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

2. Review what a conjunction is and what subordinating conjunctions they remember.

3. Distribute the worksheet and ask students to work in groups of three.

4. Draw their attention towards the box of conjunctions to the right and go over them. Help with meaning and what they express

5. Ask students to turn the phrases into sentences by using the correct conjunction.

6. Monitor the activity and offer help as needed.

7. Ask groups at random to read their sentences and invite the rest of the class to listen and make gentle corrections if necessary.

8. Reconfirm those answers and make sure they know what conjunctions to use.

9. Ask students what the difference between ‘and’ and ‘or’ is.

10. Distribute the worksheet and ask students to work individually by using their imagination to complete the sentences.

11. Read the examples and suggest students be as creative as possible.

12. Monitor and offer help as needed.

13. Check answers with the class by saying the number and having volunteers read their sentences.

14. Make corrections as necessary.

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

2. Ask students to complete some sentences, for example, ‘I like going shopping and____’, ‘They want to go to the beach, but_____.’, ‘What do you prefer, video games or______?’ and discuss what they express.

3. Divide the students into groups of three and give each group a set of sentence cards and conjunction cards.

4. Tell the students to shuffle the sentence cards and place them face down in a pile on the desk.

5. The conjunction cards should be shuffled and spread out face-up on the desk, so all three students can easily see and reach them.

6. Students then take it in turns to pick up a sentence card and read it to the other two students using the word 'blank' where the

conjunction should go.

7. The two students listen to the sentence and then race to grab the correct conjunction card to complete the sentence.

8. The first student to grab the correct card and say the conjunction wins and keeps the two cards.

9. The correct answer is shown at the bottom of the sentence card. If neither student gives the right answer, the sentence card is

placed at the bottom of the pile and any conjunction cards are put back in place.

10. The next student then picks up a sentence card and so on.

10. The game continues until there are no more sentence cards left and the student with the most cards at the end of the game wins.

11. Distribute the worksheet and read the definition of a run-on sentence.

12. Review the coordinating conjunctions and ask students to rewrite the sentences using one as well as the commas in pairs.

13. Monitor the activity and offer help as needed.

14. When they are finished, ask pairs of students to exchange their worksheets with another group and correct their answers.

15. Ask pairs to get their worksheets and read your sentences for final confirmation.

16. If students have problems with the exercise, take the time to explain and clear doubts.

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

2. Ask students some questions and ask them to raise their hands to answer, ‘who likes popcorn?’, who hates doing the dishes?’, who loves going swimming?

And ask them to count how many students answered ‘yes’.

3. Explain that the students are going to conduct a questionnaire using tag questions, but first they need to complete the questionson their worksheet with positive and negative tags.

4. Students must also create two more tag questions at the bottom of the worksheet.

5. When the students have completed all the tag questions, go through the tags and check the students' own questions.

6. Students then walk around the classroom asking the tag questions to students who they think can confirm the information in each

question.

7. When a classmate answers appropriately, confirming the information in the question, the student writes down their name in the 'Name' column next to the item.

8. The student then asks a follow-up question to gain more information. This information is written in the last column.

9. Tell the students that they can only have the same name once. This is to encourage them to speak to as many different partners as possible.

10. When everyone has finished, ask students to give feedback to the rest of the class on what they found out.

11. Review what the function of a tag question is and elicit some examples from students.

12. Distribute the worksheet and ask students to find the 12 tag questions to complete the sentences.

13. When students are finished, ask them to work in pairs and ask each other the questions and answer them.

14. Invite some volunteers to come to the front and ask students at random some tag questions.