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

2. Ask students how important museums are and what people learn from them.

3. Invite students to form groups of three and give each one a reason why museums are important.

4. Use the beam projector to show  the video and help students with paraphrasing the information.

5. Pause the video several times and help students with vocabulary and grammar as needed.

6. Ask students if the information they heard in the video is similar to the one they discussed in their groups.

7. Have a general discussion on the importance of museums in society and ask students what type of museum they like or would like to visit.

8. Use the beam projector to show the video.

9. Ask students where chocolate is from  (Mexico) and how important it was for the Aztec culture.

10. Tell students they are going to watch an interesting video showing the history of chocolate.

11. Write on the board WHAT / WHERE / WHEN / HOW / WHY and ask students to record some interesting pieces information under those headings, not complete sentences.

12. Play the video and make several pauses for students to write the information.

13. Ask students to form groups of three and compare their notes. In case they missed some information, they can use their partners’ and complete the columns .

14. Finally, ask groups to talk about the history of chocolate using their notes and their own words.

1. Have the beam projector ready to show students the activity  “suggested in the “Materiales Educativos Digitales”  and download the file for the second activity of the session.

2. Ask students what their favorite animal is and how much they know about them.

3. Ask students if they’d be able to write a fact file on the animal they like without consulting sources of information.

4. Make copies for students.

5. Ask students to sit in pairs and work on section  1 and 2, then,  compare their answers.

6. Ask students to work individually on exercise 3 and help with grammar and vocabulary.

7. Invite students to finish the activity by writing an animal fact file. Remind students they can use information from other textbooks.

8. In case, students don’t have all the information for their fact file, ask them to complete it for homework.

9. Invite students to exchange their fact files with other students and learn about other animals as well.

10. Ask students how much they like headphones to listen to music.

11. Show the article and decide on the sections you want to show since the article is long.

12. Ask students to record some information in a fact file- style.

13. Paraphrase some section for students to listen to the main information. Don’t take longer, since this activity is intended to be very basic and simple so with little information but accurate, the file will be fine.

1. Download the file and make copies for students  and also have the beam projector ready to show   the suggested article in the “Materiales Educativos Digitales” section.

2. Ask students some questions about Mexico based on the fact file-worksheet, what’s the capital of Mexico? What are the bordering countries?, Which are some of their holidays and traditions, etc. and write the answers on the board.

3. In case students don’t know much about Mexico, use a different country until they realize they need to research.

4. Tell students they are going to choose a country they would like to visit or they have visited and write a fact file.

5. Distribute the worksheet and ask students to work individually on it.

7. Ask students to write as much information as they can and know about that country.  What they don’t know will be assigned for homework. However, if you have an internet connection in the classroom, take advantage of the resource and ask students to research the information.

8. Finally, invite students to talk about the country they chose using the information they have at the moment

9. Use the beam projector to show the article.

10. Ask students general questions about the Olmecs, such as , its origin, location, etc. Students may not know this information yet, however, it is important to try so they are curious.

11. Show the picture and wait for reactions. If some students have visited ‘Parque La Venta’ in Tabasco, Mexico invite them to comment and share their experience.

12. Scroll down and decide which sections you want to go through or which sections you want just to mention and paraphrase some sections.

13. Tell students to work in pairs and take notes in their notebooks to design a fact file and report.

14. Finally, invite students to share their fact file with other pairs of students.