Mass Media

Конспект урока

Педагогика и дидактика

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...



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1 чел.


               Технологія 3 по 30 хвилин


уроку англійської мови

в 9 класі

на тему «Mass Media»


                            вчитель англійської мови

                                       Прилуцької загальноосвітньої

                        школи І-ІІІ ступенів №2

            Будімірова Олеся


Прилуки 2011

Theme “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


- 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


- recognize the speaker’s attitude towards media.

Level – intermediate.

Materials: text for reading, text for listening comprehension, lexical and grammar cards and tables.


The first 30 minutes

I. Introduction.

Dear friends! Today we are having a summary 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).

1. Article




2. Chanel

6. Commercial


14. A live match

3. Edition

7. Documentary

11.Radio program

15. Mail.ru


8. Prime time

12. Vkontakte

16. Website

b) Translate into English (Slide 5).

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

1) реклама

2) комерційний канал

3) збагачувати

4) канал

5) для того, щоб

6) транслювати

7) наявний

8) фінансований державою

9) мультфільм

10) розповсюджувати

11) бути забороненим

12) кращий ефірний чаc         

13) досягти удачі

14) благословення

15) прокляття

16) марнування часу

17) наркоман


commercial TV



in order to




animated cartoon


be forbidden

prime time

gain a fortune



waste of time


III. Review of students’ knowledge of speaking.

c) Media questionnaire (Slide 6-7).

Answer my questions, please.

1) What do you understand under “the world of information”? What does it mean for you?

2) How often do you read a newspaper?

3) How often do you listen to the radio?

4) What’s your favourite program?

5) 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)

6) Do you surf the net?

7) What is your favourite website?

8) Do you send and receive e-mail?

9) How many televisions are there in your home?

10) Do you have a television in your bedroom?

11) What people are usually called a “couch potatoes”?  (some people who spend too much time watching TV and not enough time taking exercise in their free time)

12) Are you a “couch potatoes”?

13) Do you like watching TV alone or with your family?

14) Who decides what to watch: your parents or you?

15) Is TV a blessing or a curse?

16) Do you care what to watch on TV?

3) Match (Slide 8-9).

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


1)A newspaper

a) i a) is a large, thin book with a paper cover, often printed on shiny paper, which contains stories, articles, photographs, and sometimes also news.

2)Sunday paper

b) is all the organizations that are involved in providing information to

the public, especially newspapers, television, and radio.

3)Local paper

c) i c) a serious magazine on particular subject, containing articles by university teachers, scientists, doctors, etc.


d) l d) lists of films, plays, and other events, with details of the times, dates, and  places where they will happen.


e) i e) a set of large folded sheets of paper containing news articles, pictures, which is printed and sold every day or every week.

6)The press

f) i  f) a newspaper that gives news mainly about the town or area where it

       is printed.    

7)The media

g)   g) newspapers that are read by a lot of people and generally contain articles that are  entertaining rather than serious, for example, stories about people on television and sport.


h) is a magazine, especially for children, that consists of funny or

exciting stories which are told using a series of pictures.

9)The popular


i) a i) paper that is sold every Sunday, and is usually bigger than papers sold on other days.


j) isg) a newspaper and the people who write for them.


k) i k) a newspaper that doesn't contain much serious news, but has stories

       about famous   people, sport, etc.

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


1)Chat show

a) is a film, especially a story for children that is made by photographing    series of drawings, so that they seem to move.

2)Quiz show

b) is a programme in which is broadcast early in the morning, which includes news and tells you what time it is; there are also usually songs and jokes and conversations with famous people.

3)Game show

c) is a television story about a group of people and their lives , which is broadcast regularly for many years.


d) is a programme in which famous people talk about themselves and answer questions about their lives, opinions etc.


e) is a programme that gives you facts and information about a serious subject, such as history, science or social programme.

6)Breakfast show

f) is a television programme about wild animals and plants.

7)Soap opera

g) is a programme in which people or teams complete against each other by answering questions.

8)The news

h) is an amusing programme in which there is a different story each week about the same group of people.

9) Wildlife


i) is a programme in which people play games and answer questions in order to win prizes.

10) Documentary

j) is a programme that is broadcast several times each day, which tells you about all the important events that are happening in the world.

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.

IV. Check on Homework.

I think it’s high time to demonstrate your speaking skills in practice. You will present your reports organized at home, as your home task for today’s lesson.

V. Summing-up.

Well, our first part of the lesson is coming to the end. It’s time to sum up our work.

(I must admit that you possess the skills of speaking on a perfect level, and you will prove it in future).

The second 30 minutes


1) Pre-Reading Activity.

      Read someone’s opinion about TV the Internet and be ready to answer the questions.

