1. Have the beam projector ready to show the videos suggested in the “Materiales Educativos Digitales” section.

2.  Ask students if they watch broadcast TV or they use streaming such s Netflix, for example, and what the difference between those is.

3. Tell students they are going to listen to some dialogues and practice how to talk about TV shows. The first part is talking about TV habits and different ways to watch TV (streaming, broadcast, etc.).

4. Play the first dialog, and ask students to listen carefully. There are subtitles in case they need to read as they listen. You may want to pause the dialog and practice some lines or practice at the end.

5. The video shows 4 sentences for students to copy in their notebooks and practice. These were used in the dialog so students will have a record of useful expressions and their meaning.

6. The next section is about personalizing the questions and practicing. Give students some time to think of their answers. Monitor and offer help as needed.

7. Invite some volunteers to share their answers with the class.

8. The next part of the video is about different ways to watch TV and it has the same sequence as the previous dialog. Decide if you want to do the same procedure, however, it is recommended that students listen to the dialog and work with vocabulary, that is, the expressions and practice them.

9. This is the second part of the video used in the previous session and was divided into two parts to give students the opportunity to gain more practice in talking about TV.

10.  Tell students they are going to listen to some dialogues and practice how to talk about TV shows. The first part is talking about how to describe a TV show. There is one last section which is “Talking about a TV show you dislike.” Decide according to your class time if you want to do it next session since there are some interactive comprehension exercises to do here as well.

11. Play the first dialog, and ask students to listen carefully. There are subtitles in case they need to read as they listen. You may want to pause the dialog and practice some lines or practice at the end.

12. The video shows 4 sentences for students to copy in their notebooks and practice. These were used in the dialog so students will have a record of useful expressions and their meaning.

13. The next section is about personalizing the questions and practicing. Give students some time to think of their answers. Monitor and offer help as needed.

14. Invite some volunteers to share their answers with the class.

15. If time allows, you may try this simple test on the dialogs seen and check how much you learned from them at https://www.oxfordonlineenglish.com/how-to-talk-about-tv  

There are 20 items so choose the ones you consider can help your class.

1. Have the beam projector ready to show the video suggested in the “Materiales Educativos Digitales” section, and download, print and make photocopies for students of the file.

2. Ask students why they think people watch the news, and what the format of a news show is.

3. Tell students they are going to watch a news TV program (designed for ESL purposes) and listen to the news stories to practice vocabulary.

4. There are three stories. Play the video and pause it several times to comment and paraphrase if necessary. You may also pause the video after each story.

5. Tell students these are the three news stories, read them and discus what they may think about.

a)       Trump beats Clinton to take the White House

b)       India's cinema for the homeless

c)       Poetry in a box

6. Invite students to write down a complete sentence about each story to confirm them later.

7. Play the video and ask students to write down the vocabulary.

8. Confirm the sentences with the class and ask them to work in pairs and answer these questions,

A ) What type of TV show is this one?

b) Are there any ‘tickers’ (a narrow area that shows information across the top or bottom of a television screen)?

c) How do you call the person who presents a program especially a news program? ( anchorman/ woman)

d )Why do news programs use ‘tickers’?

e) What kind of language is used in the news? Formal or informal?

9. Check answers with the class and have a general discussion

10. Ask students to tell you three words related to the news (nouns and verbs are ok) either in English or Spanish.

11. Distribute the 2-page activity and ask students to read the vocabulary list individually. Draw their attention to the examples that use the new words in context.

12. When students are finished, ask them to read the next activity about the BBC and complete it with the missing words.

13. Invite students to check their answers in pairs and correct themselves if necessary. Then, talk with the class about the BBC and how it can compare it to a similar Mexican broadcasting company.