Клас: 9

Тема: Mass Media

Teacher’s objectives:

- to perfect students’ cognitive and creative skills;

- to define the problematic areas in students’ speaking, reading, listening of the giving

  topics;

- to develop students’ speaking and listening comprehension skills;

- to revise students’ vocabulary;

- to provide students’ with information dealing with different aspects of the British media:

   newspapers and magazines, television, radio and the Internet; 

- to revise and practice using of defining and non-defining relative clauses;

- to educate respectful attitude towards the teacher and each other in cooperation, interest in learning English.

Learner’s objectives (Slide 2):

- by the end of the lesson students will be able to speak on the theme;

- express their opinions about different types of  TV programmes or newspapers in pairs and

   groups;

- recognize the speaker’s attitude towards media.

Level – intermediate.

Procedure

I. Introduction.

Dear friends! Today we are having a lesson devoted to the subject “Mass Media”. By the end of the lesson you should be able to tell about your world of information, to operate lexical material about communication, mass media and computer. Mass Media is one of the most characteristic features of modern civilization. People are united into one global community with the help of mass media. People can learn about what is happening in the world very quickly using mass media.

Have a look at the motto of today’s lesson and let’s read it (Slide 3):

“Many little things put together may create something great”.

I think these words are closely connected with the plot of our lesson.

II. Warming – up.

Purpose: to focus students on the topic.

1. What kinds of mass media do you know? (Students answer)

-newspapers/magazines (press), radio, television, the Internet

2. Fist of all let us repeat some lexical material:

a) The game “Guess” (Slide 4).

Look at this table and guess what task I can give you (put the words into categories of your choice: press, radio, television, the Internet).

b) Translate into English (Slide 5).

Let’s continue our lesson and repeat words and word-combinations. What is the English for?

III. Review of students’ knowledge of speaking.

c) Media questionnaire (Slide 6-7).

Answer my questions, please.

1) How often do you read a newspaper?

2) How often do you listen to the radio?

3) What’s your favourite programme?

4) How often do you get online?

(every day, once a week, less than once a week, twice a week, 2-3 times a week,  more than 4 hours a day)

5) Do you send and receive e-mail?

6) How many televisions are there in your home?

7) Is TV a blessing or a curse?

3) Match (Slide 8-9).

Match the words with the following definitions in the left column with the appropriate in the right one:

A

Key: 1e, 2i, 3f, 4a, 5c, 6j, 7b, 8k, 9g, 10h, 11d.

B

Key: 1d, 2g, 3i, 4a, 5h, 6b, 7c, 8j, 9f, 10e.

4) Match the questions (1-7) to the answers (A-G). Work in pairs (Slide 10).

Match the question to the answers and practice these short dialogues with your partner.

1) Do you like comedy programmes?

2) Why does John not like news programmes?

3) What kind of TV programme does Hellen like?

4) Why do you like sports programmes?

5) What time is your favourite reality show?

6) What programme do you usually watch?

7) What kind of TV programme do you like?

A. Because they're exciting.

B. Because he finds them boring.

C. I usually watch comedy programmes.

D. It's at six p.m.

E. She likes quiz shows.

F. I like nature programmes because they are interesting.

G. Yes, I do. Comedy shows are funny.

VIII. Listening. (Audio record)

1) Pre-Listening Activity (Slide 14).

       Look at the words and word-combinations and try to translate them.

- blame me - звинувачувати мене

- It stopped me concentrating properly. – Це не дало мені зосередитися належним чином.

- I wondered ... - Я задавався питанням ...

- and kept you involved - і ви були залучені

- It’s a complicated story. - Це складна історія.

- I’m going to buy her a couple of tickets instead. - Я збираюся купити їй пару квитків замість цього.

- the film seemed to go on too long -  здавалося, що фільм йшов занадто довго.

- as far as I'm concerned - наскільки я можу судити.

2) While-Listening Activity.

You will hear three friends talking about a film they went to see. Before you listen, read through the list of statements below. As you listen, decide whether each statement is true (T) or false (F).

Free time and culture

Maria

So, Anna, what did you think of the film?

Anna

Well, Maria, when David suggested going…

David

Oh I see, blame me, is it?

Anna

Oh no, I agreed to come, although, generally speaking, it’s just not my kind of film, you know, historical. However, it turned out pretty well, as far as I’m concerned.

David

That’s a relief, then. What about you, Maria?

Maria

Not bad, I guess. Actually, you know, I’d forgotten to eat before we went, so I kept wanting it to end, so I could go and get something to eat – very silly. It stopped me concentrating properly – the film seemed to go on too long.

Anna

And you, David?

David

Well, it’s true it was long, but that’s because it needed to be, I think. It’s a complicated story.

Maria

Hm, which doesn’t make it a good one, I’m afraid. But the setting of the film, and the changes between locations were all good, and kept you involved – actually, in spite of the story, if you see what I mean.

Anna

Maybe you should do what I did then…

David

Which is…?

Anna

Read the book. I read it, I suppose, a year ago and loved it. That was the other thing that made me want to go. But the book is still the more interesting version. So, do try it, Maria.

Maria

OK, maybe I will.

David

I don’t know about the book, though I wondered about the DVD for my sister’s birthday, which is coming up soon. But she doesn’t like the small screen, so I’m going to buy her a couple of tickets instead.

Maria

She should like that.

Anna

Yeah.

David

Now, what about seeing if…

3) Post-Listening Activity (Slide 15).

Decide whether each statement is true (T) or false (F):

1. Ann was looking forward to seeing the film.

2. Maria felt hungry during the film.

3. David thinks the film was very long.

4. Maria says the story was very interesting.

5. Anna thinks the book is more interesting than the film.

6. David is going to buy the film on DVD as a present for his sister.

Keys: 1F, 2T, 3T, 4F, 5T, 6F.

IX. Writing (Slide 17).

And now we revise and practice using of defining and non-defining relative clauses.

1) Write out the incorrect words:

a. a mobile phone which/who can send e-mails

b. a computer that/what knows your voice

c. the man which/who lives next door

d. the girl that/which always sits next to me

e. the bus that/who I take to get to school

f. a meal which/who you can cook easily at home

2) Join the pairs of sentences, using which, that or who (Slide 18):

a. I’ve got a brother. He lives in Scotland.

    I’ve got a brother who lives in Scotland.

b. Henry has got a hat. It is red, green and blue.

c. Claire is a writer. She is very famous.

d. It is a salad. It tastes delicious.

e. This is a picture. It was painted by Joseph Turner.

f. He is a teacher. He is very popular.

g. It’s a machine. It makes pasta.

XI. Summing-up.

We’ve come to the end of the lesson. Thank you very much for your work, enthusiasm, original ideas. The most of you were at the top of the class. Some of you were rather quit today. You are to be more active. You can’t learn to speak English just by sitting and listening to the other pupils. It’s better to make mistakes than to say nothing. (Your marks are …)

            I am sure that you’ve broaden your knowledge, haven’t you? (Students’ answers)

“To watch or not to watch TV”, “to read or not to read”, ‘to be on-line or not” it is your decision, but not waste your time so it quickly passes. I know answer only for one question. The answer is to read, to understand, to remember.

XII. Homework.

The home task for the next lesson is to write a composition “TV plays an (un)important role in my life“ if you want a mark of a high level. If you are satisfied with a mark of a lower level this task is for you: make up some sentences using your active vocabulary.