On TV — Lesson Plan, English, Grade 8
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Lesson plan
| Section |
Media and Communication
|
| Lesson title |
On TV
|
| Class |
8
|
| Lesson objectives according to program |
8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics
|
| Lesson objectives |
Students will know and use key vocabulary related to television programmes and genres.
Students will know how to identify specific information, such as programme type, topic, and details, in extended spoken texts about television.
|
| Values |
Students practise respectful listening by considering different opinions about television programmes and giving reasons for their views. They develop media awareness by distinguishing programme types and noticing the information conveyed in spoken descriptions.
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Lesson progress
| Lesson stage/time | Teacher's action | Student's action | Evaluation | Resources |
|---|---|---|---|---|
| Warm-Up and Prediction 5 min |
Organisational moment:
Greet students, check attendance, and prepare them for the lesson.
Write “On TV” on the board and invite students to predict the lesson topic.
Problem statement:
Ask: “How can we understand the important details when people talk about television programmes?”.
|
Students greet the teacher and prepare their materials. Students predict that the lesson will be about television and programmes. Students suggest that they should listen for key words and details. | Correctly predicts the lesson topic — 1 point. Gives a relevant listening strategy — 1 point. Stage maximum — 2 points. | board, markers, notebooks |
| Vocabulary and Listening Strategy 9 min |
New material explanation:
Present and clarify vocabulary for television genres, such as documentary, sitcom, drama, news, reality show, and quiz show.
Explain that listeners can identify specific information by listening for names, programme types, topics, and stated details.
Ask: “What kind of programme reports current events?” “Which genre usually presents real-life information?”.
Answers:
Confirm: “The news reports current events.” “A documentary usually presents real-life information.”.
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Students study the genre words and note their meanings. Students answer the questions: “The news” and “A documentary.” Students identify the kinds of details to listen for. | Matches four genre terms to correct meanings — 1 point each, max 4 points. Answers both listening-strategy questions correctly — 1 point each, max 2 points. Stage maximum — 6 points. | board, genre word cards, notebooks |
| Listening with Presentation 8 min |
Instructions:
Show the presentation’s listening task and explain that students will hear an extended talk about television and should identify the programme types and specific details.
Play or read this talk: “I usually watch television after dinner. On Mondays, I watch a documentary about wildlife. It begins at seven o’clock and lasts for an hour. On Wednesdays, my family watches a comedy show because we enjoy laughing together. At the weekend, I sometimes watch the news to find out what is happening in the world. My favourite programme is a quiz show on Friday evenings; I like trying to answe…
Slide 1 — On TV
Slide 2 — Someone watches different kinds of programmes during the week, but each is on a different…
Slide 3 — By the end of this lesson you will be able to…
Slide 4 — Listening for meaning
Slide 5 — Programme vocabulary
Slide 6 — Which detail would help you identify a programme most reliably—its genre, its topic, or w…
Slide 7 — First listening
Slide 8 — Checking specific details
Slide 9 — What the details reveal
Slide 10 — Key takeaways
|
Students follow the presentation task and listen to the talk. Students note the specific details: the speaker watches after dinner; a wildlife documentary begins at seven and lasts an hour; the family watches comedy to laugh together; the favourite quiz show is on Friday evenings. | Identifies when the speaker watches TV — 1 point. Names the documentary topic and its start time — 1 point each, max 2 points. Gives the reason for watching comedy — 1 point. Identifies the favourite programme and day — 1 point. Stage maximum — 5 points. | |
| Genre Guessing Game 7 min |
Questions to the class:
Explain the guessing game: read each clue aloud and have teams identify the television genre.
Give these clues: “It tells viewers about recent events”; “It presents real people and facts about a subject”; “Contestants answer questions to win”; “It is a funny fictional programme with recurring characters.”.
Invite teams to explain which clue helped them decide.
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Students listen to each clue, discuss answers in teams, and identify the genres: news, documentary, quiz show, and sitcom. Students give a word or detail from each clue that supports their choice. | Identifies each of the four genres correctly — 1 point each, max 4 points. Supports one answer with a relevant clue detail — 1 point. Stage maximum — 5 points. | |
| Listening Detail Assignment 8 min |
Instructions:
Hand out the assignment and explain that students will listen to a short description and complete a fact table independently.
Read aloud: “Sam watches a nature programme on Tuesday at half past six. It is about ocean animals and lasts thirty minutes. On Saturday morning, Sam watches a cooking show with his sister. They choose a new recipe to try at home.”.
Ask students to record the nature programme’s day, time, topic, and duration, and what Sam and his sister do after the cooking show.
|
Students complete the fact table independently. Students record Tuesday, half past six, ocean animals, and thirty minutes; they state that Sam and his sister choose a new recipe to try at home. | Records the correct day and time — 1 point each, max 2 points. Identifies the topic and duration — 1 point each, max 2 points. States what Sam and his sister decide to do — 1 point. Stage maximum — 5 points. | |
| Listening Comprehension Quiz 6 min |
Instructions:
Give students the quiz and read this talk aloud: “On Thursday, Maya watches a science programme at eight o’clock. It explains how astronauts train for space missions. The programme lasts forty-five minutes. Maya watches it with her brother, who is interested in space.”.
Ask students to answer: “On which day does Maya watch the programme?” “What time does it begin?” “What does it explain?” “How long does it last?” “Who watches with Maya, and why?”.
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Students listen and answer the five quiz questions: Thursday; eight o’clock; how astronauts train for space missions; forty-five minutes; her brother, because he is interested in space. | Answers each of the five questions correctly — 1 point each. Stage maximum — 5 points. | |
| Reflection 2 min |
Runs the "Which door do you take?" reflection. Each student picks the door that matches what they want next lesson — gives the teacher an actionable plan, not just a mood.
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Students complete the "Which door do you take?" reflection and assess their understanding of the topic. | Names one specific detail type — 1 point. States one relevant listening strategy — 1 point. Stage maximum — 2 points. |
Health and safety compliance
| Health and safety compliance | Keep the classroom walkways clear and handle presentation equipment and audio devices with care. Keep the audio at a comfortable volume and avoid looking at screens for extended periods. |
Material details
- Material type
- Lesson Plan
- Subject
- English
- Grade
- Grade 8
- Language
- English
- Education direction
- Humanitarian
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