1.Download the files suggested in the MED section. For the first activity, make copies of page 11 for students to read and write notes., as for the second activity print page 37

2. Students are going to work with a document published by “Consejo Nacional para Prevenir la Discriminación” (CONAPRED) so the topic for this session is to read some paragraphs and work with the main ideas.

3. Ask students what discrimination is and how people are discriminated against.

4. Distribute the text and ask students what the CONAPRED is and what its role in Mexican society is (National Council to Prevent Discrimination in English).

5. Ask students to answer these questions,

1) This report was published in 2010, when was the right to non-discrimination first included in the Mexican Constitution?

2) When was CONAPRED created in Mexico.

3) What is CONAPRED responsible of?

4) What is a ‘survey’?

5) What was this survey about?

6) Monitor and offer help as needed.

7) Ask students to check and compare their answers in pairs.

8) Discuss with the class the information they got.

9. Students are going to explore a graphic in this document by “Consejo Nacional para Prevenir la Discriminación” (CONAPRED).

10. Ask students, what are the reasons why people are discriminated against in Mexico? 11. Distribute the graphic and even if it is black and white, students can read and have an idea of what the situation is. Focus on the question, “Personally, have you ever felt that your rights were not respected for (…)?” and see the results.

12. Read the left column and discuss the categories with students.

13. Ask questions, how can somebody be affected by not having money / their age / their dressing style in their rights? what does ‘the color of your skin’ 15.0% / ‘your accent while talking 81.6% / their religion 16.9% mean?

14. If time allows, ask students to write 3 questions to ask their classmates and family at home about discrimination and report answers to the class. Otherwise, give the activity for homework and check it, next class.

1. Download the file suggested in the MED section and make copies of the second page, the reading about Malala Yousafzai. This is a very complete file recommended for you to save and use for different purposes. Ask for the second activity, have the beam projector ready to show. 

2. Students are going to read about a famous activist, Malala, and discuss values. 

3.Tell students they are going to read and talk about this famous girl, Malala. They may not know her story very well or what she is famous for, However, tell the class her work as an activist made her win the Nobel Prize.

4. Ask students what they know about her and why she is very famous and considered to be an activist. You may also want to print the first page and work with it here to activate previous knowledge and prepare students for the reading.

5. Distribute the second page and read with students the 7 paragraphs about Malala, her biography.

6. Help with vocabulary as needed and paraphrase as well to help students get the main ideas.

7. If time allows, you may take the opportunity to work on reading comprehension so print page three and work in class.

8. Discuss with the class what personal values are.

9. Project the activity and draw students’ attention to the personal values in bold, read them, and help with vocabulary as needed.

10. Ask students to copy the values in their notebooks in a list format.

11. Ask students to answer the questions starting with “What do you value in a friend?” and continue clockwise. You may want to choose a certain number of questions to do in class and leave others for homework.

12. Invite students to talk about their answers in groups of 3.

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

2. Students are going to practice participating in a debate. The activity can be presented as a game to get more participation from students. As for the second activity, students are going to work with useful expressions for debates.

3. Ask students if they have ever participated in a debate in other classes and what their experience was.

4. Divide the class into an even number of groups with three or four students in each group.

Write a list of 'for' and 'against' topics on the board: Examples:

Animals should not be kept in zoos. Actors and professional athletes are paid too much. Boys and girls should study in separate classes. People are too dependent on computers. Wealthy nations should share their wealth among poorer nations.

5. Ask the groups to choose which topic they would like to debate. Two groups must choose the same topic, one arguing for and one arguing against.

6. Next, give each student a copy of the worksheet. Go through the instructions on the worksheet and review the language for giving opinions and disagreeing with the class.

7. The students then write their debate topic at the top of the worksheet. In their groups, students prepare their 'for' or 'against' argument by making notes on the worksheet.

8. When everyone is ready, two groups come to the front of the class and debate their topic with each group member contributing to the debate.

9. After each group has presented their argument, the two groups respond to each other by disagreeing and giving a counterargument.

10. When the debate is over, have a class vote to choose the winner of the debate.

11. Have the students who voted for the winner explain why that group won. Then, two new groups come to the front of the class and begin the next debate and so on.

12. Ask students how important it is to have the right and effective words to give opinions.

13. Ask students what their opinions are about the project “Aprende en casa” now that we are fighting the pandemic.

14. It is ok if students do it in Spanish since they will probably lack vocabulary and general expressions to make their point.

15. Distribute the worksheet.

16. Tell students this is a very useful handout with sentence starters for them to use in giving opinions. The list is in Spanish as well.

17. You may want to talk about the effectiveness of the expressions now that they have the Spanish translation. Remember that the objective is to be able to use the expression effectively.

18. Ask students to choose an expression in each category and write a sentence about the question asked earlier “Aprende en casa” showing their opinions.

19. Monitor and offer help as needed.

20. Invite students to share their sentences with the class.