Ziba Rezai Sepasi Ziba Rezai Sepasi

TP8 Film and Television
Elementary level


In this lesson, the students will be practicing their receptive reading skills in the context of television theories. First they'll be doing pre-reading vocabulary. Then skim reading and reading for specific information. Lastly, they will be doing a speaking task during the post-reading stage. If there is time, they will make a poster about one theory.


Main Aims

  • To give students practice in reading; in particular to skim reading for gist, scanning for specific information and deducing meaning from context through the context of television theories.

Subsidiary Aims

  • To provide product writing practice of a poster in the context of televi
  • To provide fluency and accuracy speaking practice in a debate in the context of television theories.


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

-Play a 1 minute commercial video. -In Pairs, let the students discuss what are some effects of watching television. 'What can happen to you if you watch television a lot?' Then elicit some ideas from the class - at least 2 to 3 ideas. .

Pre-Reading (8-10 minutes) • To prepare students for the text and make it accessible

-For vocabulary, students will match the following words with their pictures: theory, effects, society, develop, dangerous, crime, violent, fat, headache, hurt, intelligent, lazy, and society. -Students will stick the word and the picture on the board and they'll sit next to their new partner. -Drill the words with the class.

While-Reading #1 (3-5 minutes) • To provide students with less challenging gist and specific information reading tasks

-Tell students they’ll reading 6 short paragraph about television theories . -In Pairs, students need to put the heading for each paragraph. ''In 2 minutes, quickly read the paragraph and choose the correct heading from the box.'' -Ask the students to check their work against the answer key posted on the wall.

While-Reading #2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks.

-Now tell the students to read the paragraphs. -Give instructions: Look at the sentences below. Match each sentence to a television theory. One of it will not be used. -Let them check first with a partner and then elicit the answer from the students. Let them write their answer on the board.

Post-Reading (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

-Group the students into 3 to 4 members. -In groups, ask the student to look at the television theories again and mark their opinion next to each one. 1 = strongly disagree, 5 = strongly agree. Then work in groups and compare their answer. -Encourage them to give reasons. Useful Phrases: -What do you think? -I agree that... -For example, there are lots of ... programmes on television. -I disagree, I think that ... -Monitor the students. -Get general feedback. Ask the students to raise their hand if they agree or disagree with each theory.

Freer writing practice in the context of watching television (3-5 minutes) • To give students a chance to express their views about watching television by making a poster

-If there is time, ask the students to make a campaign poster about watching television. They need to use one theory from the reading text and use the reasons they've mentioned during the speaking task. -Let them post their work on the wall and let other groups to read them.

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