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Teaching Practice 6
Upper-Intermediate level


In this lesson, Students will learn some vocabulary while engaging in student focused activities related to the media and different TV shows in the context of Media. The lesson will start by showing pictures of some famous movies and TV shows to set the context and activate students’ schemata as well. Then, it will continue by showing the students a movie clip which represents the target vocabulary. After doing some activities, students will work in pairs and match some adjectives with their definitions and then try to match them with the programmes in part one. At the end, students will work in pairs and describe their own TV shows using the adjectives and other words that they have learned by the first highlight stage of the lesson. There will be a game like speaking activity at the end of the session too.


Abc HO 1
Abc HO 2
Abc Video clip
Abc PPT Slides
Abc WB
Abc HO 3 - word sets
Abc HO 3 answer key
Abc colored papers big/small
Abc Audio file T12.1
Abc HO4 - Answer key to CC
Abc HO 5
Abc HO 5 Answer key
Abc Big Papers and Markers

Main Aims

  • To provide clarification and practice of 'types of media' words and related adjectives in the context of TV programmes and media

Subsidiary Aims

  • To provide fluency speaking practice in a convertsation in the context of TV programmes and media


Lead-in (3-5 minutes) • To set lesson context and engage students

This is a Lead-in activity to activate the class at the start of the session and engage Ss attention in the topic of the lesson which is 'Media and TV'. First, the teacher will pair the Ss and provide them with a HO of three different questions which are related to the topic of the lesson and will personalize the topic as well so Ss will get more engaged with answering the questions which are related to their personal preferences. Ss will be discussing the question in pairs for two minutes. Questions: - What is one of your favorite TV shows? Why do you like it? - Do you like Beyaz show? - What do you usually watch on TV? - When do you usually watch TV?

Exposure #1 (4-6 minutes) • To provide context for the target language through a text or situation

At this stage, due to the fact that my focus is primarily on vocabulary related to types of TV shows and Radio programs and in order to meet the needs of visual learners and activate the class with audio and visual aids, I will play a short video which includes pictures of different shows and I will give the students a HO that different types of TV and radio programmes are written on it. Ss will watch the video and match the number of each clip with its name on the HO in groups. Afterwards, I will get the groups to compare their answers with each other and whilst they are checking the answers, I will write the answers on the WB and ask them to check their works. Then, I will ask them about the number of write answers that they have got.

Highlighting and Clarification #1 (9-11 minutes) • To draw students' attention to the target language and clarify the meaning, form and pronunciation of the target language

As a task to focus their attention on the target language and follow the M/F/P order in my vocabulary lesson, I will show them the written form of the target vocabulary again, using OHP and Powerpoint slides (in order to make a better use of materials)in the following way; I will show them a brief and laconic definition for each word and they will provide me with the word itself, then it will appear on the screen and I will drill it. This process will go on with all the words. Meanwhile, I will ask the students to underline the stressed part of each word on the previous HO individually. At the end they will have the correct answers on the board to check their own work.

Exposure #2 and Clarification #2 (12-13 minutes) • to provide context for the target language through a matching activity and clarify the meaning, form and pronunciation of the target language

For this part of the lesson, a set of useful adjectives are the target language. I will divide the Ss into two groups by using colored papers. Ss will take a piece of colored paper each and stand in their groups, then I will give each group a set of Adjectives with their definitions. Next, they should match the adjectives with the correct definition and stick them on a big paper with the similar color to their groups' colors on the wall(4min). Afterwards, I will give them the answer key and they will check other group's answers and mark their poster which is on the wall (not only this activity is fun and challenging for Ss,but it also is a good way to meet kinesthetic learners needs for learning.)(1min). I also will play a background music while they are working in groups to maintain a smooth flow. Next, to check if they have understood the concept and also to connect this stage to the Exposure #1, I will get them to work in pairs and try to match words from the first part with a relevant adjective(s), then I will do a WC feedback and then give them the answer key(4min). A At the end, Ss will listen to a recording (T12.1) and underline the stressed syllabus of each word in their answer key, then they will check their answers in pairs and I will do a WC feedback as well as drilling(3min).

Controlled Practice (5-7 minutes) • To concept check and prepare students for a freer practice

At this stage Ss will start working on a HO adopted from the WB. There is a gap-filling activity that they will answer individually using to the target vocabulary of the session and some familiar prompts on the HO(4min). Then, they will check their answers with a partner, and whilst i will give them the answer key(1min).

Free Practice (9-10 minutes) • To provide students with free practice of the target language

Ss will have one minute to think about their favorite TV shows or the programmes that they do not like and try to make sentences about them using adjectives. I will give them an example(ex. I am interested in documentaries, because I find them really informative.), then they will take their one minute to think, then they will share their sentences and ideas with different partners during a mingling activity(7min). Afterwards, I will ask some of the Ss randomly to tell the class a sentence about one of their partners(2min)

Game-like Activity (3-5 minutes) • to give students opportunity to remember and review the target language

I will divide Ss to two groups by giving them names (sitcoms, documentaries), then I will provide each group with a big paper and a marker. I will instruct them to write all the words that they can remember from the whole session in two minutes and the group with more words is the winner.(4min)

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