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

2. Tell students they are going to read a piece of news about ‘palm reading’. Draw students’ attention towards the picture and discuss briefly what that is and ask students why they think it is so popular.

3. Ask students to look at their palms and tell you what they see in their future.

4. Distribute the worksheet and ask students to read the text. Suggest they number the lines for easy reference later.

5. Monitor the activity and offer help as needed but encourage students to guess the meaning by context, for example.

6. Ask students to answer the true/ false activity and check answers with another classmate.

7. Discuss the true statements in the exercise with students.

8. This is the second part of the activity that started in the previous session. Students read the piece of news and worked with reading comprehension: do the Synonyms activity with the whole class.

9. Ask students why this is a piece of news. That is, what this event has that ‘made headlines’.

10. Use the set of words in the section CHAT to talk about the article. Invite students to work in groups of three.

11. Monitor and make sure students are participating and using the vocabulary.

12. Ask students to read to sentence to discuss in the section WRITING and think how they can use it to rewrite the headline in a more attractive way.

13. Invite groups to share the headlines they wrote and choose the top 3.

1. Have the beam project ready to show the video suggested activities in the“Materiales Educativos Digitales”  and/ or download the file and make copies for students.

2. Pre-teach some of the words in the headline, wreckage, search, etc. and ask students what are the possible causes of a ‘wreckage’.

3. Distribute the reading and draw students’ attention towards the picture to make comments.

Tell students ‘Lion Air’ is an airline in Indonesia so wait for reactions.

4.  Read the first paragraph aloud and ask students to underline keywords that respond to WHAT, WHERE, WHEN. The information may not be in that order so guide students in the paragraph.

5. Check answers and discuss with students what happened.

6. There are 12 paragraphs, ask students to number them 1-12. In this session, they will work with the first 6 paragraphs.

7. Write on the board or dictate the following questions and ask students to answer them

a)What happened to flight JT 610?

b)When did the plane crash?

c)Did they find the plane?

d)Where did the plane plunge into the water?

e)What caused the plane to go down?

f)How many people were on board?

8. Monitor the activity and offer help as needed.

9. Invite students to work in groups of three and read their answers for confirmation.

10. Have some volunteers point at the picture and use the answers to the questions (not the questions) to say what happened.

11. This is the second part of reading  journalistic news: a wreckage in Indonesia. Students are going to continue working with the second part of the news.

12. Ask some volunteers to answer WHAT, WHERE and WHEN about this accident.

13. Tell students they are going to work with the rest of the paragraphs.  Read the next paragraph “More than 100 rescued personnel…’ and paraphrase it.

14. Read the next paragraph (“Indonesian President…”) and ask students to write down a couple of questions about it in their notebooks.

15.  Read the next paragraph ( “The police said…”) and ask students if that paragraph is as important as the first one, why / why not?

16.  Ask students what part of the news is the most important information and what is supporting information. Discuss

1. Have the beam projector ready to show the activity Download  suggested in the “Materiales Educativos Digitales” and /or section and make photocopies for students

2. Enter the link and print (C + P) the first page of this piece of news. The second page can be saved for the next session.

3. Ask students what comes to their mind when you say the word “Titanic” and what happened.

4. Distribute the reading and draw students’ attention towards the picture and the line written there.

5. Ask students what kind of information that line is giving (“The Titanic sank in 1912, with over 1,500 people losing their lives.”) > What / When / How many

6. Tell students they are going to identify the LEAD ( the most important information, answers questions what, where, when how) and the BODY  (supporting information) on this page by answering these questions,

a)Where did the Titanic start her trip?

b)What day of the week the Titanic start her trip?

c)Why did the Titanic sink?

d)What was so impressive about the Titanic?

e)How many people died?

f)How did the crew of the Titanic communicate with

g)What time did the Titanic sink?

h)How many people were saved?

7. Before students start reading, you may want to work on vocabulary by asking students to underline the words they consider are absolutely impossible for them to guess. However, do not take much time of the session to explain vocabulary only.

8. You may also paraphrase the paragraphs for them and give them time to look for their answers.

9. Monitor and offer help with grammar, the past simple particularly.

10. Ask students to work in groups of three and compare and read their answers

11. This is the second part of the activity reading a piece of news: Titanic.

12. Ask students to go back to the questions they did in the previous session and review  which questions show the most important information and which ones they consider show supporting information.

13. Distribute the second page and ask students to read the next paragraph and paraphrase it for students.

14. Ask students to answer these questions,

a)What was the ‘Virginian’ , the ‘Parisian, and ‘the Carpathia’?

b)What’s ‘White Star?

c)What happened at 9:35 pm?

d)What message did Captain Haddock send?

e)How many passengers were there onboard?

15. Check answers and ask students if the information these questions give is supporting information.