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

2. Review what a linker is and elicit examples from students to illustrate their function.

3. Distribute the worksheet and ask students to work individually.

4.  Draw their attention towards the blue columns to the left.

5. Read the examples with them and elicit what these linkers do in the sentences.

6. Ask students to complete the sentences using the appropriate linker.

7. Ask students to check their answers with other students and finally confirm with you.

8. Ask students to work in pairs and talk about what they did last weekend using at least there different linkers.

9. Tell students they are going to practice the use of some ‘conjunctions’, AND, BUT, BECAUSE, SO.

10. Ask students to read the definition of each conjunction and clarify any doubts about them.

11. Tell students they need to join the two sentences about the pictures on the left by using a conjunction.

12. Ask students to write the sentences in their notebooks first, check answers and then try new sentences.

1. Download the files of the activities suggested in the MED section.

2. Tell students it’s time for them to work on a personal anecdote so have a class discussion about what topics they could work on and how the can tell an anecdote.

3. Distribute the template and draw students’ attention towards the 6 boxes. Each box is for them to record an event.

4.. Tell students in order to organize the anecdote, they will have to divide it into 6 parts, using the first one to introduce it and the last one to finish it so it is actually 4 main events they need to think of and write about.

5. Give them time to organize their ideas and ask for help as needed.

6. Monitor and make sure students are recording events using some of the phrases they have learned and practiced so far.

7. Ask students to exchange their anecdotes with other students and make sure each ox has the right type of information and the anecdote can be read fluently.

8. Ask students to read their anecdotes to the class.

9.  Distribute the worksheet and go over each one of the pictures eliciting ideas, context, etc.

10. Tell students they are going to follow that sequence and write an original,  fun, sad, anecdote about “José Luis” a friend of theirs.

11. The sequence words they will need are in the box to the left.

12. Give students time to organize their ideas and help as needed.

13. When students have finished their anecdote ask them to read it to two other students, in groups of 3, and see how similar it was.