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

2.  Tell students they are going to work with basic information about ‘monologues’, the unit's main objective.

3. Ask students to define monologue vs dialog and write some keywords on the board.

3. Distribute the worksheet and guide students through it, definition, etymology, purpose and importance, and types of monologues.

4. Ask students to complete the information with the words from the box.

5. Help with grammar and vocabulary as needed.

6. Ask students to work in pairs and make questions to ask each other about each section in the worksheet, for example, ‘what’s a monologue? how many people do participate in a monologue?, what’s the purpose of the monologue, etc.’

7. Challenge students by asking them to make as many questions as possible in the set time you decide.

8. When time is up, students find a different classmate to repeat the activity.

9. Have a class discussion on what a monologue is, its purpose and importance, and most importantly, talk about the different types.

10. Tell students they are going to work with types of monologues and learn some characteristics of each type.

11. Distribute the worksheet and ask students to start identifying the types of monologues with their definitions.

12. Discuss the answers with the class.

13. Ask students to work in pairs, read the excerpts of monologues, and classify them as ‘dramatic’, ‘interior’, or ‘comedic’.

14. Monitor and offer help as needed.

15. Check answers with the class and ask them to identify the pieces of information, topic, etc. that show they are the type of monologue they chose.

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

2. Tell students that they are going to read some monologues and classify them according to the types listed.

3. Ask students if they have ever been to the theater and see a monologue, or if they know about some famous monologues.

4. Distribute the worksheet and ask students to read the 6 different excerpts of monologues, then, complete them with words from the box.

5. Read the excerpts with students and discuss what they are about.

6. Ask students to classify them as ‘dramatic’, ‘interior’, or ‘comedic’.

7. Make a list of the basic characteristics these types of monologues have that will help identify them.

8. Ask students which type of monologue they liked better and why.

9. Continue with a beautiful monologue easy for students to read and talk about.

10. Distribute the monologue and ask students to identify the title (CAT) and say what they think this is about.

11. Choose some students at random to read the stage directions aloud and you read the first paragraph-

12. Ask questions about Milo, what he is thinking, how he feels, etc.

13. Ask other students to read aloud the other paragraphs but make pauses to discuss and for comments on the narration.

14. Ask students what type of monologue this is and in pairs make a summary of CAT to share with the class.

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

2. Tell students that in this session they are going to listen to some monologues and practice identifying the different types.

3. There's a track for you to download or play directly from the webpage indicated in the MED section.

4. Distribute the worksheet.

5. Ask students to listen to the monologue and complete the 4 questions about it.

6. Check answers with the class and help with general comprehension.

7. Continue with the second exercise and complete the monologue with the words in the box.

8. Play the monologue again and make pauses if necessary and to make students feel more comfortable with the activity. Remind them it is important they understand the type of monologue that is so it makes sense to them.

9. Choose students at random to read the 12 sentences and ask the rest of the class to help with corrections and comments.

10. Discuss the questions at the bottom of the page with the class.

11. Ask students what monologue they liked best and why.

12. Nos continue with the second monologue to listen.

13.Distribute the worksheet and play the track from the webpage. 

14. Ask students to listen to the monologue and choose the picture that best illustrates it.

15. Discuss with students why the other options do not correspond to the monologue.

16. Continue with the second exercise and ask students to work in pairs to order the events in the monologue.

17. Play the monologue for confirmation.

18. Circle the correct answers to describe what type of monologue that is.

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

2. In this session, students are going to practice reading more monologues and discuss their characteristics. This is a great activity for students to feel more confident about talking about monologues.

3. Distribute the worksheet and review the types of monologues there are.

4. Ask students what the titles of the monologues are (monologue # 3 does not have one so take the opportunity to discuss with students the reasons why).

5. Ask students to complete the monologues using the listed words on the left.

6. Check answers with the class and make sure they understand what the monologue is about.

7. Have a class discussion about the theme in monologue 3 and how it made them feel.

8. Continue with the second monologue activity and distribute the text.

9. Ask students what the titles of the monologues are (monologue # 3 does not have one so take the opportunity to discuss with students the reasons why).

10. Ask students to complete the monologues using the listed words on the left.

11. Monitor and offer help as needed.

12. Check the answers with the class.

13. Have a class discussion about the theme in monologue 3 and how it made them feel.