T sticks pictures of some TV programmes on the board and asks the students what these are and elicits 'TV programmes'. After setting the context, T asks: 'Do you watch these TV programmes?' Then the students discuss the TV programmes they like and they don't like. Following this, the students give examples to the each type of program.

T hands out the reading text and asks the students what they see in the picture, what those children are doing, elicits 'They are watching TV.' Then the students read the text and find out what they are talking about. After that, the students complete the table with the necessary information. The students compare their answers with each other.

T asks the students to pay attention to the underlined sentences in the dialogue and think about what these sentences might mean. The students discuss it quickly with their partners.

CCQs: Does Harry like sit-coms? -Yes. Does Anna like quiz shows? -Yes. T tells the students that we use 'prefer' to talk about our preferences. Then T asks the difference between the two underlined sentences. T presents the form by writing 'I prefer something to something else.' and 'I perefer doing something to doing something else.' to the board. After that, T asks the students to give an example sentence to the each form from the text. T writes the model sentences to the board. Following this, the students practice pronunciaton by substitution drills.

T hands out the worksheets. The students do some fill-in the blank exercises using 'prefer'. Then they check their answers in pairs.

The students look at the pictures and state the things they like and they don't like for each set of the pictures. Then they rewrite the sentences using 'prefer'. Following this, they compare their answers with each other

T hands out the TV guides. The students choose the programs they prefer at specific hours. Then they discuss and compare their prefences with each other.