1. Download the files  suggested in the “Materiales Educativos Digitales” for the session.

2. There are 6 pages in the first file but you are going to use only the first page. If you consider the rest can be useful, print the pages and work as desired and assign it for homework or a project.

3. Tell students they are going to use pretty much the same example or a car engine to practice reading and writing.

4. Ask students to mention three basic parts in a car’s engine and three verbs they learned to help in the description of the process.

5. Distribute the worksheet and ask students to read the list ‘what happens when a driver turns a key in the ignition.

6. Invite students to underline the verbs and the keywords.

7. Ask students to work in pairs. Student A reads the sentences and student B acts the actions out. Then, they switch roles.

8. Invite volunteers to do the same activity in front of the class.

9. Distribute the worksheet and tell students to work in pairs.

10. Show students the page “All about Internal Combustion Engines” to find the missing words.

11. Read the sentences with students and help with vocabulary as needed.

12. Set a time limit and monitor the activity.

13. When students are finished completing the sentences,  ask students to check answers with another pair.

14. Finally, if time allows, students can continue working with the word search. Otherwise, assign that for homework.

1. Have the beam projector ready to show students the video and article suggested in  the “Materiales Educativos Digitales”

2. Ask students the question, “do you know hot air balloons work?” and wait for reactions.

3. Ask students how the hot air is produced in the balloon.

4. Tell students they are going to watch a video about it.

5. Recommend students to take notes and mainly draw the pictures and labels of the different components of a balloon.

6. Pause the video for students to draw and label the hot air balloon.

7. Invite students to show you their drawings.

8. Invite students to work in pairs and write some sentences, using their own words, of how hot air balloons work.

9. Ask students what they remember from the previous activity (video) on  how hot air balloons work)

10. Show the first part of the article with the headline: Balloon design and point at the picture.

11. Go over the parts of the balloon  and ask students to draw and label in their notebooks.

12. Ask students how many paragraphs the article has. (6).

13. Invite students to work in pairs and read silently paragraph 1 to find the main idea, only that. Monitor and offer help as needed.

14. Repeat the same procedure with the other 5 paragraphs.

15. Finally, invite pairs of students to read their main ideas and correct if necessary.

1. Have the beam projector ready to show the video and  download the file suggested in the “Materiales Educativos Digitales”.

2. Ask students how many different parts of the internal combustion engine they remember. If students don’t remember, tell them to check in their textbooks and give the information.

3. Ask them as well, what type of vehicles use this type of engine.

4. Tell students they are going to review the internal combustion engine by watching a video.

5. Ask students to work in pairs and  write down 5 questions whose answer they think they may hear in the video.

6. Help with grammar and vocabulary as needed.

7. Monitor the question writing process.

8. Play the video and ask students to listen carefully so they can find the answers to their questions.

9. Consider making several pauses for students to take notes and organize the activity.

10. Ask some volunteers  tell the class if they found the answers to the questions they wrote.

11.Project the word search and draw students’ attention to the list of words to the left of the page. (This list is way longer than the one they have been working with in their textbooks. Do not take longer explaining meanings and/or  translating.

12. Tell students to find the words first and then you can talk about the meaning.

13. Invite students to start with the words they are familiar with first and then do the other words.

14. Ask for volunteers to come to the front and do one word, then another student and go on like this until most of the words have been found.

13. If you decide to print the activity and make copies, set a time limit and check answers with the class.

14. Finally, ask students how many of those words they have actually learned and used in describing how this engine works.