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

2. Tell students they are going to practice agreeing and disagreeing with someone in an objective way by showing the pros and cons.

3. Ask students when was the last time they were expressing their ideas and opinions to convince somebody of something, what when.

4 Distribute the worksheet and ask students to write on their worksheet with information that is true for them regarding trips, vacations, travel. When they have finished, go through how to agree with negative statements with the class.

5. Write the following structure on the board:    Neither/Nor + auxiliary verb + subject.

6. Give the students some agreeable negative statements and ask   them to respond, e.g. Neither am I, Nor would I, Neither did I, etc.

7. Once the students are ready, let them move around the classroom reading their statements to one another. Students must try to find

one person in the class who agrees with each of their negative statements.

8. When a student agrees with another student’s statement, the student agreeing on response with appropriate expression and the other student writes their name in the second column on the worksheet. Example:

A: I'm not very interested in politics.

B: Neither am I.

7. If the student doesn’t agree with the statement, they respond by saying what they have written for the same prompt, e.g. 'I'm not

very interested in football'.

9. When two students have both found something they agree on, they move on and find new partners. Encourage students to ask

follow-up questions on each topic of the agreement if possible. Each student should try to talk to as many different people as possible.

10. The activity continues until all the students have completed the second column on their worksheet. At the end of the activity, have

a class feedback session to see what the students found out.

2. Draw students’ attention towards the boxes with information.

3. Review the information and clarify any doubts students may have regarding their meaning.

4. Ask students to complete the exercises in pairs.

5. Monitor and make sure students feel confident about the sentence structure.

6. Ask students to read their answers to the class and correct as necessary.

1. Download the file suggested in MED and make copies for students. Have the beam projector ready to show students a poster about Mexico.

2. Ask students to work in groups and think of an interesting place they both would like to visit.

3. Have some volunteers share their answers and wait for reactions, that is, to see if everybody agrees or not.

4. Distribute the worksheet and ask students to complete the sections by writing information about that country discussed earlier or to think of another one to give variety to the activity.

5. Invite students to exchange their worksheets with other pairs and read about different countries.

6. Discuss with students if they agree on the information they read but if they disagree, tell them to express it the best way possible.

7. Project the image and ask students if they’ve ever been to Chichen Itzá. In case nobody has, provide some information and write it on the board. You can always choose a different place in Mexico,

8. Discuss with students what other places in Mexico tourists like to see and visit and why.

9. Ask students to work in pairs  and write down a 3 day itinerary for tourists visiting Chichen Itzá ( or any other of the places you decide)  Encourage students to think of  places to see, things to do, what to eat, etc.

10. Monitor and offer help as needed.

11. Invite students to read their itineraries to the class and compare how similar they are from theirs.

1. Download the file suggested in MED to make copies for students.

2. Ask students if the like to travel, with whom, which places, when, and comment on their answers.

3. Tell students that when making plans for a holiday in a group is not always pleasant since some people would never accept certain places, or hotels, or ways to travel.

4. Distribute the worksheet and work with the first 2 questions.

5. Ask students to read the sentences and help with vocabulary as needed.

6. Ask them to circle the numbers that best express their opinions on the statements.

7. Then, ask students to compare their answers to other classmates and discuss them.

8. Encourage students to give reasons.

9. Now, students are going to practice 'accommodation' after giving their opinions about travel in general.

10, One of the statements from the list in the worksheet is , “Stay at a hostel is better than staying at a hotel.”

11. Ask students to write down the pros and cons of that situation. In case students need help with cultural information, you can provide it since they may not know what a ‘hostel’ is.

12. Continue with the next discussion and opinion-giving, “Traveling with a tour group is better than traveling by yourself.”.

13. Get some opinions on the matter and ask students to write down their opinions against or in favor of using the vocabulary they have learned so far.