Sara Osman Sara Osman

The media
Advanced level

Description

In this lesson, learners learn about the media and its influence on our lives. Learners also learn about the four main media sources and they practice some vocabulary related to media. The lesson starts with a warmer activity, then followed by the question " What is media?".

Materials

Abc pictures
Abc realia ( radio, newspapers, magazines, cell phones)

Main Aims

  • To provide clarification of the concept of media and provide learners with media vocabulary

Subsidiary Aims

  • To practice speeking skill

Procedure

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

T displays real objects of all types of media on a table at the front of the room, such as news paper, magazines, radio, and cell phone. T presents pictures of items that he don't have a real example of. T asks learners "What do you think of these objects? T elicits the word " media" and asks the learners "What is media? If the learners are not sure of the answer, T then prompts them with further questions: How do you get the news? What is the mean to find out what's going on in the world? What can be used to send messages or communicate with other? After SS give some answers, T explains that media is anything used to convey a message and used to reach a lot of people. There are different types of media, the broadcast media such as Tv and radio. Also, print media includes newspaper and magazines. Digital media like internet and mobile. Then the electronic media.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

T demonstrates and shows pictures of each type of media. T then asks SS to name it and to tell what it is used for. T holds a news paper, asking SS what is it? A news paper. What is used for? SS reply with many purposes. To give the news. To show comic stories. To give gossip about celebrities. T shows a radio and asks SS what is it? What is used for? T puts SS into small group and asks them if you have your own TV show what would you show on it? Or if you had your own radio station what kind of music would you play? If you had your own blog or website what would be on it?

Highlighting (2-4 minutes) • To draw students' attention to the target language

T tells SS that they are going to learn some related vocabulary of printed media and broad cast video. T sticks on the wall different pictures and elicits from SS what are they?

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T clarifies on the board the media-related vocabulary, but first T points out that the word "media" can be used for a plural and singular form. So we can say the media are or if we think about the media collectively we can also say the media is. T asks SS to remind him with the vocabulary that they have taught previously. T writes on the board these words; to inform, objective, biased, unbiased, current affairs, create public opinions, baron, moguls, tycoons, on the television/radio. in the paper on social media in the media T revises the meaning of these vocabulary, and highlights the stress of each word. T then modals and drills the vocabulary.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T hands SS an activity to answer it. T chests the activity and gives clear instructions. T tells SS that the activity is two pages, the first page is to read the sentences and then to match the underline words to their meaning on the next page. SS work alone first, and then check with their partners.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

T puts SS into group of three to discuss these following questions. T hands SS the questions and monitors them. T gives feedback. Answer the following questions: 1- What is the most popular sitcoms in your country? Do you enjoy watching them? 2- Can you think of any news that spread like wildfire?

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T chooses some headlines from tabloids or from the broadsheet paper and asks SS to work in pairs and choose one of the headlines to guess or invent a story from their imaginations and make up the story. SS then can share their ideas with the class

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