154 Part III: Teaching Skills Classes
Put the students in pairs to compare their answers and then have a
short feedback session with the class.
- Scan (30 minutes): Now have the class to look at the text in more detail.
Have them find programmes that match the interests and routines
of particular classmates: ‘Is there any football on TV after 9 p.m. for
Giovanna?’ This is a nice way to personalise the activity and it also
encourages the class to make up their own questions.
If the students attach no comment to a particular programme, small
groups can discuss what kind of show it may be, based on the title and
time of broadcast: ‘Property ladder is on once a week at 7 p.m. and lasts
for 50 minutes. The name of the presenter is Sarah Beeny. What kind of
programme do you think it is? Why?’
Other scan questions you can use may be:
- When can I watch a modern film that’s suitable for children?
- Which channel is best for music lovers?
- Are the soap operas shown at the same? Which ones do you think
are the most popular? Explain.
- Name someone who is:
A chat show host
A newsreader
A cartoon character
ATV chef
Comparing answers in pairs or small groups is useful for students.
Have a class feedback session afterwards to check the answers and cor-
rect any vocabulary and grammar errors you’ve noted.
- Follow-up (15 minutes): Some of the programmes on the TV schedule
are also shown in Italy. Have a class discussion on how culture affects
the way programmes are made and presented in Italy.
Ask whether there should be more or fewer foreign programmes on local
television. Have students form two lines, each person facing a partner.
The purpose is to role-play one side of an argument. So, in this case the
students in line A argue the case for more foreign TV shows, and the stu-
dents in line B argue for fewer.
After two or three minutes the students in line B can all move along to
form new partnerships in the line. Then they can argue again with new
points to consider.
