Reading Lesson Plan

Effects of Television on Children

Instructor: Koh Yo Han	Level: intermediate	Students: 7	Length: 30 mins

Materials:

-1 visual

-7 worksheets

-7 copies of an article

-a wall chart(questions)

-7 A4 papers

-a wall chart for demonstration

Aims:

-Main aim: It is to able Ss to improve their reading skills by having Ss read an article and discuss about it through activities.

-Secondary aim: Ss will learn about Television Shows by having Ss match the words with the right definitions, read a 3 minutes long article and discuss about it, make their TV shows.

-Personal aim: I want to improve on my monitoring. I want to improve on my time warning. I want to adjust my speaking speed to the level of the learner.

Language Skills:

-Speaking: Ss will talk about article related questions and present their answers and their team’s TV show to the class.

-Writing: Ss will be engaged in writing their opinions on the A4 paper and matching the words with the right definitions in the worksheet.

-Listening: Ss will listen about each other’s personal opinions and presentations of the other team.

-Reading: Ss will the worksheets, read the demonstration wall charts and an article.

Language Systems:

-Lexis: watershed, widescreen, on air, off air...

-Phonology: None to Discuss

-Grammatical: None to Discuss

-Function: None to Discuss

-Discourse: None to Discuss

Assumptions:

-SS have watched TV and heard the good and bad effects of TV on children.

-All Ss have known or watched the various kinds of TV programs.

-Most Ss know the expressions to say about their opinions.

-All Ss have done matching the words with the definitions.

Anticipated Problems and Solutions:

-Due to time management, they might have too many questions for me to answer.->I will follow the one-third rule when Ss present and give the rest of the answers on a wall chart.

-I might need more time to complete my 30 minute micro-teaching since some class members could be absent or running late.->I will do SOS activity if I have between 2 to 5 minutes left on the clock.

-Ss might lack of time to make and share the opinions and presentations which may affect time management.->I will follow the one-half rule for the main activity which we will only get half the Ss to present.

References:

www.5minuteenglish.com

www.google.com

Lead-In
Materials: n/a
Time	Set Up	Student Activity	Teacher Talk
2 mins	Whole Class	The class greets one another and answers the questions.	Good morning, everyone. How are you doing today? Q1: (to J1) What was your favorite subject? (Follow-up: Why? Were you good at it? Don’t you have any experience that you like the subject because of a beautiful teacher?) Q2: (to Rally) Do you like to cook? (Follow-up: What kinds of foods can you cook well? Do you like to cook for people? Does your husband say that your food tastes good?)

Pre-activity
Materials: 1 visual, 7 worksheets
Time	Set Up	Student Activity	Teacher Talk
8 mins	Pairs	Students follow the directions and answer the questions.	Eliciting (showing a visual) “What do you see in the picture? What are they doing? What are they looking at? Where can we watch the visual things on? -TV” (writing ‘TV’ on the board) ask the class “When you think of TV, What can you think of? -music show, documentary, talk show, sports, news, sitcoms, dramas...” “What do we call when distributing audio and video content to the audience through the radio and TV? -broadcasting(opposite to narrow, similar meaning with throwing)” CCQ “Is broadcasting delivered by books?-no Is broadcasting delivered by radio and TV?-yes” “Today, we will learn about the TV shows which are broadcasted on TV.” ⅠWorksheet (matching words with the definition, checking questions) grouping “___ and ___ are one group...” Instruction “I will give you a worksheet. Match words with its definition with your partners. I will give you 2 mins and work with your partner.” ICQ “What are you doing? How much time do you have? Are you working individually or with partners?” Explicit instruction “I don’t want you to start until I pass out papers and say begin.” Explicit ICQ “Are you going to start when I pass out papers? -No Are you going to start when I say begin? -Yes” Run Monitoring and give time warning (not too close to Ss and give time warning from 1 min left. And be sure to give the warning 10 seconds left.) write the numbers on the board Close “Who has the longest hair in your group? Please come up and write answers on the board. ___. Can you answer for number one? read both a word and a definition”

Main activity
Materials: 7 copies of an article, a wall chart(questions)
Time	Set Up	Student Activity	Teacher Talk
15 mins	Individually /groups	The class reads an article and discuss about it with their group.	Ⅱ an article and questions Instruction “Now, I will give you an article to read. Read individually and you have 3 mins.” ICQ “What are you doing? How much time do you have? Are you working individually or with partners?” Explicit instruction “I don’t want you to touch the paper until I pass out and say begin.” Explicit ICQ “Are you going to touch when I pass out papers? -No Are you going to touch when I say begin? -Yes” Begin! Run (monitoring and give time warning) Regrouping “What is today’s topic? -TV” “I want you to say T, V, T, V. (with gestures) Ts here. Vs here. Please bring your article papers.” Instruction (showing a wall chart(questions)) “Can you all read the questions together?” (on the wall chart 1. Do you think it is good or bad for children to watch TV? 2. Do you think TV is educational? 3. Do you think there is too much violence on TV? 4. Do you think there are any possible dangers to society from the material broadcast on TV channels? 5. What types of TV program are there? Which type do you like best? 6. What kind of entertainment do children like? 7. Do you think children watch too much TV these days? 8. What are good ways to prevent children from watching TV too much? “Now, I want you to talk about this questions with your group members. You have 5 mins. Please use the back of the papers when needed.” ICQ “What are you doing? How much time do you have? Are you working individually or with partners?” Run “Begin!” Give time warning and monitoring. Close ask questions to some Ss

