Kelsey Wilkens Kelsey Wilkens

World Cinema Lesson
Elementary level


In this lesson, Ss will develop their listening skills in a text about Hollywood and world cinema. The lesson will be gin with a Lead-In, asking Ss whether they prefer Turkish or Hollywood films. Then, Ss will match vocabulary from the text to pictures/definitions in a pre-listening activity. After checking and pronuncing the vocabulary, Ss will listen for gist, choosing one of three titles that best suit the text. After that, Ss will listen for specific information in a related text about world average films per year. Following that, Ss will read for detail in a Gallery Walk True/False about the texts. The lesson will conclude with a group discussion of favorite films.


Abc Listening Text 2.18
Abc HO3, Pie Chart
Abc Listening Text 2.17
Abc HO2, Matching Sheets

Main Aims

  • To provide gist, specific information and detailed listening practice using a text about world film industries in the context of cinema

Subsidiary Aims

  • To provide clarification of film lexis in the context of text on world film industries
  • To provide fluency speaking practice in a conversation in the context of Turkish cinema


Lead-in (3-4 minutes) • To set lesson context and engage students

- Display Visual 1 on the projector. - Ask Ss if they prefer Hollywood movies or Turkish movies. - Prompt Ss with example questions: Which films are better? More interesting? More enjoyable to watch? Elicit other adjectives for comparison. Write adjectives on the w/b for reference. - Ss talk about their answer in pairs for two minutes.

Feedback (1-2 minutes) • To check that Ss have activated top-down processing for the listening text

- Nominate Ss to report out for each pair. - Ss answer about which films they prefer.

Pre-Listening (3-4 minutes) • To prepare students for the text and make it accessible

- Tell Ss: We will listen to a text about world films, but first let's look at some vocabulary. - Distribute HO1, Flashcards and HO2, Matching Sheets. - Do ''Hollywood'' example together as a class, writing Hollywood on the w/b and placing appropriate image alongside. - Ss work in pairs for 2 minutes. Ss match pictures to the vocbulary, pasting them on matching sheet.

Feedback (4-5 minutes) • To check that Ss have activated bottom-up processing for the listening text

- Write all words on w/b. - Elicit correct matches from Ss. - Ask CCQs about the vocabulary (see Language Analysis for CCQs) one by one. - Model and drill pronunciation before proceeding to the next word. - Elicit stress from the Ss and mark on the w/b.

Listening for Gist (5-6 minutes) • To provide students with less challenging gist listening tasks

- Write three titles on the w/b a)Hollywood at the Top of World Cinema b)Chinese Cinema is Taking Over c)World Cinema... Not Only Hollywood - Do CCQs with the language in the titles (''at the Top'' - Does it mean the best or the worst; ''taking over'' - Does it mean becoming more popular or less popular?; ''not only'' Does it mean there are other good cinemas? ) - Write in relevant synoymns from CCQs above the titles in a different color. - Play Listening 2.17.

Pair Check (1-2 minutes) • To allow Ss to boost confidence and encourage peer learning

- Ss talk about their answers in pairs.

Feedback (1-2 minutes) • To check that Ss have a general understanding of the listening text

- Nominate one pair with the correct answer to report out. Ask why this title is the best choice. - Highlight the correct title on the w/b.

Listening for Specific Information (4-5 minutes) • To provide students with a more challenging specific information listening task

- Distribute HO3, Pie chart to each S. - Ss guess numbers in chart in pairs. - Play 2.18. Ss listen for numbers in the text.

Pair Check (2-3 minutes) • To allow Ss to boost confidence and encourage peer learning

- Ss check numbers in pairs. Play 2.18 a second time. - While text is playing, begin to post True/False questions (HO5, True/False) around the room.

Feedback (1-2 minutes) • To check that Ss have understood specific information in the listening text.

- Nominate Ss to give correct numbers. - Write the numbers on the w/b.

Reading for Detail (5-7 minutes) • To provide Ss with more challenging detailed reading tasks

- Distribute copy of HO4, Reading to each S. - Rearrange Ss in new pairs. - Ss stand up with their partner. - Place one pair at each question. - Ss complete True/False Questions around the room in pairs for 5 minutes. - When Ss finish, give each pair a copy of HO5, True/False to check their answers.

Post-Reading/Listening (5-6 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

- Arrange Ss in small groups. - Ss discuss the questions on HO6, Discussion Questions. - If there is time remaining, point out good language used in the discussions and prompt any necessary corrections or reformulations.

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