- Do you agree or disagree with the following statement?

- Has television destroyed communication among friends and family?

Use specific reasons and examples to support your opinion using the following linking words: In my opinion, In fact, I really think, I totally disagree with..., That's not true, You are right, On the whole.

*Translate into Ukrainian*



-extend one’s range of interests

-eliminating stress and tension




-a great way to escape from the miserable existence

-to abreast of the latest news

-to discuss some issues we concerned about


2) Reading.

The invention of television is undoubtedly one of humankind's greatest inventions. It is a way of communication among people of one country and different countries and nations. People watch TV to find out about the latest news, weather, sports, etc. It is a great way to learn new and extend one's range of interests. Scientists say that children spend the same amount of hours in front of TV as they do in school. I think that this can be said about many grown people too. Also, television is a great means of eliminating stress and tension. One can relax and leave one's troubles behind lying on one's favorite sofa and watching a comedy. However, some people believe that television has destroyed communication among friends and family.

Personally, I do not agree with this statement. A couple centuries ago people spent their time gambling, reading, gossiping or playing chess. I do not think that television is a cause of destroyed communication among family members and friends. First of all, if members of a family have common interests and they want to make each other happy they will always find many ways to spend their time together and be close. Otherwise, if people avoid each other and they do not have anything to share with each other they will find television a great way to escape from this miserable existence.

I believe that many people chose family and their friends over some soap operas or a mo vie. Secondly, I think that television can be a great resource of subjects to discuss. Many people watch different educational programs to find out more about their environment, nature, wild life animals, economic situations, etc. So, when they gather with their friends they discuss important issues and argue with each other in looking for the truth. My husband and I often watch the news channel to keep abreast of the latest news. After that we always discuss some issues we concerned about. Also, we like to watch a TV show "the funniest animals". We like this program because it makes us laugh. I can not imagine how these programs can prevent our communication and be harmful to our relations. To summarize, I would like to add that if people want to communicate with each other they will find a way to do it. Otherwise, if television were not existent, people would find other escapes and reasons not to be with each other such as drugs, gambling, etc.

3) Post-Reading Activity.

a) Answer the questions.

- Do you agree or disagree with the following statement?

- Television has destroyed communication among friends and family.

b) Aquarium (Slide 11).

Let's play the game “Aquarium”.  For this I’m going to divide you into 3 groups. I give you cards with tasks. You must choose in your groups a speaker, a secretary, a time-keeper and a reporter.

Rules of work in group:

  •  discuss in turn;
  •  don't interrupt one another;
  •  discuss the idea, not the pupils;
  •  try to come to a common idea.

Short debate glossary (Slide 12):

I think/suppose/presume…

In my opinion…

I believe…

It is quite obvious that…

I would like to say…

Speaking/talking of…

It should be mentioned…

It seems to me that…

Besides, …

I want to add…

I agree/disagree with…

As I see it…

As I understand…


I can’t accept…

For example/instance,…

In regard to…

I am sure/certain…

It means…

In summary…

Summing this up…

In support of the fact…

The point is…

Stressing on…

I wonder if…

I am convinced ..

I doubt if…

Card for group 1:

  •  Read the situation loudly.
  •  Discuss it in your group.
  •  Come to a common end (idea).
  •  You have 3-5 min.

(Slide 13).

Group 1. Your situation is “Prove that TV is a blessing”.

Cards for groups 2-3:

Listen attentively to group 1.

Be attentive, don't interrupt.

Agree or disagree.

Did they prove you?

Were their arguments substantial?

Group 2. Your situation is “Prove that TV is a curse”.

Group 3. Your situation is “Prove that it is on one hand — a blessing, on the other —a curse”.

VII. Summing-up.

Well, the second part of the lesson is coming to the end. It’s time to sum up our work. Answer the question:

Does TV bring more harm or good?

Is your life possible without TV?

The third 30 minutes

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


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


Well, Maria, when David suggested going…


Oh I see, blame me, is it?


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.


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


And you, David?


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


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.


Maybe you should do what I did then…


Which is…?


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.


OK, maybe I will.


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.


She should like that.




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.

 Revise some rules how to write a composition:

1. Begin by planning the content of your composition. Note the main points for the argument and the main points against it.

2. Introduce the subject of your composition in the first paragraph.

3. Use your list of points to write the first draft of your composition. Introduce each separate point clearly by using expressions like:

- The first reason why...

- The second argument for thinking, ...

- In addition,...

- Furthermore,...

- In contrast, ...

- However,...

- On the other hand, ...

4. In the final paragraph you should summarize and give your own view with reasons. Use expressions like:

- To sum up, ...

- In conclusion, ...

- On balance, ...

- On the whole,...


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