1. Salude a sus estudiantes.

2. Pregunte a los alumnos si les gusta el cereal, ¿lo consumen con frecuencia? ¿Pueden pensar en algún anuncio publicitario de cereales? Observen los videos 80s y 2013. Discutan las diferencias y similitudes observadas. Ejemplo: A quién va dirigido, qué descripción se hace del producto, calidad, música, etc.

3. Enseñe las partes de un anuncio publicitario. Analicen algunos de los anuncios publicitarios. Explique que durante los años 60 cuando los grandes centros comerciales estaban cobrando popularidad, los anuncios publicitarios eran enfocados más que nada a los niños. Pregunte porque creen que ésto sucedía. 

4. Proyecte la lectura Shopping during the 1960s.

5. Discutan las siguientes preguntas:

• When was the first shopping store opened according to the reading? 

• Which country did the US influenced with its shopping malls? 

• Where do you think people used to buy their food and home appliances before there were any shopping malls? 

• Would you say that these changes were positive for society? are there any drawbacks? Why or why not? 

6. Pida a sus estudiantes que identifiquen todos los verbos en la lectura y que mencionen si se trata de un verbo regular o irregular.

7. Proyecte las oraciones del MED Shopping during the 1960s. Pida  sus estudiantes que escriban las oraciones usando sus propias palabras. Pueden usar las frases de apoyo que se proveen en la diapositiva. 

1. Salude a sus estudiantes.

2. Pregunte a sus estudiantes:

• Do you like movies? Which are your favorite ones? Why do you like it/them so much? Do you like watching movies with your family, friends or do you prefer watching them on your own?

3. Explique a sus alumnos que hoy aprenderán un poco sobre la historia del cine de ora mexicano y lo contrastarán con Hollywood durante los años 50 y 60s. Reproduzca el video A tour of old hollywood. Comenten lo siguiente:

• Name a famous singer that you identified on one of the stars of the hall of fame. (Elvis Presley). 

• Can you think of a famous singer here in México during the Golden age of mexican cinema? (Pedro Infante).

• They mentioned Lou Costello as a great comedian, can you think of a Mexican great comedian? (Tin tan and Cantinflas). 

• They also pointed out beautiful women like Ingrid Bergman, name a beautiful woman that you can think of from the Mexican Golden Age Cinema (Maria Felix). 

4. Proyecte la lectura The Golden Age of Mexican Cinema. Lean los tres primeros párrafos sin contar la introducción. Destaque la siguiente información:

• How did the WWII tailed off in the US and Europe. How did the Mexican cinema steal the cinematic attention? 

• What genres were explored by the Mexican cinema?

• What were the films that set in motion the wheels for what would become the Golden Age?

5. Escriban algunas oraciones comparando ambas industrias de entretenimiento. Ejemplos:

• Hollywood had Elvis Presley as a famous singer while in Mexico we had Pedro Infante and Jorge Negrete. 

• There were beautiful women in Hollywood and in the Mexican Golden Age Cinema. 

• The WWII tailed off the cinematic production in US and Europe, but in Mexico it became a great chance for success.

1. Salude a sus estudiantes

2. Pregunte: What kind of toys do you have at home? Do you play any board games with your family? What kind of games do you play with your friends? 

3. Diga a sus estudiantes: We'll watch a video about games that used to be played during the 1960s. Try to think of similar games you have heard about. (probablemente puedan mencionar, doña blanca y juegos similares que hayan escuchado mencionar a sus padres y abuelos). Pregunte, have you played any of these games? would you like to try any of them?

4. Explique a los estudiantes que verán un video con juguetes de los años 50 y 60s. Reproduzca el video. Después del video, pregunte: 

• What toys from the 60 do we still play today? do you have any of these at home? 

5. Juntos lean la lectura Games and Toys from the past. Realice algunas preguntas de comprensión como las siguientes:

• Did boys and girls play the same toys? what about nowadays?

• What was something girls had to do before being allowed to play with their toys? Do you agree with that? Why or why not. 

• Do you still play any of these games anymore? 

• etc...

Llame su atención a las oraciones resaltadas. Pregunte: What do these sentences have in common? (the words had to). Explique:

• Use have to to talk about something you must do: I have to start work at eight.

• Use don’t have to to talk about something that is not necessary: You don’t have to work tomorrow, it’s Saturday.

• Had to is the past form of Have to, but it expresses the same 

6. Explique y muestre cómo usar have to en positivo, negativo y preguntas. En el MED encontrará una explicación clara que puede usar en esta sección. Pida a los alumnos que tomen nota  e inviteles a redactar algunos ejemplos.

7. Proyecte los ejercicios del MED y permita a los alumnos realizar los ejercicios de forma individual.