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

2. Review what an abbreviation is and what we use them for.

3. Tell students that classified ads use a special style and are short so abbreviations are important there.

4. Ask students what these abbreviations and symbols mean: YRS. / AV. / TEL. / $  / and the phrase FOR SALE

5. Distribute the list of abbreviations and ask students to read it. Help with vocabulary as needed.

6. Ask questions about the abbreviations on that list such as, what abbreviations can be used to describe a product, to sell a house, to describe an object, an apartment.

7. Invite students to work in pairs and take turns practicing abbreviations, student A spells out one abbreviation and student B says the word; then, they switch roles.

8. Ask students to go to their textbook and read the ads they worked with to find the abbreviations.

9. Tell students this ad is from a classified website  (explain it is similar to the printed format in the newspaper bot on line ) where you can put some ads and sell toys.

10. Ask students if they like the picture of the bike (not the bike) and why / why not. Elicit from students that the picture is not very attractive and that is an important characteristic in writing an ad.

11. Ask students to work in pairs and answer the following questions,

·       How much does the bike cost?,

·       What’s the date listed?,

·       how is the bike described?

·       Is it a big bike?

·       Where can you see the bike?

(Cultural note: Wexford is in Ireland)

12. Choose pairs of students at random to share their answers with the class and discuss if they’d buy the bike (if they were in Ireland).

1. Download the set of 16 flashcards suggested in the “Materiales Educativos Digitales” section and have the beam projector ready to show a sign to students.

2. Ask students to think about which three things from their closet they could sell because they do not use them/ need them anymore.

3. Discuss with students what characteristics their ad would have, a picture? price? Etc.

4. Draw students’ attention towards the picture and ask what it is (jigsaw puzzles).

5. Read the ad and help with the vocabulary but do not take extra time giving long explanations.

6 Invite students to work in pairs and ask them to write down the following numbers (taken from the ad) for them to write a short sentence,

300 / 4 / 20 about the jigsaw puzzle, not to invent one, i.e, “Each jigsaw puzzle costs 4 pounds.”

7. Check answers by calling out the numbers and have students read their sentences.

8. Finally, ask students what the last line is about ‘Leisure & Hobbies/ Toys, Games, etc.

9. Download the file and print a copy for each student.

10. Ask students to name as many different toys as they remember.

11. Distribute the worksheet and ask students to read the list of toys. Help with vocabulary as needed.

12. Set a time limit and ask students to do the activity.

13. When time is up, ask students to check their answers with another classmate.

14. Finally, ask pairs of students to classify the toys into, toys for boys and toys for girls.

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

2.  Ask students what kind of question they ask when they want to know somebody’s name (what’s your name?), where the person is from, where the person lives, etc.

3. Write on the board,  old / you  / are  / How / ? and invite students to unscramble the words and make a sentence (How old are you?)

4. Ask students what type of questions these are, WHAT, WHEN, WHERE, WHY, WHO and HOW ___?  (information questions, WH_questions) and in case it is necessary, review what they mean .

5. Ask students to think of a toy they would like to sell in their classroom and what possible questions their classmates would ask about it. Just a few questions are ok (since they will work on them later in the session).

6. Tell students they are going to watch a video to review how we make questions with WH_ words.

7.Pause the video and make comments about it, paraphrase and help with new vocabulary as needed.

8. Invite students to work in pairs and write 6 WH_ questions about a toy advertised (a video game, for example) using the 6 WH_ words in the video (if possible or)

7. Invite students to read their questions to the class and make corrections if necessary.

8. Discuss how many of those questions are really necessary for the ad they want to write.

9. Present ‘football boots’ and ask students how they are called in Spanish. Show only the picture.

10. Invite students to help you describe the football boots. Elicit adjectives before you show the description (yellow, black, big, small, old, new, etc.)

11. Show the description of the football boots and read it.

12. Ask students to work in pairs and write WH_ questions with the following pieces of information using the information in parenthesis. Write on the board, size 6 (What), Adidas (What), €10 (How much), 04/07/2020 (When)

13. Ask students to sit with another pair and compare their questions, are they the same or different? What’s wrong with the order of the words?