T will write "Kill your TV!" on the board and ask the students to predict what the subject of the reading might be. Questions to ask: "What do you think this text is about?" Write on the WB: "a) stop watching TV or b) police shows" and ask the Ss to choose one answer.

T will chest the Pre-reading Predictions HO and ask the Ss to work in pairs on answering the questions.

T will ask the Ss to read through the text fast in order to check if their predictions about it were correct. T will provide whole class feedback at the end.

T will chest the Reading Questions HO and tell the students to read the first 3 paragraphs more carefully in order to find answers to the questions on the HO. While the Ss are reading, they will answer the questions. T will ask the Ss to underline the "-ing" and "-ed" adjectives found in the questions on the HO.

T will write the adjectives "exciting, bored, surprised, frightening" on the board and ask Ss to find 2 more examples like that in the last two paragraphs of the reading. As FB T will write "worrying -- worried" on the board, adding the other pairs with blanks exciting -- ______ ____ -- bored frightening -- _______ and ask the Ss to think about the two different endings. "How is the end of the word different in each of these?"

T will write example sentences on the board: Watching TV is boring. Jack is bored because his wife went out. Discovery Channel programs are interesting. Jill is interested in travel. T will underline the TL endings. T will ask the Ss to come up with a rule about them: "people + adj -ed things/activities + adj -ing"

Ss will chest the Adjective HO and model the example on the board: "Are you worried/worrying about watching too much TV?" -- circle the right adjective. Ss will work on the exercise in pairs. During FB, teacher will solicit reasons as to why the Ss chose the particular answer. Ss will then answer the questions on the HO and any other follow-up questions in pairs.