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

2. Ask students what unexpected situations they have heard about recently concerning their parents, brothers, sisters, and how they felt.

3. Tell students they are going to read about something, ‘a (bad) grade’ and somebody ‘who felt___ about that’.

4. Ask students if that were their case, what situation it would be.

5. . Distribute the worksheet and ask students to read the conversations and complete it with the missing words.

6. Ask students to underline the expressions that show feelings and emotions and discuss them as a class. Then, check the answers.

7. Have some volunteers read the conversation and help with pronunciation and intonation as needed.

8. Ask students to work in groups of three and change the surprise and shock expressions for others they know like the ones they wrote in their notebooks from previous sessions.

9. You may also help students with English equivalents from Spanish expressions.

10. Have volunteers read their conversations and ask the class to say if those expressions fit the context, sound right, and express what it is needed.

11. Ask students to work in pairs and answer the questions in exercise II.

12. Have some volunteers to report their answers by putting the answers together, omitting the questions to make it sound like the narration of the unexpected event.

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

2.. Review what reported or indirect speech is and when it is used.

3. Elicit some examples from students and write them on the board.

4. Distribute the worksheet and ask students to work in pairs. You may want to continue reviewing 'reported speech' in case they need more examples and help.

5. Ask them to complete the sentences from questions, check answers, and clear doubts.

6. Ask students to work with exercise 2 but with a different classmate, still in pairs, and monitor the activity.

7. Give students the answers to the questions incorrectly, that is if the answer is a) you say b) and wait for reactions and explanations from students.

8. Ask students to complete the third exercise in the same pairs and exchange their worksheets with another pair.

9. Distribute the worksheet and ask students to work in groups of three and choose a section to work on, 1,2,3.

10. Ask students who is doing section 1 and ask them to sit with 2 other students with the same number. Do the same procedure with numbers 2 and 3.

11. Encourage students to discuss their answers and make sure they are correct.

12. When students are finished, ask them to come back to their groups and share and explain their answers.

13. Check answers with the class and make sure they remember how to change reported speech into questions and vice-versa.

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

2.. Ask students what body language is and share with the class what they know about it.

3. Distribute the worksheet and ask students to work in groups of three.

4. Draw students’ attention towards the pictures and ask them the first question, “What message does each person’s body language send?”. Help with vocabulary as needed.

5. Discuss answers and ask students to work on the questions in their groups.

6. Monitor and offer help as needed.

7. Invite groups to report their answers by omitting the question and fixing the information to sound like an actual report.

8. Ask students if body language in English and Spanish is the same or different, how?

9. Distribute the worksheet and ask students to work in groups of three with different students.

10. Draw students’ attention towards the pictures and ask them the first question, “What message I sent by each person’s facial expression?”. Help with vocabulary as needed.

11. Discuss answers and ask students to work on the questions  2,3, 4 in their groups.

12. Invite groups to report their answers by omitting the question and fixing the information to sound like an actual report.

13. As for questions 5 and 6 ask students to write a report for homework for the next class.