1. Have the beam project ready to show the videos suggested activities in  the “Materiales Educativos Digitales” .

2. Ask students  to think of when they go shopping and what the first expression(s) the clerk says to them and the importance of greeting. (It is probable students will say ‘¿En qué le puedo ayudar? , Estoy a sus órdenes, etc., and help the with the equivalence in English)

3.Tell students they are going to watch a video of a woman who goes shopping because she wants to get somebody a present.

4. Help students with a simple strategy to organize the information in listening comprehension,  write on the board these headings, WHO / WHAT / WHERE / HOW MUCH

5. Ask them to copy those in their notebooks so they can register the corresponding information from the video.

6. Play the video and make several pauses, wherever you consider necessary. Monitor students writing information in the above categories.

7. Help with grammar and vocabulary.

8. Invite students to sit in pairs and compare their lists, then ask them to work with another pair for the same purpose

9. If time allows, invite students to role-play the conversation by using the info registered as cues.

10. Ask students to give you a sentence using CAN in either affirmative or negative and write it (them) on the board. Then , sentences using MAY.

11. Invite students to read the sentences and tell you which ones express ability and which ones express permission.

12. Ask students to write down the examples shown in the video and write two more to complete a list.

13. Invite students to work in pairs and do the section ‘Now it’s your turn’. One of the students read the CAN…sentence and the other student reads the MAY …sentence.

14. Ask students what the difference between CAN and MAY is.

15 Ask students to remember how the clerk in the previous video addresses the customer and how MAY is used.

1. Have the beam projector ready to show the activity Download  suggested in the “Materiales Educativos Digitales” section and make photocopies for students of the file suggested for the second activity.

2. Ask students to analyze the context of going to a cafeteria and order some coffee. Let them do it in Spanish since the objective is more critical than grammatical, that is, think about what you do first, then second and what the reaction of the clerk is, etc. and even the expression that we normally use when asking for it.

3. Writ on the board WOULD YOU LIKE..? and ask students to complete the sentence and discuss the context where it would be used.

4. Play the video but pause it for students to see the context before they actually listen to anything.

5. Invite students to focus on the use of WOULD you in the conversation. You can start with how many times they use WOULD you, for example.

6. Play the video a second time and now ask students to tell you how the clerk addresses the customer, how he asks about the type of coffee, etc.

7. Go back to the board where you wrote WOULD you like … and talk about the use and meaning of it in the context.

8. Ask volunteers to role-play the conversation.

9. Have the  speakers ready for students to listen to the pronunciation of the listed words.

10. Before they do anything with the activity, ask students to check ONLY the words they know very well and do not worry about how many they don’t know.

11. Click the ‘play’ button and ask students to listen to the pronunciation of the words.

12. Ask students to mingle and check with other students the words they do not know.

13. Tell students to answer the question: Which 6 words below are kinds of people?  (Answer Key attached)

14. Ask students to sit in pairs and make groups of words related to, ‘supermarket’, ‘clothes shopping’, etc. tell students they can reuse the words in another group but encourage them to think critically.

15. Invite students to share with the class the groups they got.

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

2. Review with students the uses of the expression, ‘Would you like…?’, ‘What kind of….would you like?’, ‘I’d like… and the different contexts for them.

3. Distribute the worksheet and model the activity by doing exercise 1 (would like to) and 3 (would like)

4. Elicit from students the difference (verb vs. noun)

5. Ask students to complete the activity individually and set a time limit.

6. When time is up, ask students to check their answers in groups of three. Monitor the activity.

7. Ask students to write three original sentences in their groups using WOULD like (to) about your English class and discuss the effect of those in the listener.

8. Distribute the worksheet and invite students to work in groups of three.

9.  Tell them there are three questions they need to work on but they need to discuss first before they write down their answers.

10. Monitor the activity and help with grammar and vocabulary as needed.

11. Remind your students they need to think of asking for help in general, not only about one particular situation.

12. Invite volunteers to share their answers with the class and discuss the information and if time allows, consider making a list of the best and more complete answers (not in terms of grammatical accuracy but in terms of content) and make a poster for the classroom. (Possible homework as well)