make someone believe you like them when you don’t.
:
1. Get along (with someone): have a good relationship with someone.
2. Hang out (with someone): spend time together casually.
3. Look up to (someone): admire or respect someone.
4. Stick up for (someone): defend or support someone.
5. Fall out (with someone): argue and stop being friendly.
6. Keep in touch (with someone): maintain contact over time.
7. Drift apart: slowly lose contact or connection.
8. Catch up (with someone): share news after not seeing each other for a while.
9. Count on (someone): rely on or trust someone.
10. Run into (someone): meet someone by chance.
Dites-le avec emojis (activité A1-A2)
Fiches avec des emojis représentant différentes émotions
Travailler les adjectifs masculins et féminins pour décrire les sentiments et les émotions
Favoriser le travail coopératif
Révision rapide: de l'adjectif et de la question fermée (10 minutes)
En binôme, les étudiants se posent des questions sur leurs goûts et leurs centres d’intérêt afin d’en apprendre un peu plus sur la personnalité de ses
camarades.
Au bout de trente minutes, chaque étudiant doit avoir recueilli de tous les autres étudiants dans la salle de classe.
Finalement, à partir de cette information et à l'aide des émojis,les étudiants essaieront de décrire l’un de leurs camarades.
Feuilles, marqueurs.
Favoriser la créativité et l’expression orale.
Travailler l’impératif et l’expression de l’opinion.
Diviser la classe en deux groupes.
Matériels:
Objectif:
Développer la créativité
Préparation:
Division de la classe en binômes et explication de l'activité: (30 minutes)
Titre : L’île de l’amour et de l’amitié
Matériel :
Objectifs :
Préparation :
Réviser le conditionnel. (20 minutes)
Réviser les expressions permettant d’exprimer une opinion.

5. Carlos Mario B1-B2
Manuel Murillo
:
Discuss different topics in the English Language, the topics will be varied and intricate, making a great opportunity for the students to
express themselves.
To have a debate with the students about the perception of love, different philosophies and how would they define it in their own
words.Different ages help as they all have different perspectives
To have a fun activity similar to searching a trasure, where they will find different objects related to love
and friendship.These objects will develop camaraderie between the groups, as the objects are found , they will create a story, which
they will present in the classroom.
B1-C1
Flashcards, pencils, t.v.
markers.
Write a love letter to someone you truly care about (partner, family member, or friend) while practicing the Present Simple
and Present Continuous, and encouraging creativity.
“What do people usually write in a love letter?”
“Do you think love letters are only for couples, or can we also write them to family and friends?”
Brainstorm expressions of affection (e.g., I care about you, You always make me smile, I am thinking of you now).
Write sample sentences on the board, highlighting Present Simple (I love you, I always call you on weekends) and Present Continuous
(I am writing this letter because…, I am thinking of you today).
A1-A2
Flashcards, pencils,
t.v,markers.
LUIS EDUARDO VIVAS
Develop vocabulary about feelings and relationships about the loved ones
The student will be asked about what is their love language (words of affirmation, quality time, receiving gifts, physical touch, and acts
of service) determined by what they like the most and why, then will be asked what's their loved one love langauge and explain why
and what kind of gifts they would like to receive for love and friendship.
My love language receiving gifts because it makes me fell very special knowing that someone took the time to prepare a gift how I like
or what I needed A1-A2
Flashcards, pencils,
t.v,markers.
"LENGTH 60 minutes
Global issues Technology culture
Speaking and Coherent thinking
WARM UP 5 TO 10 minutes
Quiick descisions questions example
what is one technological invention you can do with out ?
Goal - get students give their opinions activte prior knowledge
LEAD IN - show a clip/Image relating this topic
READING - read an article on google about this topic
Speaking and Coherent thinking
SPEAKING - propose a speaking debate asking questions assiated with the topic
OBJECTIVE- speaking , vocabulary and critical thinking" B1-C1
Flashcards, pencils,
t.v,markers.
Déroulement de l’activité :
En groupe, ils doivent :
Les étudiants imaginent qu’ils sont naufragés sur une île déserte où ils doivent créer une société fondée sur l’amour et l’amitié.
Discuter et décider ensemble quelles seront les règles, les valeurs et les traditions de cette société.
Créer un symbole ou un logo qui la représente.
Présenter leur île et ses caractéristiques au reste de la classe.
Objective
what is Love?
Objective:Treasure hunt:
Activity Title: Love Letter Writing
Objective:
Developing:
Ask students:
What's you love language?
Objective:
Developing:
Example

6. JESUS INFANTE
*Warm-up (5-10 minutos)
- *Actividad:* "News Discussion"
- *Objetivo:* Fomentar la discusión y el uso del inglés en un contexto actual.
- *Instrucciones:*
1. Presentar un artículo de noticias reciente o un tema de actualidad.
2. Pedir a los estudiantes que discutan el tema en grupos pequeños.
3. Animar a los estudiantes a compartir sus opiniones y perspectivas.
*Development (30-40 minutos)*
- *Actividad:* "Debate sobre un tema controversial"
- *Objetivo:* Practicar habilidades de argumentación y debate en inglés.
- *Instrucciones:*
1. Presentar un tema controversial (por ejemplo, "La inteligencia artificial reemplazará a los humanos en el futuro").
2. Dividir a los estudiantes en grupos y asigna posiciones (a favor o en contra).
3. Los estudiantes preparan argumentos y participan en un debate estructurado.
4. Animar a los estudiantes a utilizar vocabulario y estructuras gramaticales avanzadas.
*Closure (5-10 minutos)*
- *Actividad:* "Reflection and Feedback"
- *Objetivo:* Reflexionar sobre el aprendizaje y recibir retroalimentación.
- *Instrucciones:*
1. Pedir a los estudiantes que reflexionen sobre lo que aprendieron durante el workshop.
2. Animar a los estudiantes a compartir sus pensamientos y sentimientos sobre la actividad.
3. Proporcionar retroalimentación constructiva y sugiere áreas para mejorar. B1-C1 Vocabulary, paper, pencils
- *Actividad:* "Two Truths and a Lie"
- *Objetivo:* Fomentar la interacción y el uso del inglés en un ambiente relajado.
- *Instrucciones:*
1. Divide a los estudiantes en parejas o grupos pequeños.
2. Pide a cada estudiante que piense en dos verdades y una mentira sobre sí mismo.
3. Los estudiantes se turnan para compartir sus afirmaciones y los demás deben adivinar cuál es la mentira.
*Development (30-40 minutos)*
- *Actividad:* "Role-plays en el aeropuerto"
- *Objetivo:* Practicar vocabulario y estructuras gramaticales relacionadas con viajes y aeropuertos.
- *Instrucciones:*
1. Divide a los estudiantes en parejas y asigna roles (por ejemplo, viajero y agente de aeropuerto).
2. Proporciona tarjetas con situaciones (por ejemplo, "Pedir información sobre vuelos" o "Comprar un boleto").
3. Los estudiantes realizan role-plays y practican el vocabulario y las estructuras gramaticales relevantes.
*Closure (5-10 minutos)*
- *Actividad:* "Vocabulario Bingo"
- *Objetivo:* Reforzar el vocabulario aprendido durante el workshop y fomentar la interacción.
- *Instrucciones:*
1. Crear tarjetas de bingo con vocabulario relacionado con aeropuertos y viajes.
2. Los estudiantes escuchan definiciones o descripciones de las palabras y marcan las palabras correspondientes en sus tarjetas.
3. El primer estudiante que complete una fila o columna grita "Bingo" y gana. A1-A2 Vocabulary, paper, pencils