Abdessamad Hammami Abdessamad Hammami

TV and radio
Intermediate level


In this lesson, students will be able to define and identify TV and radio programs based on five short listening extracts about different types of radio and TV programmes. The lesson starts with a group discussion about different types of TV and radio programmes. This followed by listening to five short extracts. Students identify what type of programme is each extract from? Then they listen again for specific information. Finally, there is a production stage via a mingle activity.


Abc Students' Book
Abc Jeopardy game
Abc Whiteboard

Main Aims

  • By the end of the lesson, ss will have learned and used language to ask and talk about TV and radio programmes.

Subsidiary Aims

  • To give ss practice in listening for gist and for specific info in the context of extracts of TV and radio programmes


Lead-in (3-5 minutes) • To set the context and personalize the topic

1. (on the whiteboard) Draw a Venn diagram: TV programmes / Radio programmes / programmes that can be both. Elicit just three examples. 'What program do you usually listen to on the radio?' 'What program do you usually watch on television?' 'Could these programmes be on either?' 2. Do Ex 2 in groups. Provide popular examples to define programmes. Then inter-group checking

Pre-Reading/Listening (3-5 minutes) • Eliciting key voc to make the listening text accessible

1 Transition from previous stage to the Pre-listening: focus on travel shows to elicit 'injured', 'a broken down lorry', CCQ: Joe is a runner. He has been injured. Is he physically hurt? (yes) Can he now participate in a race? (no) Peter’s lorry is broken-down. Does the lorry work? (no) Can Peter drive his lorry? (no) OR 'Look at the picture. What's the matter? What happened?' 2 'OK, guys forget about accidents for the moment and look at this picture.' (a young man on bended knee asking her to marry him (to propose to her) while the woman is looking down) CCQ: Paul proposed to Jane last night, and she said yes. Did Paul ask Jane to marry him? (yes) Did Paul ask for a divorce? (no) 3 Show picture of a buzzer. 'What for?' (Whichever team / player knows the answer should press the buzzer first.)

While-Listening #1 (9-11 minutes) • To listen for gist

1.Before listening, project the students’ book picture p 60 on a PowerPoint slide. ‘Guess what the listening is about. Take 1 min. Check your answers in groups. 2.Now listen and match each extract to the type of programme. Check your answers with your partner. 3 Report your findings.

WhileListening #2 (8-11 minutes) • To listen for specific information

1. 'Now listen again and answer questions Ex 5. 2. Ss check in pairs 3 Whole class feedback

Post-Listening (8-13 minutes) • To produce the target language via a survey

1 Write a questionnaire about their favourite TV and radio programmes, and inquire about their peers' viewing and listening habits. 2 Move around and interview your partner. Sample questions: 'What are your favourite / least TV programmes?' 'What did you watch on TV last night?' 'What programs do you usually listen to on the radio?' 'Do you listen to the radio while commuting by bus/metro?' 'How much time do you spent listening to the radio per day/week?' 3 Report your findings. 4 If time allows, I'll set a jeopardy game about TV and radio programmes (2 min) 'Read the definition and guess the programme. Is it more likely to be on TV, radio, or could it be on either?'

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