• T shows Ss a picture of Machu Picchu – slide 1 – and asks questions to activate Ss previous knowledge of the place: ‘Do you know this place? Where is it? What do you know about it?’ • T then shows slide 2 with a photo of two people in Machu Picchu and asks Ss to predict what the story is about. • Instructions: You are going to read a true story from a newspaper. Look at this picture and in pairs try to predict what the story is about. You have 2 minutes. • T puts Ss in breakout rooms to predict what the text will be about. • After Ss have talked in pairs T conducts OCFB and writes their predictions on the board.

• T shows slide 3 with 3 words and elicits their meanings from Ss asking CCQs. There are pictures on the slide to help Ss convey meaning. T also works on form and pronunciation. Sprawling Meaning: CCQs: 1. Is a sprawling place covered with buildings over a large area or is it an empty space? Covered with buildings over a large area. 2. Is it a way of describing places or people? Places. Form: Sprawling is an adjective. T elicits more examples to collocate with the word. (e.g. sprawling suburbs, sprawling campus, sprawling metropolis, sprawling industrial complex, sprawling slum) Pronunciation: /ˈsprɔː.lɪŋ/ The stress is placed on the first syllable. To strand Meaning: T provides an example sentence to make understanding easier. ‘During the covid pandemic some airports closed leaving lots of people stranded in certain areas.’ CCQs: 1. When someone is stranded in a place does the person have the way to leave, to depart? No. 2. When someone is stranded in a place is the person left in an easy or difficult position? Difficult. Form: To strand is a transitive verb followed by the preposition ‘in’ – to be stranded in a place; to strand someone in a place. Pronunciation: / strænd / There is only one syllable. Ultimately Meaning: CCQs: 1. Do we use ‘ultimately’ to say what has happened after a series of things? Yes. 2. Is ‘ultimately’ a synonym of ‘firstly’ or ‘finally’? Finally. Form: Ultimately is an adverb. Pronunciation: There are 4 syllables and the stress is on the first one. /ˈʌl.tə.mət.li/

• T tells Ss they are going to read the text to check their predictions. • T sends the link for the google doc with the text and sets the task. • Instructions: Open the Google document. Read the text quickly and check your predictions. You only have 2 minutes. • ICQs: Do you read to get a lot of details or just the main idea? The main idea. • T provides OCFB. As a whole group T goes back to Ss’ ideas she had written on the board and check if their predictions were correct.

• T tells Ss they are going to read the text again but now paying attention to specific information. • T asks Ss to open the google document again do activity 1 individually. • Instructions: Read the text again and answer the questions in number 1. You have 5 minutes. • ICQs: Now do you read the get the main idea or specific information? Specific information. • After Ss have done activity 1 T sends them to breakout rooms to check their answers. • Instructions: Check your answers for activity 1 in pairs. You have 3 minutes. • T then provides OCFB and asks Ss to identify in the text where they found their answers (the lines in the text are numbered to make it easier to find information).

• T shows slide 3 and tells Ss they are going to discuss some questions in pairs or small groups, depending on the number of students in class. • Instructions: Can you read the questions, St A? Discuss these questions in pairs. You have 7 minutes. • In the breakout rooms Ss discuss the questions. • T monitors Ss’ performance.

• T writes some examples of language produced by Ss on the board. Ss have to say which ones are correct and which ones are wrong and correct the wrong ones. • Ss do the task in pairs in breakout rooms (5 minutes) • Instructions: Which sentences are correct? Which sentences are wrong? Correct the wrong ones. You have 5 minutes. • T conducts OCFB