Scribd Logo
Upload

Welcome to Scribd!

  • 80 views

    LP Using Film

    Uploaded by

    api-241926555
    This lesson plan is for a 90-minute English lesson using film in the classroom. It involves 6 main activities: 1) Reading a film description and answering comprehension questions; 2) Identifying different film genres from trailers; 3) Watching a film scene and answering gist and detail questions; 4) Learning vocabulary related to emotions shown in the film; 5) Practicing a grammar point found in the film; 6) Role playing predictions and scripts of future film scenes. Extension activities include reading a book related to the film and role playing characters from a play. The plan provides flexibility and options for differentiation based on learner level.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd

    LP Using Film

    Uploaded by

    api-241926555
    80 views8 pages
    This lesson plan is for a 90-minute English lesson using film in the classroom. It involves 6 main activities: 1) Reading a film description and answering comprehension questions; 2) Identifying different film genres from trailers; 3) Watching a film scene and answering gist and detail questions; 4) Learning vocabulary related to emotions shown in the film; 5) Practicing a grammar point found in the film; 6) Role playing predictions and scripts of future film scenes. Extension activities include reading a book related to the film and role playing characters from a play. The plan provides flexibility and options for differentiation based on learner level.

    Original Title

    lp using film

    Copyright

    © © All Rights Reserved

    Available Formats

    DOC, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This lesson plan is for a 90-minute English lesson using film in the classroom. It involves 6 main activities: 1) Reading a film description and answering comprehension questions; 2) Identifying different film genres from trailers; 3) Watching a film scene and answering gist and detail questions; 4) Learning vocabulary related to emotions shown in the film; 5) Practicing a grammar point found in the film; 6) Role playing predictions and scripts of future film scenes. Extension activities include reading a book related to the film and role playing characters from a play. The plan provides flexibility and options for differentiation based on learner level.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    80 views8 pages

    LP Using Film

    Uploaded by

    api-241926555
    This lesson plan is for a 90-minute English lesson using film in the classroom. It involves 6 main activities: 1) Reading a film description and answering comprehension questions; 2) Identifying different film genres from trailers; 3) Watching a film scene and answering gist and detail questions; 4) Learning vocabulary related to emotions shown in the film; 5) Practicing a grammar point found in the film; 6) Role playing predictions and scripts of future film scenes. Extension activities include reading a book related to the film and role playing characters from a play. The plan provides flexibility and options for differentiation based on learner level.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    You are on page 1of 8

    F.I.L.M.

    Lesson plan

    Topic: Making the most of film in the classroom


    Level: Entry 7 - 8
    Time: 90 minutes
    Aims
     To understand a part of a film
     To describe types of films and something they have seen

    Objectives
    Learners will be able to:
     recognise some film genres
     understand some scenes from a film
     understand types of genre
     describe something they have watched.

    Extension objectives
    Learners will be able to:
     write about something they have watched
     read parts of a book.

    Introduction

    This is so you can use the ideas suggested in the lesson plan with any film you
    choose to suit your leaners’ interests and to support learning which is relevant to
    your learners. This does, however, mean you will need to create tailor made
    activities for your learners.
    The film you choose can be used independently or with simplified reading texts
    available through graded readers to provide further reading, pronunciation and
    vocabulary development. Check online for book availability and level prior to
    selecting your film.

    Preparation
    You will need
     DVD: choose an appropriate film for your learners in terms of interest, level, etc.
    Select a few scenes which are easy to understand from the context or images
    which tell at least part of the story.
     Pictures: stills from the film to display to learners, get these either from the DVD
    or find some stills on the internet
     Blurb: short description of the film with differentiated versions appropriate to the
    level of your learners (Activity 1). Adapt from the ‘blurb’ on film box. If your class
    is mixed level, produce a lower and higher level version
     Comprehension questions: pre-prepared questions about the blurb text
    differentiated by level (Activity 1)
     Template Resource 1 to add alternative or additional emotion adjectives or other
    vocab items and definitions for the trailers you are using
     Film trailers: advertising other films on the DVD you have chosen (Activity 2).
     Resource 2: 1 copy cut up per pair of learners. Use Template Resource 1 to
    add alternative or additional genres for the trailers you are using
     Gist and detail questions: prepare some questions for 1 of the scenes you have
    chosen either to display or write on the board (Activity 3).
     Resource 3: 1 copy cut up per pair of learners (Activity 4). Use Template
    Resource 1 to alternative or additional adjectives or vocabulary items
     Resource 4: 1 copy of per learner or chosen grammar activity relevant to
    grammar covered in recent classes or relevant to language in film (Activity 5)
    Extensions
     Book of film: minimum of 1 copy between 2 (Extension activity 1)
     Resource 5: Template role cards.

    Procedure
    Warmer (5 minutes)
     Display or hand out the film title.
     Display or hand out pictures of some scenes from the film.
     Elicit from the learners what they think the film will be about.

