1. Download the files suggested in the MED section and make copies for students. These are two different types of questionnaires for students to read and research.

2.This activity can be presented as a game so students have a different attitude toward the language lesson.

3. Ask students which interesting facts they know about animals, sports, video games, food, etc.

4. Distribute the questionnaire and set a short time limit for students to answer.

5. When time is up, ask students not to stand up but to pass their questionnaires to the person right behind them, and answer within a new time limit, and repeat the procedure until you say “Stop!”

6. Ask students to return the worksheets to their original owners.

7. Check answers with the class, or depending on your class time and other activities, give it as homework.

[1. 1000 / 2. False / 3. 4 / 4. True / 5. The Milky Way / 6. Hydrogen / 7. False (it is Donald Duck's) / 8. 3 / 9. True / 10. Honey]

8. Tell students they are going to work with countries, cities, landmarks, etc.

9. Ask students, which Continent Mexico is in? What’s the capital of your state? Where are ‘Las Pirámides de Teotihuacán”? What state is ‘Tulum’ in? etc.

10. Distribute the worksheet and set a time limit for students to answer.

11. They need to complete the sentences with the countries on top of the page, and when time is up ask students to work in pairs and complete the questionnaire, then, check answers.

12. Ask students what sources they could find the answers in.

13. Ask students to write three more questions about Mexico.

14. Invite the class to share their questions and talk about them.

1. Download the files suggested in the MED section and make copies for students. In the first file, there are 2 pages to print, the reading and a questionnaire. As for the second file, print the first page for this activity. The second was already used (in Week 38).

2. Tell students they are going to read about a small bird and learn interesting information about it.

3. Ask students to think of three possible questions to ask and write them in their notebooks.

4. Distribute the reading and draw students’ attention towards the picture 4.

5. Talk about what they know about hummingbirds and ask students to read the text,. Help with vocabulary as needed.

6. Distribute the second page, the questionnaire, and ask students to answer it in pairs.

7. Check answers and have a class discussion on what they learned about hummingbirds.

8. Ask students what other facts about hummingbirds they would like to learn and what sources they could find the information in.

9. Ask students if they know about the Respiratory System and the lungs.

10. Distribute the worksheet and ask students to read the text, or read it with them and make pauses to help with vocabulary.

11. Ask students to underline the sentences where some parts of the respiratory system are mentioned.

12. Discuss with students what topics about the lungs are mentioned here, i.e., description, how it works, etc.

13. Make a list on the board and, then, ask students what other subtopics they could include here to learn more about their lungs.

1. Download the file suggested in the MED section and make copies for students. There are 2 pages to print, the reading and the questionnaire. As for the second activity, project it using the beam projector.

2. Ask students if they know about the Solar System and particularly about Mercury. They don't have to show they are experts, but that they know an interesting fact.

3. Review the Planets of the Solar System with the students.

4. Distribute the worksheet and ask students to read the text, or read it with them and make pauses to help with vocabulary.

5. Ask students to underline the sentences they consider important in each paragraph.

6. Invite students to read their sentences and compare them to the ones their classmates underlined.

7. Ask students to think of a possible question to go with the information they underlined, i.e., “Mercury is the planet nearest the sun.” Which planet is nearest the sun? What’s the name of the planet nearest the sun?.

8. Ask students to share 1 or 2 of their questions with the class and make a list on the board for them to see how much information in different ways they can get by asking the right questions.

9. Distribute page 2 with the questionnaire, and answer it with the class. You may also give it as homework and check answers next class.

10. Ask students if they like to play basketball, what their favorite team is and what they know about the origin of this sport.

11. Show the text and read it with the class. Help with vocabulary as needed.

12. Ask students to answer the 2 sections on comprehension in pairs, T/F, and questions.

13. Check answers and make corrections as needed.

14. Ask students to write in their notebooks some sentences they think are important in order to talk about the origins of basketball.

15. Invite students to talk about the article in pairs.