1. Have the beam projector ready to project the suggested activities in MED 

2. Ask students what place they went to on their last holiday, how long they stayed, and what they did. It is very important to engage students with the topic so they see the importance of vocabulary and this way they will be more motivated to work so ask the class where they would like to go on holiday next time.

3. Show the page and tell students they are going to listen to the pronunciation of the words.

4. Invite students to come to the front and click on the words at random, choose a classmate to repeat and if the pronunciation is right, he gets to choose another classmate to repeat the procedure. If a student didn’t pronounce correctly, he needs to listen again to the same word and get another one.

5. Invite students to work in pairs and group the words into three different categories to activate critical thinking. This way they will see it is not a boring vocabulary activity where they only have to memorize words. They need to discuss which categories and justify their answers.

6. Have stunts share with the class the groups they formed and how they labeled them.

7.  Present the vocabulary by asking students to read the word, then, confirm pronunciation by clicking on the picture.

8. Choose one of the games this webpage offers on the theme, “Four in a row” or “Rock fall” are suggested for students to practice the vocabulary.

9. Challenge the class to give you the answers from their seats and type it.

10.  Ask students to work in pairs and choose 3 words that are related or connected to this group of words.

1. Have the beam projector ready to show the activity suggested in the MED and download the file suggested as well and make copies for students.

2. Ask students what a mind map is and how beneficial can be when recording information.

3. Tell students they are going to work with a mind map about attractions.

4. Show students how a mind map should be read, from right to left, and point, first, at the 4 main categories presented.

5. Discuss with students how attractive they consider the categories and why.

6. Start working with the first two categories and the examples given. Are they attractive to them or their parents?

7. Work with the rest of the categories by asking students names of places they know of or have been to.

8. Suggest students to use mind maps to take notes and present and review information.

9. Distribute the worksheet and tell students these are three different dialogs about ‘Travel’.

10. Ask students to identify what the context is and identify the speakers in each one.

11. Draw students’ attention towards the words at the bottom of each dialog and ask them to use them to complete.

12. You may want to use the audio to confirm the answers with the class.

13. Ask students to work I pairs and read the dialogs to practice.

14. For homework, ask students to write a similar dialog to present to the class next session.

1. Download the files suggested in the MED and make copies for students.

2. Ask students what ways of traveling they prefer and why.

3. Tell students they are going to practice with a couple of activities about travel and they will gain more practice reading information and talking about vacations.

4 Distribute the worksheet individually and ask students to read the list of different ways of travel.

5. Encourage students to try to answer without dictionaries or asking you questions but looking at the pictures to match.

6. Monitor the activity.

7. Check answers with the class, then, ask students to rate their travel preferences 1-10. 5 types are going to be left out.

8. Ask students to work in pairs and discuss their preferences and report how similar or different they were.

9. Ask students what sources of information on planning vacations they know, or what services their parents have used .

10. Discuss what a travel agency does and what the travel agent helps with.

11. Distribute the worksheet and draw students’ attention towards the vocabulary on top of the conversation.  Make sure students know the vocabulary and help if necessary.

12. Ask students to complete the dialog with the missing words in pairs.

13. Ask students to read their dialogs y taking the role of the ‘customer’ and the ‘travel agent’.