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

2. Tell students they are going to watch a video showing an interesting experiment.

3. Ask students if sound can be seen. Wait for reactions.

4. If the answer was ‘yes’, invite students to justify their answers.

4. Invite students to work in pairs and listen carefully to the instructions.

5. Ask students to write down the instructions using ‘imperatives’, i.e., “put, cut, draw, show, etc.”

6. Monitor and offer help as needed and ask randomly what the instructions are.

7. Ask students to write down three possible questions to the teacher in the video about the experiment, such as “What materials do you need?.” Etc.

8. Check questions with the class by inviting students to tell you some of their questions to write on the board.

9.Tell students there is a difference  between How much and How many and elicit it from them.

10. Write on the board two sentences to illustrate the difference.

11. Play the video and pause it as many times as you consider it necessary.

12. Invite students to take some notes and draw pictures of the examples given.

1. Download the files   suggested in the “Materiales Educativos Digitales” and make copies for students.

2. Invite volunteers to review the difference between these two forms: how much and how many.

3. Write down a couple of examples with mistakes for students to correct.

4. Hand out the worksheet and ask students to work in pairs.

5. Ask students to choose ‘who’ they want to be in the activity, ‘much’ or ‘many’ since they will give the answers later of the ‘name’ they chose.

5. Monitor and offer help as needed.

6. Ask each pair of students to find other students which are “much” or “many” and check answers.

7. Invite them to make the necessary corrections.

8. Hand out the worksheet and guide students through it.

9. Read the information on the subject and predicate and confirm they understand the difference.

10. Ask students to work on the activity and monitor.

11. Invite students to check their answers with two other students.

12. Finally, check with the whole class: read a sentence and make mistakes on purpose identifying subject and predicate so students correct you.

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

2. Tell students how important it is pronunciation in English.

3. Ask students if intonation is the same in a statement and in a question.

4. Wait for reactions and give them a couple of examples.

5. You can play the video or choose some parts of it to show. Consider to paraphrase the information and show only easy images for them to follow.

6. Play the video and pause it to comment on the examples.

7. Ask students to repeat the examples giving the correct intonation to the questions.

8. Invite students to copy in their notebooks some information to practice at home.

9. Ask students to sit in pairs and practice saying the examples in the video or using questions from previous exercises and correct themselves.

10. Invite students to come to the front of the class and take turns answering the questions since it is an interactive activity.

11. Show the first part of the activity and have students type their answers on the interactive worksheet.

12. Repeat the same procedure with the other sections.

13. Finally, ask students to ask you some (personal) questions and give complete answers