1. Download the file of the suggested activity in the “Materiales Educativos Digitales” section and make copies for students.

2. Discuss with students to think of your class, English, and how they feel about it, do they like it? why/ why no? and what possible unexpected but pleasant situation they could go through.

3. Hel with vocabulary as needed.

4.  Distribute the worksheet and ask students to work on the first activity: vocabulary. Do the first example and talk about suffixes and prefixes briefly.

5. Ask students to give you their answers and write them on the board. Then, ask them to read the words aloud and elicit them to tell you what part of speech they are.

6. Invite students to work in groups of three and do activity 2. Then, discuss if they would feel differently and why and continue with activity 3.

7.  Invite volunteers to do the charades activity in front of the class and guess what the feelings and emotions are.

8. Ask students to think of other possible feelings and emotional words they need for their vocabulary and haven't been mentioned so far in the activities.

9. Continue with the second part of the worksheet and ask students to use the first page of the activity and draw their attention towards the letters 2 at the bottom of the page.

10. Distribute the worksheet and ask students to read the four-letter individually. Help with vocabulary as needed.

11. Ask students to match the titles to the letters and discuss their answers as a class.

12. Ask questions such as, who is writing the letters? Who are the letters to? Is there a problem? What type of situation is that?

13. Invite students to work in groups of three and do exercise 5.

14. Have some volunteers share their answers with the class and discuss if the expressions are correct.

15. Ask students which letter they could have written and why.

1. Have the beam projector ready to show the activity suggested in the “Materiales Educativos Digitales” section and download the file suggested as well for the next activity.

2. Ask students to draw a table in their notebooks with three columns and number them 1,2,3. Tell them they need to take notes on the three different stories they will listen to.

3. Show the picture of the boy and ask students to guess what the possible unexpected situation is.

4.  Play the first story and pause the audio for students to organize their ideas, continue with the second and third stories following the same procedure.

5. Ask students to work in groups of three and compare their notes, are they the same? Are they similar? Then, play the audio again and ask students to make corrections.

6. Invite students to suggest a title for each story and share them with the class.

7. Play one of the stories at random and ask students to act it out. Show the transcript to help them through the activity.

8. Tell students they are going to work with some comprehension activities about the 'difficult situations' they listened to. 

9. Distribute the worksheet and ask students to work individually with the T and F activities.

10 When students are finished, play the audio again for confirmation and make pauses where necessary for them to ask questions and clear ideas and doubts.

11. Ask students to work in pairs and talk about any difficult situations they have been in. Help with grammar and vocabulary as needed.

12. Invite some volunteers to share their experiences with the class and if those situations were unexpected or not

1. Download the file suggested in the  “Materiales Educativos Digitales” section. and make copies for students.

2. Ask students what unexpected situations they have heard about recently concerning their parents, brothers, sisters, and how they felt.

3. Discuss with the class which ones are pleasant and which ones unpleasant.

4. Tell students they are going to read about something, ‘a cell phone’ and somebody ‘who felt___ about that’.

5.  Ask students what are the most 'terrible' things that could happen to a cellular phone or you and your cellular phone. 

6. Distribute the worksheet and ask students to read the conversations and complete it with the missing words.

7. Ask students to underline the expressions that show feelings and emotions and discuss them as a class. Then, check the answers.

8. Have some volunteers read the conversation and help with pronunciation and intonation as needed.

9. Red the conversation with a volunteer and ask the class to listen to the intonation on the feelings and emotions exposed.

10. Ask students to work in groups of three and change the surprise and shock expressions for others they know like the ones they wrote in their notebooks from previous sessions.

11. You may also help students with English equivalents from Spanish expressions.

12. Have volunteers read their conversations and ask the class to say if those expressions fit the context, sound right, and express what it is needed.

13. Answer the questions at the bottom of the worksheet.