1. Have the beam projector ready to show the videos suggested in the MED section. 

2. Students will continue working with riddles in order to activate their critical thinking and creativity. The activities are intended to trigger interpretation skills and use language in a fun way.

3.  Ask students to define a riddle and what it does to your brain.

4. Ask students to give examples of riddles in Spanish and analyze them.

5. Tell students that there are 5 (tricky) riddles in the video for them to work on so they need to listen to, read, and answer in 10 seconds.

6. Play the first riddle and pause it right after the question is on the screen, work on the answer, and use it as an example. Then, ask students questions so they can give reasons why explain and justify their answers.

7. Play the second riddle and this time do not pause the video. Remind students they need to write down their answers, not to say them. because they are going to challenge other students by comparing their answers.

8. Ask students to discuss their answers in groups of three and then, ask groups to share them with the class.

9. Repeat the same procedure with the other riddles and make sure everybody is participating.

10. Have a class discussion on the activity, the riddles, and what they needed to do to get the answers.

11. Ask students to practice telling the riddles to each other in pairs and try not to read but use their own words.

12. This activity is going to make students with their creative thinking skills since they need to read the descriptions and ‘gues’ what animal that is.

13. This is a long video (15 minutes approximately) so decide how much you're going to project. It may be a great activity to keep the class captive, though. It is suggested that you watch the video beforehand and maybe adapt it according to your class' needs.

14. Ask students to write down their answers right after they read the description. It is then when you can pause the video, give students 5 seconds to answer, check answers with the video, and continue with the next animal.

15. When the video is finished, ask students to work in groups of three and try some of the descriptions like in the video for the animal son the list.

16. Finally, ask groups to group the animals into different categories and share them with the class.

1. Download the file of the activity suggested in the MED sections and make copies for students. As for the second activity, have the beam projector read to project the activity or copy the information on the board for students to have the information and explain the rules.

2. Students are going to work with a couple of games where they need to use their vocabulary and their creative thinking to make sense of the clues and interpret content.

3. Show students a pencil and ask them to give you clues in order to identify what that is. You don't need the definition only keywords. Then, try with an activity like teach, or write, or play.

4. Divide the students into groups of three and give each group a set of picture cards and adjective cards.

5. Ask the students to shuffle the adjective cards and deal out four each.

6. The remaining adjective cards are placed face down in a pile with the top card facing up next to the pile.

7. The picture cards should be placed face-up on the table. The aim of the game is to get four adjective cards that describe one of the pictures.

8. The players take it in turns to pick up and put down an adjective card.

9. Players can choose to pick up a card from the face-down pile or take the top face-up card next to the pile.

10. Players must always have four cards in their hand and must put a card down in the face-up pile after picking one up.

11. When a player has four adjective cards that describe one of the pictures, they place the cards in front of the picture and describe it.

12. If all the players agree the adjectives match and the description is appropriate, the student wins and keeps the picture card.

13. The adjective cards are then reshuffled and the game begins again.

14. The game continues until all of the picture cards have been described.  The student with the most picture cards at the end of the game wins.

15. Tell students they are going to work in groups of four. You may adapt the activity as well according to your class conditions and characteristics.

16. Students are going to think of a fruit or vegetable, the members of the group will take turns and ask a question each from the list. As rounds go on, students will have to keep track of the information given and guess what the fruit or vegetable is.

17. If somebody gets the answer on the first guess, he/she wins 10 points, 9 on the second, 8 on the third, 7 on the fourth, and 6 on the fifth. There will not be more guesses after that.

18. Encourage students to be very creative when they are thinking of the ítem. In case some of the words are difficult to guess, have some extra questions to ask written by the same students.

19. Use the same procedure for a different category now, school supplies, furniture, etc. and actions as well.

20. Make a list of 5 words, nouns, and actions and give it as homework for students to practice.