1. Download the files suggested in the MED section and make copies for students. Both activities have to do with working with vocabulary about the fine arts, learning words, and practicing them.

2. Ask students what the ‘fine arts’ are, and which one is their favorite. Encourage students to talk about painting, painters, sculptures, etc.

3. Distribute the crossword puzzle and read the descriptions with students.

4. Help with vocabulary as needed.

5. You may want to solve the puzzle with the class by asking students to share their ideas.

6. The answers are on the same page and you can download them as well.

7. If you see that students cannot complete the puzzle, provide the answers.

8. Ask students to write questions about the descriptions of the fine art.

9. Ask students to ask their questions in pairs.

10. Ask students what museums they have been to, or would like to visit and connect the ideas with the information in the crossword puzzle in the previous activity.

11. Distribute the worksheet and draw students’ attention towards the question on the top of the page, Do you like to draw or paint? Why? / Why not?

12. Go over the list of words on the left of the page and help with meanings and concepts.

13. Ask students to complete the sentences with those words.

14. Monitor and offer help as needed.

15. Ask students to swap worksheets with other classmates and check their answers.

1. Have the beam projector ready to show the suggested activity in the MED section, and for the second activity, download the file and make copies for students.

2. Students are going to work with a listening text where people give their opinions about 'graffiti', then, as for the second activity, students are going to work with 'facts vs opinions' in order to be more objectives in using the information in a debate.

3 Ask students what their opinions about graffiti are, and if they consider it should be considered as art.

4. Show the first exercise and ask students to listen to what some people have to say about graffiti.

5. Tell them to write in their notebooks their answers so go over the categories for them to register information in.

6. Encourage students to focus on justification.

7. Play the audio and make pauses after each person has given his opinion.

8. Check the answers with the class.

9. Continue with exercise 2, now this is a group of people in London about the same topic, graffiti.

10. Repeat the procedure.

11. The second part of the exercise is about showing the pictures and then listening to a girl talk about graffiti.

12. Ask students if now that they have listened to other people's opinions, they have a different opinion, for, or against, e

13. Review what a fact is and what an opinion is and ssk students to think of a debate and how facts and opinions combine or not in one.

14. Distribute the worksheet and ask students to read each statement, then circle whether it is a fact or opinion.

15. Ask students to explain their answers.

16. Set a short time limit.

17. Monitor and offer help as needed.

18. When time is up, ask students to work in pairs and complete the activity by discussing their answers with the other students.

19. Invite students to share their answers with the class.

1. Download the file and make copies for students. This file has 3 pages, but you need the first page for this session and the next two for the following session.

2. Ask students if they know the history of graffiti (where, when, who, what).

3. Ask students what makes 'graffiti' so difficult to understand by people.

4. Ask students to define ‘graffiti’.Then,distribute the text and ask students to focus on the picture.

5. Ask students to describe the picture.

6. Work with the first exercise that is about identifying different opinions for and against graffiti.

7. Check the answers with the class.

8. Read the text that is divided into 4 paragraphs with the class. Take your time so students have time to organize the information, and opportunities to ask questions and paraphrase.

9. Ask yes / no questions as they read the text.

10. Ask students to give you one idea from each paragraph about graffiti.

11. Continue working with the same topic, ‘graffiti’. You may ask students to use the reading they did in the previous session and go over the sentences they did about the paragraphs.

12. Distribute worksheets.

13. Ask students to work in pairs and answer the questions about it.

14. Check answers with the class and make corrections as needed.

15. Ask students to talk about the article in terms of origin, art value, and add their opinions.