1. Have the beam projector ready to show students the video and the print the filesuggested in the “Materiales Educativos Digitales”  as well.

2. Ask students if they know about car engines and to mention some parts or an engine. They can go to their textbook and look up the information.

3. Tell students they are going to watch a video which shows the parts of an engine and explains how each part works.

4. Invite students to draw pictures, not many, just 3-5 to help them learn the basics and label the parts of the engine.

5. Play the video and make several pauses to help students organize their note-taking.

6. Ask students to show their drawings to other students and compare them. They can change information and/or correct it.

7. Invite volunteers to talk about how an engine works.

9. Ask students how many car parts they can remember.

10. Distribute the worksheet and tell students they are going to review car parts.

11. Read the words aloud and help students with vocabulary.

12. Set a time limit and ask students to work on the search.

13. When time is up, ask students how many finished the activity. Consider giving the activity 5 more minutes for students to finish.

14. Finally, invite students to make sentences using some of the words.

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

2. Ask students if they know how an airplane engine works, what it takes to power.

3. Ask students if a car and an airplane engines work the same way or a similar in some ways.

4. Play the video but consider making several pauses for students to ask questions and take notes.

5. It is suggested that you paraphrase the segment and dictate a couple of sentences from the video so students record information.

6. Invite students to make a list of vocabulary about engines.

7. Ask students to sit in pairs and use their sentences to talk about how the engine works. Remind students not to worry about the technical accuracy and use their own words and the sentences they wrote.

8. Invite some students to tell the class how an engine works and guide the students by giving cues.

9. Tell students they are going to read about internal combustion engines and that  they can go to their textbooks in case they need help with vocabulary.

10. Show the article and read it with students. Do not take extra time in explaining lots of words but work on the main ideas, basically.

11. Ask students to read the first item, copy it in their notebooks and answer there. Then , do the same for item 2

12. Invite students to give you the answer and click them on the slots.

13. For the next section ask students to order the process of how the engine works by ordering  steps 1-9.

14. Check answers with the class and finally, invite students to copy the exercise in their notebooks.

1. Have the beam projector ready to show a video and download the file and make copies of the  suggested handout n the “Materiales Educativos Digitales” section  

2. Elicit from students what the main idea in a text is.

3. Ask students why it is so important to make the difference between the main idea details in a text.

4. Tell students they are going to watch a video which explains what the main idea is and what details are.

5. Ask students to draw a visual organizer, the one they prefer or decide on one for the entire class. Then, ask student to take notes so they are able to explain later about main ideas in a text.

6. Play the video and decide on the necessary pauses giving time for students to take notes.

7. Help with vocabulary and grammar as needed.

8. Invite students to do answer the questions at the end of the video to check if they understood the differences between main idea and details.

9. Finally, tell students to exchange their visual organizers with other students and read the information

10. Hand out the activity and ask students to read the words to identify which ones are new vocabulary.

11. Help with vocabulary as needed and provide an example if necessary.

12. Ask students to do the activity.

13. Finally, ask students to exchange their worksheets with another student and check answers.