1. Have the videos suggested in the “Materiales Educativos Digitales” section ready to show them to students.

 2. Ask students at random which problems they consider they face in today´s world and number them 1-5 where 1 is the most delicate or serious and 5 the least delicate problem.

3. Invite students to work in pairs and list their 5 top problems (1-5).

4. Play the video and pause it after each problem is presented. Discuss with students if they agree or disagree.

5. Ask students if they saw their problems in the video and if so, which number they took in the ranking.

6. Ask students to make one or two lists (depending on the number of students you have) by putting their lists together in order to prepare only one.

7. If there are two lists, invite volunteers to read the problems and have another student from the other team do the same so they can discuss how similar or different their problems are.

8. Discuss the problems with the students, are they serious problems?

9. Ask students if they have ever been in a flood, when, where, etc. If students say, no, ask them if they have seen on tv reports about floods and destruction.

10. Discuss with students what they can do or how they can help their communities or cities to help prevent floods.

11. Review with students what a good emergency plan can have in order to save people from floods.

12. Ask students to take notes on this problem to discuss later with the class.

13. Play the video and consider making several pauses to discuss the information and help with general comprehension.

14. Ask students to work in groups of 3 to compare their notes on floods and talk about the different types there are according to the information given in the video.

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

2. Ask students what type of problem bullying is, social, familiar, etc. and what else they know about it.

3. Ask students how a bully acts and if they have ever been bullied.

4. Play the video and make several pauses so you can discuss the information with students.

5. Talk about the statistics shown and talk about them with students.

6. Ask students to work in pairs and write a short paragraph describing bullying as a social problem.

7. Invite students to make a shortlist of anti-bullying actions to help their school and community.

8. Invite students to read their paragraphs and discuss what proposals are more effective as anti-bullying.

9. Review vocabulary, litter, waste , pollution, campaign, throw away, etc.

10. Ask students if they have ever volunteered for a community campaign.

11. Ask students to sit in pairs and write some sentences  that describe scenes in the video (since it doesn’t have sound or narration.) to be used with it later.

12. Play the video and make several pauses.

13. Monitor and offer help as needed with grammar and vocabulary.

14. Invite some pairs of students (depending on the time left) to read their sentences along with the video. Do they make sense?

1. Download the files suggested in the “Materiales Educativos Digitales” section and make copies of the activities for students.

 2. Ask students if they have a friend or relative to go to when having a problem.

3, Ask students how important it is to count on somebody for support and what types of problems they may have.

4. Present the title ASK ANITA! And talk about  this cultural feature. There are columns for people to write and ask for a suggestion or recommendation when they have problems and don’t know what to do.

5. Ask students to work in groups of three and choose a problem as theirs. They will take turns to read their problem to ‘Anita’ and ‘Anita’ will give some advice.

6. Monitor and help as necessary.

7. When students finish, read the first letter and choose at random 2 or 3 students who played ‘Anita’ and invite them to tell the class what their advice was.

8. Encourage students to be participative and take advantage of this activity so they can talk about their problems in English.

9. Invite students to suggest other possible solutions to the problems.

10. Read the words of the activity and help with vocabulary as needed.

11. Ask students to work in pairs and connect these words in groups of 3. That is, they need to make associations of meaning and justify why ‘metal-paper-plastic’ (materials) were put together. 12. Ask students to mention what their group of materials (to use the same example) has to do with an environmental problem.

13. Monitor and offer help with grammar and vocabulary as needed.

14. When students have grouped as many as the words, ask them to share with the class, the number of groups they did.

15. Ask students to work on the search and invite students to check answers with another pair.