T sets the context when she enters the class by talking about which TV programmes they like to watch. Students start talking and then on the WB she writes "TV programmes" "TV verbs" and "TV equipments" she asks if they can give any examples, elicits their answers and asks them to do ex. 1.

In ex.1 students start practicing on the TL as they put the TL into 3 different groups. T gives a WC FB on the projection(also gives them an answer sheet with definitions of the TL). She asks students CCQs such as "can you give me an example for game shows?". After each word she does drilling in order to make sure they all know meaning, form and pronunciation of the TL.

Ss do ex. 2, they work in groups of 3-4 ask each other four questions about their TV habits using the TL. T gives a WC FB, asks each group what their answers are. If Ss do any pronunciation mistakes T corrects them.

T asks if they know the word "addiction" and elicits their answers, shows that addiction is the noun form and people who are addicted(adjective) to something are called addict(noun. Then asks them what might "a telly addict"mean and elicits their answers once again. After making sure everyone understand the concept she gives them the quiz. Ss do the quiz on their own at first and when they finish they do it with the person sitting next to them and ticks or crosses the columns regarding to their answers. When they finish T shows them the results on the projection and the one who has ticked the most columns is announced as the biggest telly addict of the class.

T goes through the common mistakes student made, corrects them on the WB and do a bit more pronunciation practice if she still has time.

If there is still time after they finish all the activities T asks them to talk with each other if they were TV stars who they would like to be & why and in which movies they would like to take a role & why.