1.Have the beam projector ready to show the video suggested activities in  the “Materiales Educativos Digitales” section ( optional and download the file to make copies for students of the activity suggested for this session as well)

2. Ask students what a documentary is and what documentaries they like to watch.

3. Discuss what the objective of a documentary is.

4. Tell students they are going to watch a clip from a National Geographic documentary where James Cameron, director of the film Titanic, and his team talk about how the Titanic sank.

5. Distribute the worksheet and ask students to answer the ‘background knowledge’ section: what do students know about the Titanic?

6. Play the video and help students with comprehension by asking questions and /or paraphrasing.

7. Ask students to work on the next sections and invite them to check answers with another classmate.

8. Tell students to use the same worksheet they worked with in the previous session and have their questions ready, the ones they wrote down after watching the first clip.

9. Play the video and tell students this documentary is longer (4 minutes) and will give them more information to answer their questions.

10. Help with vocabulary as needed and check how many of those questions were answered.

11. Comment the information in the video and ask for students' impressions, Does this documentary have all the characteristics of the genre?

12. Invite students to share with the class a documentary they’ve watched and can be recommended because_______________.

1. Have the beam project ready to show the video suggested activities in the “Materiales Educativos Digitales” and download the file suggested as well to make copies for students. Unless you sign up, you will be able to download and make copies for students.

2.  Ask students what other TV genres they remember and which one is their favorite.

3. Ask students what their favorite TV shows are and why.

4. Tell students they are going to watch a video that shows what sitcoms are and their main characteristics so ask them to take notes.

5. It is a good idea to suggest students draw a visual organizer to record the information.

6. Play the video and pause it. You may want to play it with no sound and read and explain the info yourself since the voice in the video is only reading the information.

7. Ask students to work in groups of three, put the information they got together, and see how much they know now about sitcoms.

8. Invite groups to copy the keywords in the video and use them in a discussion about sitcoms with another group.

9. Tell students this is a reading comprehension activity and the information in it may be something the already learned in the previous session so ask them to take advantage of that and do the activity.

10. Suggest students make a list of the new words they find and help them with it.

11. Ask students to do the true and false section and check answers with the class.

12. The next section with 5 questions is for students to work in pairs, discuss and conclude on the answers.

1. Use a beam projector to show the video clip suggested in the “Materiales Educativos Digitales” section.

2. Ask students if they ever watch TV series, why/ why not? If they say ‘yes’, ask them which one.

3. Make groups of series preferences according to the ones students prefer to watch and have a short discussion.

4. Ask student if they know what we’re talking about when you say ‘Game of Thrones’.

5. Tell students they are going to work with a clip from one of the episodes and learn about how the scene was prepared.

6. Do the ‘Preparation’ exercise and invite students to match the words with their definitions. You can either ask for 8 volunteers tome to the front and answer one question each or have some volunteers tell you the answers from their seats.

7. Play the video and make pauses for students to ask questions, clarify meaning or ask for help with comprehension. You may want to show the transcript for students to follow the interview.

8. Decide if you want to play the video a second time and ask some questions for general comprehension.

9. Ask students to work in pairs and write down 4 questions they would like to ask the director, and the stunts in the episode.

10. Ask some simple questions about the video they watched the last session.

11. Distribute the first two pages of the file which are the tasks about the clip. Ask students to work in pairs with page 1 which corresponds to task 1.

12. Check answers with the class and move to the second page, task 2, for students to answer in pairs but this time set a time limit.

13. Read the sentences and wait for students to complete with the right word.