1. Download the files suggested in the MED section. For the first activity, make copies of the first page for students. The answers come on the second page of the file and are only for you. 

2. Ask students to define, and give you an example of a hypothetical situation, a future event. It is ok if they give it in Spanish, it may be beneficial since ‘hypothetical’ is a concept that has to be compared against their native language.

3. Students are going to review some grammar in order to use this second conditional in their speeches when participating in a debate and creating more impact on the audience.

4. Tell students they are going to practice the second conditional that is used to talk about future events that are hypothetical or improbable.

5. Distribute the worksheet and guide students through the boxes. However, elicit from students how it is formed.

6. Ask students to complete the sentences.

7. Check the answers.

8. Ask students to use the second conditional on some sentences about these topics "Discrimination",  "Public Education" and "Health Services".

9. Ask students about the differences among first, second, and third persons, and review if necessary.

10. Talk to students about the importance of identifying ‘whose opinion that is’, ‘who thinks that way’ by referring to the first, second, or third person.

11. Distribute the worksheet and ask students to work in pairs.

12. Ask students to read the 8 sentences on the left, then, chose the corresponding person.

13. Ask pairs of students to change the sentences into the other two persons, for example, if the sentence is in the second person, they need to change it into the first and third.

1. Download the files suggested in the MED section and make copies for students. You may also project the first activity, but it is better if students have the printed page to write some notes on the same page.

2. Ask students what they think of ‘zoos’, if they like them, why/ why not?, what they like about zoos, etc.

.3. Tell students this is a controversial topic and they are going to prepare an argument for or against it. This is practice on preparing and gaining confidence, not necessarily about presenting the topic and debating.

4. Distribute the text and read the questions with students.

5. Ask them to write their answers.

6. Monitor and offer help as needed.

7. Ask students to work in groups of three and compare their answers, then give their opinions in a simple way.

8. Distribute the template and draw students’ attention towards the purpose of the activity, “: Mini-RTC activity is designed to quickly create a round table discussion session for your class. It can serve as a way for students to quickly review taught material by dealing with it as a problem to be addressed or in a pro-con conversation.”

9. Ask students what a ‘round table’ is and what it is used for.

10. Guide students through the template, and help as needed.

11. Ask students to answer each one of the steps individually. Wait for them to answer, then continue with the next step until they have completed the template.

12. Ask students to swap their templates with other students in order to compare and learn more about round table organization.

1.  Download the file and make copies for students. You may also project it but it is better if students have the printed page to write some notes on the same page. As for the second activity, use the beam projector and show the activity, otherwise, register and download the worksheet. This second activity is a review of a topic students’ have seen in other classes, citizenship.

2. Ask students what they think of their schools, the courses, the program, etc. Encourage students to be critical but objective at the same time. If students talk about demands, guide the conversation towards responsibilities from them as well and how they can help their school.

3. Tell students this is controversial topic “secondary schools should be co-educational” (Co-educational means having male and female students being taught together in the same school or college rather than separately) and they are going to prepare an argument for or against it. This is practice on preparing and gaining confidence, not necessarily about presenting the topic and debating.

4. Distribute the text and read the information with students.

5. Ask them to write their answers.

6. Monitor and offer help as needed.

7. Ask students to work in groups of three and compare their answers, then give their opinions in a simple way.

8. Show the first page and ask students to identify these people.

9. Discuss the quotes with the class and the value they have in society.

10. Continue with exercise 2, and ask students to complete the sentences about being a good citizen.

11. Ask students if they agree and how much they have helped.

12. Work on exercise 3, students read the opinions these teenagers have about certain topics and say if they agree with them or not and elicit reasons for their opinions.

13.Use a good set of speakers for students to listen to the text, and identify who is speaking.

14. Finally, work on the T/F exercise.