    Activity 1 – Reading and listening (15 minutes)


     Pre-teach any relevant vocabulary for reading text using Template
    resource 1 (your own vocabulary activity matching definitions to
    meanings).
     Put learners into groups according to their level and hand out a copy of the film
    ‘blurb’ at the appropriate level for the group.
     Display the comprehension questions you have prepared and elicit the answer to
    the first question as a model.
     Ask learners to answer the rest of the questions in pairs or small groups.
     Feedback the answers using nominated learners or by showing the correct
    answers.
     Ask: ‘What type of film do you think this is?’ to elicit the genre of the film, but don’t
    tell them the correct answer.
    Differentiation
     Learners to be given versions of the blurb according to their level.
     For learners with literacy needs, use choral or paired reading.
    Activity 2 – Listen and respond: genres (20 minutes)
     Play the trailers for the films other than the one you are going to show and ask:
    ‘What type of film do you think this is?’
     Display resource 2 picture 1 and elicit what type of film it represents (comedy).
     Hand out cut up copies of resource 2 and ask the learners to match pictures to
    type of film.
     Show the trailers again and ask the learners to match them to the films in the
    trailers.
     Elicit how you can tell what type of film from the blurb and trailers e.g. by looking
    at pictures, language used, key scenes, etc.
    Differentiation
     Higher level learners: add more or alternative genres using Template resource
    1.

    Activity 3 – Watching and listening for gist and detail (20 minutes)
     Choose a scene that is easy to understand i.e. it has a lot of action in it. Make
    sure it’s no more than about 5 minutes.
     Group the learners together by level. Play the opening shots of the scene then
    stop and elicit the possible scenario.
     Display the gist questions you have written for this section, play the scene then
    get learners to discuss the answers in pairs.
     Nominate learners to feedback and check.
     Give out or display the listening for detail questions, play the scene then get
    learners to discuss the answers in pairs then check answers.

    Activity 4 – Vocabulary (20 minutes)


     Elicit adjectives to describe emotions appropriate to the chosen film and write key
    words on the board.
     Display resource 3 picture 1 and elicit the emotion (happy).
     Hand out resource 3 to pairs of learners and ask them to match the emotion with
    the picture or definition.
     Choose scenes in the film to pause at / show, to discuss the emotions.
    Differentiation
     Use Template resource 1 to alternative or additional adjectives or vocabulary
    items relevant to your learners.
     Lower level learners: use a maximum of 4 new vocab items.

    Activity 5 – Grammar (20 minutes)


     Choose a scene containing the target grammar.
     Play the scene up to 3 times to elicit examples.
     If using resource 4, display Task 1 and elicit the different pronunciation for the
    regular past simple endings).
     Model Task 2, ask learner to complete on their own then compare to their
    partners.
     Check and drill the pronunciation.
    Differentiation/ extension
     Use alternative grammar activities related to the film you have chosen.
     Make up matching cards with target language/ grammar using Template
    resource 1 cut up.
     Ask learners to prepare a short dialogue using the target language and perform in
    small groups or pairs. This could be based on 1 of the scenes from the film.
     Learners could write simple sentences using the target language.

    Activity 6 – Speaking and listening


     Pause the film at a part where it is obvious what is going to happen next and ask
    learners to tell their partner what they think will happen.
     Repeat with this or a different scene and invite learners to write their own script
    for this section.
     Learners to role play their script in pairs or small groups.
     Watch scene to compare with what they thought.
    Differentiation/ extensions
     You could play the scene without the sound instead of asking learners to predict
    what will happen next.
     More confident learners could perform their scene for the whole class.
     Higher level learners: play the section with subtitles for learners to match their
    script with the scene.
     Higher level learners: introduce language for making predictions e.g. ‘He might…
    They could… They’ll probably...’ play a scene then stop and ask learners to
    predict what might happen next.

    Cooler (5 minutes)
     Ask learners to think of something they’ve watched recently, preferably
    something all learners likely to have watched.
     They should describe it without saying the name and the others have to guess.
    Differentiation/ extension
     Lower level learners: put learners with a partner. This could be someone who
    speaks the same language. Ask them to think of something they have watched
    recently and work together to describe it in English.
     They could write about a film or television programme they’ve watched or
    something they like or know well. This could be in their own language.

    Extension activity 1 – Reading, speaking and pronunciation


     Group learners with people of the same level. Show a section of the film, and ask
    learners to take turns reading from the relevant section of the book.
     Monitor and note issues with pronunciation, intonation, stress, vocabulary.
     Feedback common pronunciation issues.
     Upon completion, complete the suggested tasks at the back of the book for
    writing practice.
    Differentiation/ extension
     Choose either a few sentences, paragraphs or pages depending on the level of
    the group.)
     The whole film and book could be watched/ read over the period of several
    lessons.
    Extension activity 2
     Very high level learners could watch or read a Shakespeare or other classic play.
    Or you could find a classic play in translation from one of your learners countries
    that they may know. Prepare name cards for each of the characters using
    resource 4 Template for them to take turns in role play. This works well in larger
    groups.
     Lower level learners: as above, but use a modern soap, film or
    playscript learners are likely to know.
    Template Resource 1 – Matching: insert your own vocabulary (adjectives, genres,
    etc.) 

    Insert picture or definition here


    Insert vocab item
    here

    Insert picture or definition here


    Insert vocab item
    here

    Insert picture or definition here


    Insert vocab item
    here

    Insert picture or definition here


    Insert vocab item
    here

    Insert picture or definition here


    Insert vocab item
    here

    Insert picture or definition here


    Insert vocab item
    here
    Resource 2 – Matching genres to pictures 

    comedy

    romance

    chick flick

    history
    Resource 3 – Adjective matching: Emotions 

    happy

    frightened

    angry

    thoughtful

    You might also like