After having very briefly presented myself, I will ensure the students have all put their name tags out on their desks in order to be able to interact with them during the lesson. In this lesson, students learn about TV vocabulary. The lesson starts with a lead-in/warmer with questions about TV, TV habits, programs they like etc.. e.g. : Do you prefer listening to the radio or watching TV? How often do you watch TV? What is your favorite channel? What is your favorite TV show? When is it on? Do you like watching TV alone or with your family? When do you usually watch TV? Could you live without TB for a week? More than a week? What did you watch on TV yesterday? Do you watch any TV shows in English? etc...

In stage 2, I will write three word categories on the WB : equipment, programmes and verbs. I will have three pieces of paper, one from each category, I will let the ss 'help' put these words in the right categories. After they have understood the instruction through the model I have given them, I will distribute two pieces of paper with the targeted vocabulary to each group (the class is organised as 5 groups of 4 students). ICQs. Each group briefly discusses among themselves and decides in which categories (equipment, programmes, verbs) the two words I have distributed to each group should be found. Once they have decided, a person from each group comes to stick the two papers on the board, in the right column.

Once the students have finished putting the pieces of paper in the columns they think these words belong to, I will give the students a HO with further information about the vocab. We will go through the sheet in order to grasp meanings and then check the columns on the WB in order to see if there has been any mistakes. While we check answers/meanings, I will also work on pronunciation if necessary. While having a closer look at the vocabulary I will also establish and clarify some points : 1.We say 'the news is' rather than 'the news are'. 2.We often use 'on' to mean 'on TV'; e.g.: What's on TV tonight? What time is the football on? 3.The 'remote control' is often just called the 'remote'. 4.Another way to say 'turn over' is 'change the channel'.

In stage 4, I will write four questions on the WB and get the five groups to discuss these among themselves, each : 1.What TV equipment have you got in your home? (In my home I have ...) 2.Which types of TV programme do you like? Which don't you like? 3.What types of TV programme are popular in Turkey? Which aren't very popular? 4.What did you watch last night? While they ask each other I will monitor and try to listen for and note errors. Quick FB, I will ask some students to answer in open class.

In this final stage, there will be a control of understanding through exercices. CCQ. Understanding is based on discussion (speaking) and student to student interaction. The students will have a to do a quiz entitled 'are you a telly addict?'. Before distributing the quiz I will set the context of a telly addict and check understanding. I will explain that telly is an informal way to say television, and elicit what an addiction and an addict means (e.g. : talk and mimic someone who is addicted to cigarettes, or shopping). After these clarifications I will give each student a copy of the quiz. I will also explain that 'miss' (in question 8) here means 'not see'. I will briefly show them on the WB to put a tick (for yes) or a cross (for no) in the columns to answer the quiz questions. The students will in the first place individually answer the 'are you a telly addict?' quiz, and then take turns to ask and answer the questions with their partners. ICQs : Are you going to do this individually first? Are you going to ask your partner after? Once they have finished, I will ask if any students has more than five ticks (yes) and they can check if they or their partners are telly addicts?