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

2. In this session, students are going to learn and review some useful expressions for presentations, as well as points to look at. Tell students it is important to get familiar with these points and rehearse before giving the actual presentation.

3. Ask students how they think they should start a presentation, what expressions, information, etc.

4. Distribute the handout.

5. Review the different sections or subtopics in giving a presentation.

6. Ask students to read the list of expressions and help with unknown vocabulary not (only) translating but using the expressions in context.

7. Ask students to choose one expression from each section they would use if giving a presentation.

8. Tell students to write the complete sentence.

9. Ask students to share their sentences with the class and make corrections if needed.

10 Ask students to remember a good presentation a classmate or team gave, who they are, and what they did.

11. Distribute the handout and tell students these are two boxes with information about a) the person speaking to the audience and b) the audience listening.

12. Ask students to read the sentences first and help with grammar and vocabulary as needed.

13. Tell students to write √ (check) if that statement is correct, acceptable and X (cross) if the statement is not correct.

14. Check answers with the class and discuss the answers.

15. Ask students to rewrite the list and change the don’ts into do’s.

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

2.  Tell students to imagine they are researching a topic because they need to give presentations. They find the texts and are reading but seem not to understand, and not necessarily because of a lack of vocabulary but because there is a lot of information and they do not know how to organize their reading.

3. This template is going to help students organize the information and get a better understanding of the ideas and information they read.

4. Ask students how they take notes when researching and share their ideas with the class.

5. Tell students what  close reading means, "reading to uncover layers of meaning that lead to deep comprehension.”

6. Distribute the organizer and ask students to use their English textbook and look for a reading text, a fable, a story, a science text, etc., a paragraph to close read.

7. Guide students through the organizer and tell them they must then follow five steps to better understand the paragraph.

8. The student must read that paragraph and annotate it.

9. Then, the student must come up with a question they have on that paragraph.

101. Last, they should re-read the paragraph and formulate a conclusion on it.

11. Ask students to share their information with the class and encourage students to make comments and give opinions.

12. Tell students this is a very useful practice for them when searching for information. As they know, they cannot simply copy entire paragraphs and read them in class. It is necessary to identify the main ideas and details to have effective information they understand.

13. Distribute the organizer and ask students to practice with this text,

https://www.superteacherworksheets.com/space/mercury_WMTTN.pdf?up=1466611200

14. You may want to make copies for students or project the page and let students read.

15. Ask students to identify the main idea, (The main idea is the "key concept" being expressed.) and the details (major and minor, support the main idea by telling how, what, when, where, why, how much, or how many.)

16. Monitor and offer help as needed.

17. Ask students to exchange their organizers with other students and comment on them.

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

2. As part of the rehearsal of the presentation, it is recommended that students go over speaking rubrics and feedback from the audience.

3. Ask students what points they think should be considered in evaluating somebody giving a presentation and the delivery itself.

4. Talk to students about the importance of giving feedback in presentations.

5 Ask students what points they think should be observed and commented on.

6. Distribute the worksheet and ask students to think about a presentation, “Many people feel that speaking a new language is harder than reading, writing or listening to it.

7. Read the questions and help with vocabulary.

8. Discuss with students what each rubric is about concerning the speaker.

9. Ask students to think of the above presentation and imagine what information should have been given by the speaker so they can evaluate and give feedback.

10. Encourage students to use concrete information in their comments.

11. Distribute the worksheet and read the different categories listed.

12. Help with grammar and vocabulary as needed.

13. Ask students to work in pairs and write examples of why they would tell the speaker the category of “needs work”.

14. Monitor and offer help as needed.

15. Ask students to share their comments with another pair and think about the areas of improvement they find.