Broadcasting

About TV jobs

TV programmes are produced at studios where a lot of professionals work in team to offer interesting and entertaining contents. In this section, we want you to learn in detail about the most common TV jobs as you and your group will have to do some similar work in the final challenge consisting of broadcasting your own TV programme.

At the end of this section, you will have:

Learnt about TV jobs and broadcasting tasks.
Learnt and revised the Present Continuous tense.
Described what is going on.
Interviewed TV workers.

Let us start by reflecting on the process of creating and producing a TV programme, for example, a game show, a talk show or the news programme. How many TV workers are necessary to do any of these programmes?

Unsplash. Talk show (CC0)

Click on the TV studio image and, with a partner, answer the questions below.

What type of programme is it?
Who are the people on the image?
What do they do?

In case that you do not know much about TV jobs, enter the Macmillan Thesaurus site and read about job titles and their main tasks.

Have a look at the list of TV jobs at the Wikipedia.org site. As you can see, a lot of professionals work to create and broadcast a TV programme.

Brainstorm with your class group and your teacher the jobs and tasks that you think are necessary to produce your TV show from the beginning to the end. Then, enter the Creativeskillset.org to help you complete a chart on TV jobs that you will be able to create with the online tool Canva.

In the chart, draw three columns with the following headings:

Before broadcasting tasks (Pre-production)
Broadcasting tasks (Production)
After broadcasting tasks (Post-production)

Include the job titles that you have chosen under the right column and describe what these jobs consist of. Type the student's name next to the job each one of you is going to perform. If necessary, search for information on the Internet about other tasks that are specific for these jobs. It is important that you understand what these tasks are so that you and your classmates organize well before you start your final challenge.

Copy the url link of your chart and paste it in the page entitled 'My digital resources' of your Weebly site. Share the chart with your classmates on Pinterest.

We invite you to have a look inside an animation studio. Watch the Inside the studio video and comment with a partner on the questions below.

Can you name the job titles of some people who appear on the video?
What are the workers doing?

Try to describe what you watch on the video with Present Continuous sentences.

Take the Grammar challenge to check you have understood the use and form of this tense as you are going to use it in the mission below.

Live from the studio

In the following mission, you are going to become TV professional workers and your classroom or any other room at your school is going to be the studio where you work. Here, you need to start thinking about the contents of the magazine programme that you are going to carry out in your final challenge.

Neva79. Reportero (CC0)

In this mission, we suggest that you show a group of TV producers (other classmates) around your TV studio and describe what you are doing to prepare and produce the pilot TV programme. This mission will help you know how to describe TV jobs and will help you get a better understanding of what you will do in your challenge.

Your teacher will assess your work in this mission considering the criteria included in the 'Rubric for assessing an oral presentation' (download in editable odt format, download in pdf). The edition and production of your video will be evaluated with the criteria in the 'Rubric for assessing a video in the classroom' (download in editable odt format, download in pdf).

Please, follow the instructions below to do your mission accurately.

Feedback

Get together in groups of four students.
From the jobs that you have learnt in the previous section, choose the ones that you consider as important for the creation of your TV show.
You need to organize your work and distribute the tasks among you all. Decide on what tasks of reporter, presenter, script writer, subtitle editor, etc. each member in the group is going to do.
Search for information about these tasks and find images to illustrate them. We want you to show the group of visitors around your class as if it were a TV studio and tell them what your TV team are doing at the moment to create a pilot TV programme. Remember to use Present Continuous sentences. You can revise this tense at the British Council site.
Refer to the type of contents that you are preparing for your magazine programme. Remember that a magazine programme usually contains several sections such as reports on current events, interviews or debates.
Prepare a set of pictures representing the production tasks that you are performing to broadcast your TV show and hang them on the classroom walls or somewhere else.
Show the visitors around the classroom and point at the pictures representing professionals working to prepare and broadcast the TV show. Take turns to explain to them about these professionals' tasks. Enter the British Council site to revise how to describe pictures using the Present Continuous.
This mission can be included in the final part of your challenge as the programme making of . That is why we encourage you to record the visit and keep the video for your great challenge.
Edit your video recording with titles and publish it on the page entitled 'My digital resources' of your Weebly site. Share the video link with your classmates on Pinterest. Remember to attach an image to the link.
After watching all the videos, the classgroup will vote for the best and most efficient TV crew and the most attractive pilot programme.

Learning diary

One last thing, but not the least. It is very important that you reflect on how you felt while you were learning the contents and preparing the job interview.

your learning diary

Peter O'Shea. Writing tools(CC BY)

Create a new post on your blog with the title 'A Job Interview' and answer the following questions:

What are the most difficult aspects?
What tool was the most difficult for you to work with?
What do you think is the most important aspect you have learned?
Are there any aspects you didn't understand?

Do not forget it would be great if you shared these feelings and thoughts with your classmates. You will have 10 or 15 minutes to complete this part.

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