Semra Ko Semra Ko

Reading on Giving Up TV
Upper-Intermediate level


In this lesson, Ss improve their receptive reading and productive speaking skills by reading for gist and detailed information about giving up watching the TV in the context of Media Mania and discussing their opinions on why someone would or should give up watching TV. The writer uses figurative language to describe his attitude therefore Ss will be faced with new Vocabulary, the meaning they will have to infer in the text.


Abc HO1
Abc HO2
Abc Power Point Picture 1&2

Main Aims

  • To provide gist and detailed reading skills through reading a text about giving up the TV in the context of Media Mania

Subsidiary Aims

  • To provide fluency speaking practice through discussing their opinions and their personal experience in small groups in the context of giving up watching TV
  • To provide clarification of figurative language used to describe the authors relationship with the TV in the context of giving up


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

- Set context through relating to the lesson before: "You have been discussing the news and quotes in the media with Tom, let`s now please look at this picture" - Show picture elicit " TV addict" - Ask Ss to discuss in their groups: "How important is television to you personally, how many hours do you watch per week? Are you or do you know a TV addict?" - ask ICQ: "What will you discuss? The importance of TV for us. - monitor Ss - give quick feedback (of what I`ve heard)

Pre-Reading/Listening (5-7 minutes) • To prepare students for the text and make it accessible

- Show 2nd picture ask: "What is it called when you stop doing something that you have been doing before?" Elicit `give up` - ask Ss to discuss in groups: "Why might someone decide to give up on TV?" - ask ICQ: "What will you discuss? - monitor Ss while discussing - give quick feedback

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

- Show HO and give clear instructions for gist reading. " Please read the question first then the text." - ICQ: What will you do first? - distribute the Handout - let Ss read for gist - ask Ss to check answer in groups - give quick Feedback

While-Reading/Listening #2 (14-18 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

- Instruct to read the text again for the next tick the things the writer did - ICQ: Will you tick the things he didn`t do? No, put a tick if the writer did do it. - let Ss re-reak - let Ss chekc in groups - Show answer key on WB - move to next exercise - regroup Ss first - instruct to infer the meaning from the text - ICQ: What will you do? Discuss the meaning of the sentences. - let Ss discuss in groups - monitor - give Feedback, ask Ss what they came up with. - ask CCQ to make sure they inferred the correct meaning.

Post-Reading/Listening (8-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

- regroup Ss - give instruction to discuss the given questions. - ICQ: What will you do will you write it down or discuss them? Discuss them. Will you ask the other about their opinion? Yes - let Ss discuss - monitor them if time - write errors on WB (which SS made while discussing) - ask them to find the mistakes - give Feedback

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