1. Have the beam projector ready to show the video suggested in the “Materiales Educativos Digitales” section and download, print and make photocopies for each student of the file also suggested for the second activity.

2. Tell students they are going to watch an interesting video about a class and a ‘problem’.

3. Ask students to imagine this situation, possible problems students may encounter when they arrive at a new school.

4. Ask students who they would talk to in case they were being bullied.

5. The video has very few lines and the power of it is in the facial expressions, body language and atmosphere so encourage students to identify the problem (bullying) and then make several pauses and comment.

6. Invite students to form groups of three and talk about their impressions. Monitor and help as necessary.

7. You may want to ask some questions (yes/no, WH_) to work on comprehensions and facilitate the ‘discussion’.

8. Ask students what they would write on a piece of paper to put in the worry box. Then, ask them to actually do it.

9. Tell students how important it is to respond to worries, like when a friend is being bullied and needs help.

10. Read the poem and help with vocabulary as needed.

11. Discuss the poem verse after verse and give students time to process the information and get a general idea of the situation.

12. Invite students to work in pairs and think of ways to respond to this problem, what they would tell a friend to make him/her better, what recommendation or suggestion they would give, etc.

13. Ask pairs of students to share with the class their ideas and discuss with the class.

14. You may also want to ask students to memorize the poem and use it in a contest or speaking activity later on during the unit.

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

2. Tell students they are going to practice how they can help avoid bullying.

3. Ask them how they could say ‘no’ to bullying.

4. Distribute the worksheets and tell students to work individually in section 1 and 2.

5. In order to answer part 2, students need to read the text so read it with them or for them, as desired, and work on vocabulary and general comprehension.

6. Invite students to answer part 2 in pairs.

7. Choose some pairs of students at random to give their answers and invite the rest of the class to check their answers with them.

8. Read the words at the bottom of the activity and review vocabulary.

9. Help with new words and use them in context for students to understand their use and meaning.

10. Set a time limit and monitor.

11. When students are finished, ask them to sit in pairs and check their activity.

12. Choose some pairs at random and ask students to give you a sentence using one of the words while the rest of the class says if it is grammatically correct.

1. Have the beam projector ready to show the activity suggested and download the file in the “Materiales Educativos Digitales” section and make photocopies for students.

 2. Set up the context, tell students that when somebody has a problem and talks to you about it, you can always suggest what to do.

3. Ask students what expressions they can say and use when somebody needs their help with a problem.

4. Tell students this exercise is going to help them understand how to make the suggestions and practice with some examples.

5. Show the grammar section and go over the different ways to make suggestions. Draw students’ attention towards the verb forms.

7. Ask students to write some original examples and move on to the next section.

8. Ask students to work in pairs and make suggestions for the situations shown.

9. Monitor the activity and help with grammar and vocabulary as needed.

10. Ask students if they have hobbies and what they are.

11. Distribute the worksheet and tell students they are going to find someone who likes ‘doing’ those activities. You may want to review this form before students actually start working and question form as well.

12. Model the example given with a couple of students and draw their attention towards the type of answer.

13. Invite students to stand up, mingle and ask a question, a student, then continue interviewing more students until they get all the answers they are looking for. Decide on the number of questions you want students to do depending on the time left.

13. Choose some students at random and ask them to report to the class who does what, i.e., ‘Toño loves playing video games.’