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

2. Have speakers ready for students to listen to the article. (There’s a ‘play’ button above the article in case you want to practice reading and listening at the same time.)

3. Tell students that note-taking is a skill that can help them do well on all your schoolwork so in this session they will learn how to take effective notes not only in English but in the other courses as well.

4. Ask students to tell you 3 personal tips on note-taking they use and compare them to other students’.

5. Show the article and ask students to ‘take notes’, not to copy, on note-taking.

6. Ask students to form groups of three and compare and contrast notes so everybody shares the same information.

7. Ask students to work in pairs and ask them to stand up and face each other. Student A will be looking at the projection while student B will only face student B and cannot see the projection.

8. Tell students that students A will read the tips on note-taking and will paraphrase the tips for student B. Set a time limit and the students switch roles.

9. When the video finishes, ask students A get together and talk about note-taking sing the information they got, same procedure for students B.

10. Finally, ask students to organize the information they remember and write down a short list of note-taking tips

1. Have the beam projector ready to show students the slide show suggested on the “Materiales Educativos Digitales” and download and make copies of the grammar file for the last part of the session.

2. Ask students to mention  some of the organs of the circulatory, digestive and respiratory systems and spell them out instead of calling out the names.

3. In the video , there are three different human body systems which take approximately 2 minutes each. Consider that to make necessary pauses.

4. Ask students to work in groups of three and assign a system (or let students pick the one thy like): circulatory, digestive, respiratory to take notes about.

5. Tell students they cannot simply copy the information shown on the video, they actually have to use their skills learned and try the tips they now know about the activity.

6. Show the first part of the video and ask students who chose ‘circulatory system’ get ready to start note-taking, repeat the procedure for the respiratory and digestive systems as well. The other two members of the team cannot write anything but they can help by contributing saying pieces of information they remember.

7. When the video finishes, ask  students with the same systems get together and talk about those systems.

8. Tell students they are going to review some adjectives in their comparative form.

9. Elicit from students the rule (inductively) and write two  examples on the board.

10. Distribute the activity and ask students to work on it.

11. Set a time limit, and monitor the activity.

12. Finally, when time is up, check answers and praise everybody on their effort.

1. Have the beam projector ready to show the video suggested in the “Materiales Educativos Digitales “ and download the worksheet for the grammar activity as well.

2. Tell students they are going to learn 10 amazing facts about their body.

3. Ask students if they know any they could share with the class.

4. Assign students a number 1-10 and then start again 1-10 until everybody has gotten a number.

5. Ask students to pay attention to the fact number they got and tell them you are going to pause the video for them to organize their information.

6. Recommend students not to simply copy the information but to practice note-taking skills.

7. Play the video.

8. Ask students with the same number get together and talk about their fact and organize the information to present it to the class in a short and simple way.

9. Ask students what a superlative is and / or what an adjective is.

10. Review superlatives and give a couple of examples.

11. Distribute the worksheet and use the grammar tables for students to identify superlatives.

12. Set a time limit and ask students to start.

13. When time is up, invite some students at random to give the answer.

14. Finally, ask students to give you a sentence using a comparative and a superlative.