1. Download the files suggested in the MED section for activities 1 and 2 and make copies for students.

2. For the first activity, there’s a set of instructions in the original activity so decide what is more convenient for you and your class.

3. Ask students if they have ever watched a political debate like the ones candidates hold when elections are coming, or if their parents have and what opinions they have about them.

4. Distribute the worksheet and ask students to define the concept ‘for-against’. 

5. Ask students to give you an opinion on something and another one against it. For example, "Wearing masks in the pandemic." 

6. Ask students to read the opinion and label them as ‘FOR’ or ‘AGAINST’ by writing that on the same page.

7. Monitor the activity and offer help as needed.

8. Ask students to work in pairs and talk about their answers.

9. Confirm answers with the class and elicit from students justifications on the opinions.

10. Tell students they are going to read an essay about reality Tv shows, but first, they are going to classify some statements into ‘FOR’ or ‘AGAINST’.

11. Distribute the worksheet and set a time limit for them to complete the table.

12. Check answers with the class.

13. Ask students to comment on the opinions in favor, and the opinions against those shows.

1. Download the files suggested in the MED section and make copies for students. Print the second page in this file. The first one was used in the previous session. As for the second activity, there are 3 pages and 1 with the answers.

2. Ask students to give you their opinions on, "Tacos or tortas", "Sandwiches or tortas". Encourage students to give their opinions, and listen to what the others have to say.

3. Distribute the essay and ask students to focus on the tile. Ask students if that is a good title for an essay that is going to show us opinions.

4. Read the essay with students and help as needed with vocabulary and (or grammar as well.

5. Talk about the expressions in the boxes, are they useful? Necessary?

6. Ask students to discuss in pairs the opinions in the essay about reality tv shows.

7. Monitor and make sure students are into the text, discussing, and participating.

8. Ask pairs of students to enlist the arguments in favor and the ones against and have a class discussion on them.

9. Tell students how important it is in giving opinions, justifying them, or disagreeing by using the appropriate conjunctions to link ideas.

10. Distribute the worksheet and read the definition given, “A conjunction is a word that connects words or groups of words to each other.”

11. Read the handout information and explain as needed grammar term, however, remember it is not necessary for students to memorize definitions or have extra technical information on the matter.

12. Make sure students have understood the use of conjunctions, and give a couple of extra examples.

13. Distribute the second and third pages for students to complete the sentences with the appropriate conjunction.

14. Check the answers with the class.

1. Download the files suggested in the MED section and make copies for students.

2. Tell students they are going to have more practice on the use of conjunctions since these words are very powerful and effective when giving opinions in debates.

3. Ask students to imagine the words, AND / OR / BUT do not exist and elicit some examples, sentences to write on the board.

4. Distribute the worksheet and ask students to connect the two sentences using one of the conjunctions in the box. Warn students that there might be more possible answers for one sentence.

5. Monitor and offer help as needed.

6. Ask students to check their answers with other classmates and correct them among themselves.

7. Check answers with the class (they are on the second page of this same file) but give wrong answers and wait for students to correct you.

8. Tell students they are going to work with more linking words, or conjunctions to gain more practice.

9. Distribute the worksheet and ask students to read the instructions.

10. Ask students to complete sentence one, then, swap their worksheet with other students and do sentence 2.

11. Then, swap this worksheet with somebody else (not the owner of the paper) and do sentence 3.

12. Repeat the same procedure until all the numbers have been worked.

13. Ask students to return the worksheets to their original owners, and read their answers aloud, and make corrections as needed.