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

2. Ask students to think about something they’ d really like to have for their birthdays.

3. Ask students what possibilities there are of them getting it and why. Write a couple of sentences on the board.

4. Tell students they are going to listen to what Simon 4 dreams are.

5. Play the video and tell students the accent they hear is British, what gives them the opportunity to experience culture through accents.

6. Ask students to draw Simon’s picture in their notebooks and guess what his wishes are because it is going to be his birthday.

7. Play the video and invite students to write down the examples and specifically the percentages to indicate the use of will, should, may and might.

8. Invite students to write 4 similar sentences like Simon’s and read them to a classmate for practice.

9. Have some volunteers report what their partners said about their wishes. And encourage them to use may, might, should, etc.

10. Ask students if they have visited another country (which one ,when, where) and tried the local food. If they haven’t review briefly, each country has their own food which has to be respected as part of their culture.

11. Ask students what dishes they have heard of kind of unusual for them.

12. Tell students they are going to watch a video and learn about food in Bali. Talk about that country and where  it is located.

13. Play the video and tell students the accent they will hear is British, another big opportunity for them to work with culture.

14. There are subtitles in the video, decide where to make pauses and comment. It is recommended that you pause the video for students to also guess the type of food this lady is showing.

15. Go over the grammar: uses of may, might and could right after the video and decide which other exercises you can do with your students.

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

2. The activity is a language game students will play in teams and there are different ways to play it. (the instructions come in the first page of the file). You will also need some colored markers

3. Cut the cards, there are 20 of them and divide the class into two teams A and B.

4. Student A comes to the front, picks up a card and draws the picture on the board without saying a word.

5. Team A has one minute to guess what the picture is. They need to say exactly what’s on the card, that is, by using the correct order of adjectives.

6. If nobody from team A guesses correctly, team B can try to steal the point by trying to give the answer. A student from that team comes to the board.

7. Every card that is guessed correctly gives one point to the team.

8. Invite students to ‘read the pictures’ from the blackboard and point at them at random.

9. Ask students to work in pairs and briefly review what the order of the adjectives is.

10. Give a couple of examples from the previous exercise in this session

11. Set a short time limit preferably and monitor.

12. When time is up and if students haven’t finished (this is what we want) they need to find another partner to complete the exercise with and do the same procedure, set a time limit.

13. Invite some students to read the answers with you so the class can check.

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

2. Elicit from students how yes/no questions are formed and how WH_ questions are formed as well and what the difference between them is.

3. Write an incorrect WH_ question on the board and ask students to correct it.

4. Tell students they are going to play in teams the following activities. You can have different teams if your class is very big.

5. Show the first exercise (there are different ‘levels’ of questions ) and ask somebody from team A to come to the front and do the first question. Nobody can say anything, however, the student can go to his/her team and ask for help in case he cannot complete the question. The members of the team will try to form the question in their notebook so when help is needed the answer will be ready.

6. Take time, set a time limit you consider fair and if the exercise hasn’t been answered correctly, a student of team B can come to the front and form the question.

7. You may want to change the activity according to the needs of your class and do it individually.

8. Feel free to use all the different exercises on the page or decide on just a few.

9. Ask students if they like rap music, why / why not.

10. Tell students they are going to listen to a rap song about the present tense so elicit the meaning of that tense.

11. Play the video and invite students to clap along to mark the rhythm as they listen and read the lines in the video.

12. Invite students to sing the part where the tense is mentioned as well as its use.

13. Play the video a second time and divide the class into teams for them to sing parts of the rap.