1. Download the file  suggested in the  “Materiales Educativos Digitales” section.

and make copies for students and several others of ‘The running dictation’. This activity may be modified according to the conditions of your class and the size of it. If you have a small class, stick the running dictation text on the walls outside the classroom and ask students to work in pairs. One student will be ‘the reader’ and the other ‘the writer’.  If you have a bigger class, you may ask students to work in groups of four, and 2 students will be the readers, taking turns, and 2 students will be the writers. Taking turns as well.

2. Tell students they are going to practice past tense in two different ways using the same piece of information.

3. Ask them these questions ,

a)       Where did you go  on vacation last time?

b)       Who did you go with?

c)       How long did you stay there?

d)       How did you get there?

e)       What did you do there?

4. Ask the reader to go outside or to the back or front of the class where you stuck the running dictation test, read one sentence, come back to his/her pair /group, and dictate the sentence. When they finish, they check the text together and then you distribute the worksheet for them to complete.

5. Monitor and make sure they have the text and are working together.

6. If time allows, continue working with activity B. Otherwise, save it for some other time.

7. Ask students to think of what they did yesterday, a day before yesterday and two days ago but ask them to think as fast as they can and say it out loud, everybody at the same time.

8. Tell students they are going to complete the description of somebody talking about her/his day by completing the sentences using the vowels needed and following the audio.

9. You may want to read the first two sentences and ask them to ‘guess’ and complete some more, then, play the audio. Make sure students can listen very well from their seats.

10. When students have finished completing the sentences, read them aloud, and/or play the audio again for corrections.

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

2. Tell students they are going to watch this documentary again (it was suggested for week 6 session 1) and they are going to work in pairs.

3. Ask students to give you facts about the sinking of the Titanic.

4. Recommend students to take notes   because they need information to write down some questions because they are going to interview someone who survived the disaster.

5. Play the video, pause it, and let students take notes and organize the information.

6. Tell students that they need to decide who is going to play the survivor and who the interviewer. They will use the questions they wrote and the survivor must show emotions and project some feelings in their answers.

7. When they finish, discuss what emotions are captured in their answers.

8. Ask students the questions, ‘How are you?’, ‘How do you feel?’ and ‘how does (a person, a situation, etc.) make you feel?’ and wait for reactions.

9. Tell students they are going to work with vocabulary related to feelings.

10. Distribute the worksheet and ask students to read the list of adjectives to the right.

11. Help them with vocabulary as needed and ask them to search the words and raise their hand as soon as they finish.

12. Then, ask them to group the words into 2 different groups and justify their selection.

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

2. Ask students what famous personality they would like to interview and ask students what kind of questions they would ask.

3. Invite students to give you some examples.

4. Tell students that ‘that personality’ is going to come to their school for the interview so ask them where they would have the interview and what the logistics would be.

5. Tell students they are going to watch this video from a few years back where VOGUE magazine interviews Taylor Swift. Elicit from students information about her. Even if students are not fans, they will learn a lot and will be able to practice working with interviews and expressing feeling and emotions.

6. The format of the interview is that VOGUE comes to Taylor’s house and asks her 73 questions in 9minutes or so.

7. You may want to start by showing the first 30 seconds of the interview without sound and show the subtitles for students to read how many questions the reporter asks Taylor.

8. Ask students what questions they would ask Taylor Swift (whether they like their music or not), just for fun.

9. Play the video and make pauses to discuss the answers. It is recommended that you play up to minutes 3 or 4, depending on how your class reacts.

10. The activity will continue in the next session.

11. Tell students this is the second part of the activity they started in the previous session about Taylor Swift.

12. Go over some of the questions Taylor was asked and write them on the board. Discuss with students how accurate the reporter’s questions are, the intonation used and the topics . Are there any hypothetical questions such as , ‘If you haven’t been…., what would you have----?’

13. Ask students to work in pairs and write down 5 hypothetical questions they think Taylor would be asked. Maybe, they are the reporters and are very happy to interview her.

14. Monitor the activity and help with grammar and vocabulary as needed.

15. Invite some volunteers to read their questions and play the video. Decide how much more of the interview you want to show.

16. Discuss with students what the tone of the conversation/interview was, formal, informal, tense, friendly, distant, etc.

17. Invite volunteers to talk about the emotions in Taylor’s answers as well as the reporter/interviewer and ask students if they could interview their favorite singer or actor in 9 minutes with 73 questions.