Post activity
Materials: 7 A4 papers, a wall chart for demonstration
Time	Set Up	Student Activity	Teacher Talk
5 mins	groups	The class creates their own TV shows and Some Ss present them to the class.	Ⅲ Create a good TV show for children Regrouping “I want you to work with same your group.” Instruction “Now, you are TV program producers(pd) at the broadcasting station. With your group members, I want you to make your team’s TV show for children. Demonstration For example, Journey in Search of Korea's Beauty Type: documentary program PD: Koh Yo Han Channel: KBS 1 Time: P.M.10 on every Friday Purpose: To introduce the Korea’s beauty and fusion culture of Korea’s traditions and other countries To keep the Korea’s traditions Casting: 송소희(a gukak girl), children, human cultural assets and so on ICQ “What are you doing? For whom? How much time do you have? Are you working in groups?-No Are you working individually?-Yes” Explicit instruction “I don’t want you to start until I pass out the papers and say begin.” Explicit ICQ “Are you going to start when I pass out the papers? Are you going to start when I say begin?” “begin!” Run & Close Ask each team to introduce their programs Post activity Error correction: If I hear any errors during the class, then fix them. And If I don't hear any, then have the Ss unscramble the word(obrdastincg->broadcasting). And say “any questions? this is the end of my class, I will be followed by Ben.”

SOS activity
Materials: N/A
Time	Set Up	Student Activity	Teacher Talk
2 mins	individually	The class follows the directions.	Ⅳ Advantages and disadvantages Instruction & Demonstration (write the advantage and disadvantage on the board) “What’s the advantage of TV? and what’s the disadvantage of TV? For advantage, can get information For disadvantage, addictive Now, like what I did, individually, I want you to think about advantages and disadvantages of TV. I will give you 2 minutes.” ICQ “What are you doing? How much time to make a sentence? Are you working with groups or individually? Run & Close “from ___ to ____, please write for the advantages , and from ___ to ___, please write for the disadvantages.” (Checking the time, I can adjust the number of Ss to say.) Post activity Error correction: If I hear any errors during the class, then fix them. And If I don't hear any, then have the Ss unscramble the word(obrdastincg->broadcasting). And say “any questions? this is the end of my class, I will be followed by Ben.”

The Good and Bad Effects of TV on Children

How does watching TV really affect children?

The bad news is, the majority of experts think that a TV/video-driven culture has bad effects on kids - and may prevent kids from being smart.  They cite the following:

•TV provides no educational benefits for a child under age 2.  Worse, it steals time for activities that actually develop her brain, like interacting with other people and playing.  A child learns a lot more efficiently from real interaction - with people and things, rather than things she sees on a video screen.

•TV viewing takes away the time that your child needs to develop important skills like language, creativity, motor, and social skills.  These skills are developed in the kids’ first two years (a critical time for brain development) through play, exploration, and conversation.  Your kid’s language skills, for example, do not improve by passively listening to the TV.  It is developed by interacting with people, when talking and listening is used in the context of real life.

•TV viewing numbs your kid's mind as it prevents your child from exercising initiative, being intellectually challenged, thinking analytically, and using his imagination.

•TV viewing takes away time from reading and improving reading skills through practice (Comstock, 1991).  Kids watching cartoons and entertainment television during pre-school years have poorer pre-reading skills at age 5 (Macbeth, 1996).  Also, kids who watch entertainment TV are also less likely to read books and other print media (Wright & Huston, 1995).

•According to Speech and language expert Dr. Sally Ward, 20 years of research show that kids who are bombarded by background TV noise in their homes have trouble paying attention to voices when there is also background noise.

•Kids who watch a lot of  TV have trouble paying attention to teachers because they are accustomed to the fast-paced visual stimulation on TV.  Kids who watch TV more than they talk to their family have a difficult time adjusting from being visual learners to aural learners (learning by listening).  They also have shorter attention spans.

Some experts, however, believe that TV is not all that bad.  They qualify though that viewing TV can be good if it is done in moderation, and if the program being watched is selected:

•Some TV shows can educate, inform and inspire.  It can be more effective than books or audiotapes in teaching your kid about processes like how a plant grows or how to bake a cake.

•Studies show that kids who watch educational and non-violent children’s shows do better on reading and math tests than those who do not watch these programs.

•Kids who watch informative and educational shows as preschoolers tend to watch more informative and educational shows when they get older.  They use TV effectively as a complement to school learning.  On the other hand, kids who watch more entertainment program watch fewer informative programs as they get older  (Macbeth, 1996).

•Preschoolers who viewed educational programs tend to have higher grades, are less aggressive and value their studies more when they reach high school, according to a long-term study (Anderson, et. al, 2001).

•Finally, scientists from the University of Siena found that children experience a soothing, painkilling effect by watching cartoons.  So perhaps, a little entertainment TV can be a source of relief to kids who are stressed or are in pain.

* Match the words with the right definitions below.

continuity
2. live
3. on-air
4. peak time
5. programming
6. terrestrial
7. watershed
8. widescreen
9. off (the) air
10. sitcom
11. documentary
12. soap
13. reality TV
14. drama
15. kids/Children’s

a. a TV program that documents real life events.

b. with a screen that gives a wider view than a normal screen

c. no longer broadcasting on television

d. the arrangement of scenes and events in a film or television program that makes it seem as if the action continues without interruption

e. broadcast on television program

f. if something is broadcast live, it can be watched to at the same time as it happens

g. a time in the evening when television stations start to broadcast programmes that are only suitable for adults

h. the prime time television viewing hours

i. the planning and development of television programmes

j. an amusing TV series about fictional characters

k. also known as a Soap Opera. A fictional drama about people’s daily lives.

l. television consists of programs that are not broadcast by cable or satellite

m. TV programs produced for children.

n. a “fly on the wall” show, featuring real people.

o. a fictional TV story, featuring actors.