| LESSON OVERVIEW
The main objectives of this lesson are to:
- engage in talking about reality TV;
- debate the positive and negative impacts of reality television shows;
- develop reality TV show ideas.
In this lesson, students discuss reality TV, talk about different types of reality shows and share their experiences. They read and debate various opinions on reality TV, watch trailers for two reality television shows and talk about what they would prefer to happen as a result of being on a show. Students work in pairs, read descriptions of reality shows and discuss their pros and cons. They use cards to create ideas for reality TV shows. Students can also do an extra exercise to practise useful vocabulary (e.g. insightful, over the top, addictive).
C1 / Advanced45 min
60 minSpeaking ClassUnlimited Plan
This is a Speaking Class worksheet. It includes a variety of tasks that let your students practise their speaking skills. This lesson format does not focus on grammar or vocabulary. Learn more about it here.
WARM-UP AND DISCUSSION
Before this lesson begins, students can do an extra vocabulary task. They match the sentences and responses about reality shows. Then, students identify phrases that describe words for talking about reality TV quality and impact (e.g. exploitative, trashy, scripted). Moving on, they do a warm-up activity. Students look at the term reality TV and discuss what it involves and what it doesn’t involve. They then look at different types of reality shows (e.g. business shows, cooking shows, dating shows) and discuss their experiences and thoughts about them. Afterwards, students read different opinions on reality TV (e.g. reality TV doesn’t tend to accurately reflect real life), say if they agree or disagree and give reasons. Next, they watch trailers for two reality television shows and comment on points related to their production (e.g. who they are aimed at).
MORE DISCUSSION
In this part of the lesson, students look at pairs of scenarios (e.g. you make a lot of money quickly OR you build a slow but stable career) and imagine they were contestants on a reality show. They select and justify their preferred outcome of appearing on the show. Afterwards, students work in pairs, reading the description of different reality shows. Student A argues the show’s appeal, while Student B highlights its flaws. They then change roles and repeat. Next, with a partner, students get sets of cards with categories (contestants, activities and settings) and engage in talking about reality TV. They choose one card in each set and use them to create an idea for a reality TV show. Students describe it and explain why viewers would enjoy it. They repeat with different sets of cards. Then, students decide which show they would most like to watch.
WORKSHEETS
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Thank you so much for this lesson! Both my student and I really enjoyed it. There was a lot of useful vocabulary as well as many interesting questions and topics for discussion.
Really pleased to hear this! Thanks for the feedback 🙂
Personally I didn’t find this to be a very good lesson. It was lacking anything challenging for a C1 student, very basic at that level. Should be B1- lower B2.
Thanks for the feedback 🙂 In terms of the level, we included the vocabulary in the teacher’s version that this level should find challenging enough to use. As a speaking lesson, the general purpose is to provide enough activities that students can talk about the topic in detail.
Hello,
I am halfway through this lesson, and it has been a huge hit. I have never seen my students so engaged.
Nicely done!
That’s so great to hear! Thanks for sharing 🙂
I guess the slides are repeated on the pre-teaching vocabulary phase.
Hi! There are two parts to the task, which is why it might look the same. In the first part (sllides 3-10), students match statements and responses, and in the second part (slides 11-18) they look for meanings of the words in bold. Hope this helps!