Television

KONSPEKT LEKCJI

|KLASA |3 |
|POZIOM |Intermediate |
|PODRĘCZNIK |Adventures Intermediate |
|TEMAT |Television |

CELE LEKCJI:

Cele ogólne
Uczeń:
• zapoznaje się z treścią rozdziału On screen;
• uzyskuje informacje i wypowiada się na temat telewizji.

Cele szczegółowe
Uczeń:
• utrwala słownictwo związane z telewizją;
• przeprowadza rozmowę z partnerem, a następnie dyskusję w grupie na temat dobrych i złych stron oglądania telewizji;
• potrafi odpowiedzieć na pytania związane z wysłuchanym tekstem
• potrafi ocenić zdania związane z przeczytanym tekstem przy pomocy techniki prawda/fałsz;
• poznaje strukturę eseju
• poznaje i ćwiczy użyteczne wyrażenia przydatne w pisaniu eseju

LISTENING

Warm-up:
Ask students: What do you think teenagers did at home before TV was invented?
1. Ask students to read the questions and guess the answers.
Play the recording, students listen and check their answers.
ANSWERS: 1c 2a 3b 4b 5d
2. Ask students to listen again and answer the questions.
ANSWERS:
1. Britain
2. More than 500 million
3. Soap operas and sports programmes
4. 60%
5. Yes
6. MTV

SPEAKING

3. In pairs students think of good and bad aspects of TV.
POSSIBLE ANSWERS:
Good things:
It’s fun.
It can be educational.
It helps people to relax.
Bad things:
It can make people more aggressive.
It can use all your free time.
Some channels are expensive.

4. In groups or as a class, students discuss their ideas. Encourage students to use the expressions: For me…, In my opinion…, I think that…, I don’t think that…, I agree…, I disagree…, You’re right/That’s right.

READING

5. Students read the text quickly and decide what type of text it is.
ANSWER: c
6. Students read the text again and decide whether the sentences are True or False
ANSWERS: 1. True 2. False 3. True 4. False 5. False

WRITING

7. Explain to students that they are going to learn how to compare both sides of an issue, like the essay in the exercise 5.

Ask students to look at the essay again and match the paragraphs with the information
ANSWERS:
Paragraph 1 c
Paragraph 2 a
Paragraph 3 d
Paragraph 4 b

Point out the expressions in blue at the beginning of paragraphs 2, 3, and 4. Explain that these are useful ways to begin these paragraphs because they make the essay easier to understand: they make the structure of the essay clear to the reader.

8. Students write the title of the essay in their notebooks ...