Kate Kate

Television shows
Beginner, A1 level


In this lesson, students will learn some new vocabulary to help them categorize TV shows. Next is a reading activity in which they'll have to read (for gist) a series of short synopses of TV shows in order to categorize them. Students will then participate in a controlled speaking activity to produce the TL. We'll then use the vocabulary when we play the game telephone. if there is time.


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Main Aims

  • To provide clarification and practice, both in speaking for accuracy and pronunciation, with words used to categorize TV shows.

Subsidiary Aims

  • To provide gist reading practice using a text about TV shows.


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

- First: mix up the groups. - Sts listen to music from TV shows and have to guess the title. Setting context is the main aim here. I'll only use music from Turkish shows to be sure they'll know what it is. - Elicit "watch" from sts with picture. Elicit actor.

Vocabulary focus (5-7 minutes) • To introduce students to vocab specific to the sitcom Alf

- Sts now look around the room at the pictures on the walls. The pictures will also have a number next to them. Sts will get a HO with the vocabulary words on them, and then numbers corresponding to the pictures with blanks next to them. Sts should walk around the room in pairs, look at the pictures, and match them to the vocabulary. - ICQs: "Will you sit?" (no, walk) "Will you write?" (yes) "So you need a... (pencil). "Will you match the pictures to the words?" (yes) - After most are done, put the answer keys on the tables and ask them to check their answers. - Sts turn their papers over. Drill both chorally and individually (for difficult words), then do stress.

Controlled Practice - reading (8-10 minutes) • Students will read for gist

- Sts will now read for gist. I'll give them a HO where I have written the synopses of some new TV shows, and they will have to identify them as one of the new vocabulary words. We'll do one together, then they'll work on it separately, then check in groups. Emphasize they don't have to understand everything. They have 7 minutes. - ICQs: "Will you speak?" (no) "Will you understand everything?" (no) "Will you read quickly?" (yes) - After they are done, check in pairs. - Answer key around the room.

Review Adverbs of Frequency (5-7 minutes) • Review adverbs of frequency

- Sts review adverbs of frequency (always, usually, sometimes, rarely, never). - I hang "always" and "never" on opposite sides of the room. When I say a word, sts walk to where they think it is represented on the continuum. I tell them: "Never is 0%. Always is 100%." I walk to the middle. "Here is 50%." - We'll do a demo: I say "always" and students walk towards the always sign. "Never" and they walk towards that one. "Sometimes" and they go to the middle, etc.

Freer Practice (8-10 minutes) • To provide students with free practice of the new vocabulary words

- Sts will be shown a HO with questions on it about TV shows. I'll say: "Here are some questions. Now we're going to ask one another the questions." - Demonstrate each different kind of question, drilling the question a few times before you ask. Write down form for how to answer it. - Say: "You can now walk around and ask questions. Don't write. So pencils down." - ICQs: "Will you speak?" (yes) "Will you write?" (no) "Will you sit down?" (no) - Sts mingle and ask one another questions. I monitor, making notes of mistakes.

Controlled speaking/pronunciation practice (8-10 minutes) • To provide some speaking for accuracy and pronunciation practice

- Sts now will stand up and get into four lines (probably). We'll play telephone. - Demonstration: Tell sts: "First, look at a sentence. Memorize the sentence. (Gestures to make clear). Then go to your group and quietly say it to the next person." Do this for one line. - Tell sts: "Now, you say it to the next person, and the next." When it gets to the last person: "Please write the sentence." Sts writes, we check. - One more demonstration; make clear it's another demo/practice. All four sts come back towards me, look at the sentence. Then I say, "Go tell the other students." They whisper and whisper some more, and write the sentence on the board. If that goes well, move on to the real game. - ICQs: "This is a game. Will you go fast or slow? (fast) Will you speak loudly or quietly? (quietly)" - Start game.

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