1. Have the beam projector ready to show the videos suggested in the “Materiales Educativos Digitales” section.

2. Ask students if they know of some important rituals of some cultures around the world about boys and girls. That is, ceremonies in which they participate as the protagonists for religious or social reasons.

3. Ask students what they think of when they hear ‘Apache’ and what they know of that culture.

4. Play the video and decide on the number of pauses and what sections you want to show. The video takes about 10 minutes and an old Apache chief is narrating the ceremony with a girl.

5. Invite students to take some notes under these categories:  WHO  / WHAT  / WHEN / WHERE / HOW / WHY. Remind them they do not need to write complete sentences but key phrases or words.

6. Help as needed with vocabulary.

7. Invite students to work in groups of three and check their notes.

8. Ask some volunteers to share with the class their information by reporting  WHO  / WHAT  / WHEN / WHERE / HOW / WHY.

9. Have a class discussion on this topic by encouraging students to use their notes and contribute with comments and opinions as well.

10. Ask students what they know about the Philippines (maybe they’ve heard about Manny Pacquiao, the boxer). We recommend you have a map with you to show the geographical location of the country as well as other interesting pictures, if possible.

11. Mention that in the Philippines, they will hear Spanish names, or some religious customs as well, due to the fact that the Spanish conquered some territory as well.

12. Invite students to work in pairs, they need to write in their notebooks the categories they will see in the video and write down some questions they could ask somebody regarding those topics and whose answer will be given as information in the video

13. Play the video and make several pauses, right after one of the topics is mentioned and give pairs time to write down at least two questions.

14. When the video finishes, ask students what they think about those customs and traditions.

15. Invite pairs of students to ask their questions to different pairs.

1.Have the beam projector ready to show the video suggested in the “Materiales Educativos Digitales” section, and download, print and make photocopies for students of the file.

2. Tell students they are going to review the simple present tense: uses such as routines, general activities and descriptions.

3. Ask students to tell you what they do after school, for example, and what they (usually) do on weekends.

4. Play the video and make pauses to explain, clarify and present examples to students.

5. Ask students to work in pairs and write some original examples using the present simple to describe a day at school (different classes, activities, etc)

6. Monitor and offer help as needed.

7. Invite pairs of students to sit with another pair and compare their sentences.

8. Ask students what a fact is and to give you an example.

9. Invite students to think of some more facts and elicit that they are expressed in present simple.

10. Distribute the worksheet and ask students to answer the questions 1-8 and set a time limit. Then, when time is up, as students to pass their worksheet to the student behind them and set another time limit.

11. When time is up, ask students to get their worksheets and check what their classmates answered, then correct.

12. Read the answers for the class and ask them to check the 16 answers with you.

1.Have the beam projector ready to show the video suggested activities in  the “Materiales Educativos Digitales” section and download the file to make copies for students of the activity suggested for this session as well,

2. There are two pages for this exercise, you may want to work with the first one and leave the other for homework, or not.

3. Review what a fact is and give an example as well as an opinion. Then, ask students to give you two more examples.

4. Discuss with students the importance of knowing this difference when giving opinions and exchanging propositions.

5. Distribute the worksheet and ask students to work in groups of 3. They need to decide how to work with the exercise if they discuss and answer or they divide the number of exercises and take an equal number of statements.

6. Tell students it is important they justify why one statement is an opinion and not a fact.

7. Invite students to share their answers with another group.

8. Ask students how many statements are facts and how many opinions.

9. Invite students to work in pairs and think of Mexican cultural habits. Students can use the same examples given earlier in the previous session

10. Distribute the template and tell students they need to write 5 facts and 5 opinions in the corresponding columns about Mexico.

11. Set a time limit and when time is up, ask students to read their statements to the class without saying what they are and invite the class to say whether they are facts or opinions.