The Media: “Chat sites are bad for young people“

Subject: Language classes
Summary: Warming – up activity; Forum Debate; Working in groups; Presentation; Asking and answering the questions; Genaralisation
Activity length: 45 minutes

OBJECTIVES: Working in groups, using the given text and found information on The Internet, the students will be able to give 2-3 arguments for and against, ask a few questions for opponents  about  chat sites and summarise  the speeches.

COMPETENCES: Communication, social, personal, learning to learn, creativity, cognision.


The Ss had to read the given text and find arguments in for and against about chat sites.

The teacher  prepares the sheet of paper with the questions for self evaluation for students ( for reflection).

Was the task interesting for you?

What was the most difficult thing in the lesson?

Was it difficult to work in the group?

Did you need help?

What mark will you write for yourself?

T prepares the assessment  scales.


1.    The teacher  presents the theme  and objectives of the lesson. She presents  the table of assessment and gets students to know  the questions for self evaluation.
2.    The students  were divided into groups and they chose  the leaders  for speaking in the last lesson.(The speakers prepared their speeches  and left students prepared the questions for opposing team).
3.    The teacher appoints 2 students who evaluate the speakers. ( The teacher evaluates too).

1. Warming-up activity: Review of media vocabulary. Boardrush. Write words from the last lesson all over the board, e. g. Documentary,newsagent‘s, headline,  chat site, photographer, journalists, channel, station, tabloid, search engine, download, broadcast, soap opera, reality show  etc.
Put  students into two groups. One student from each group comes to the front. Give a definition of one of the words on the board (or an example of type), e. g.  A factual programme about a subject (documentary). Big Brother (reality show).
The two students try to be the first to touch the correct word, the winner getting a point. Swap students and repeat the process for the other words.

2. The speaker of affirmative team presents  his speech  (4-5 min.). When he finishes he is asked the questions by opponents. The opossing team asks the questions about 2- 3 minutes. Ss ask the questions if they don‘t understand anything or they ask to explain some statements. The opponents try to find their week points.

3. The speaker  of negative team presents his speech (4- 5 min.).He tries to deny the arguments of the first speaker  and  wants to  demonstrate what his arguments are more convincing. After the speech is finished he is cross – examined by opponents team too (2- 3 min.). The audience tries to ask the questions proving that the speaker is not right, or his arguments are not convincing.

4. The audience speak – they briefly agree or disagree with the speakers, express their  opinions. It is general discussion.

5. When the audience expressed their opinions, affirmative and negative speakers present their speeches again. Now they speak shorter, only 3 minutes everybody. Their  task is  to generalize the audience‘s  ideas, to prove  their justice and engage the viewers.


Genaralization of the lesson:
The teacher  together  with students (who evaluate) summarise  the  presentations of both teams, comment their ideas, arguments and  the questions for opponents and point out which team was more convincing.

Additional notes:

The students are going to write an essay for a school competition. This is the topic of the essay: CHAT SITES HAS A BIG INFLUENCE ON YOUNG PEOPLE‘S LIFE. In the essay  students have to give at least three arguments supporting the idea that chat sites influence young people‘s life.
The students should write at least 180 words.

The students answer the given questions.

The layout of the lesson prepared English teacher: Aušra Andriekiene
Pagegiai Algimantas Mackus gymansium