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

2. In this session, students are going to explore descriptions and work with critical thinking. It is very important that you encourage students to guess, share their ideas, work with clues, and justify their choices.

3. Ask students if they like guessing games and which ones they like best.

4. Distribute the worksheet and tell students what a ‘riddle’ is.

5. Ask students to work individually and read the animal descriptions to guess what animal that is.

6. Encourage them to work with vocabulary on their own, that is, by getting meaning from context and give the activity challenge. However, suggest students underline the keywords and/or clues that get them to identify the animal.

7. Invite students to share with the class, the keywords they underlined and lead students to justify why they chose them.

8. Ask students to work in pairs and check their answers but not only showing their answers. Invite students to take turns and read aloud each animal description, then, the other students give the name of the animal.

9. For a final round, say the name of the animal, ‘elephant’, and choose students at random to give the description but trying not to read everything.

10. Ask students to write similar descriptions for a 'llama' and a 'tiger' and read them to their classmates in their pairs.

11. Ask students if they like animals and which ones they like and they don’t.

12. Distribute the worksheet and ask students to work individually. They need to write down 5 animals that…correspond to the given categories. This is a critical-thinking activity where students get to organize, classify, and label categories and information so it may be a little bit more challenging than the activity above. However, the purpose is to use students' creative thinking as well more than simply collecting words. That is, students are using the vocabulary for something.

13. Set a time limit and help with vocabulary as needed.

14. When time is up, ask students to work in pairs and complete their categories until they complete 5 animals in each category.

15. If animals haven’t completed the 5 animals yet, invite them to work with another pair and finish the activity.

16. Check answers with the class by reading the statements and having students at random complete them.

17. Invite students to add new animals in their categories even if they already have 

1. Have the beam projector ready to play the video and a good set of speakers to use as well since the activity is identifying sounds (sound effects). For the second activity, you won't need copies for students, except they need their notebooks.

2. Ask students how good they are at identifying sounds. Give them an example, ‘bark’ or ‘meow’, and ask students what that is, a dog, and a cat.

3. Ask students to say 'splash' and think of what that can be,

4. Decide how much of the video you want to use since it takes 5 minutes. Feel free to use the examples you want.

5. Tell students they are going to identify the sound they hear in the video so they need to be quiet and pay close attention. Nobody can interrupt or make any noises until the activity is finished.

6. There will be some words they don’t know in English, however, they can write it in Spanish only if they do not know the word so encourage them to make an effort and use their vocabulary.

7. Here’s the list of sounds (for you to choose from,)

0:10 Bowling 0:23 Flushing 0:46 Owl Hooting 1:00 Pen Clicking 1:19 A Plate Smashing 1:29 Vacuuming 1:46 A Chicken 2:02 Running Faucet 2:18 Clock Ticking 2:32 Ducks 2:47 Cutting Paper 3:07 A Jet 3:26 A Pigeon 3:41 Cat Purring 3:56 A Lawn Mower 4:15 A Wooden Swing (It says Trees in the Wind but let's be honest here) 4:30 Electric Drill 4:43 A Crow

8. Check answers with the class and repeat the sounds if necessary.

9. If students wrote in Spanish, give them the equivalent in English and ask them to write sentences using the new words in context.

10. Choose students at random to read their sentences aloud and invite volunteers to read their sentences to compare different possibilities.

11. This is an activity for students to practice regular and irregular verbs in past and there’s no preparation needed. Students will only need their notebooks.

12. Divide the class into teams of 3 or 4.

13. Write on the board this heading “THINGS WE DO WITH OUR BRAINS” and ask students to write as many different words (verbs) that relate to those topics in 2 minutes. This time do not help students with vocabulary.

14. Ask groups to check their answers and make one single list. Then, they write on individual pieces of paper those verbs (consider, think, imagine, etc.)

15. Then, students swap papers with another group and mark them.

16. Teams score one point for each appropriate verb.

17. Continue with another category. I suggest,  “THINGS WE DO WITH BOTH HANDS”, “THINGS WE DO IN SCHOOL, etc. And repeat the procedure