Seçil Aydın Seçil Aydın

Intermediate level


Main Aims

  • To provide fluency speaking practice in an interview in the context of different kinds of film.

Subsidiary Aims

  • To provide clarification of some words related to films in the context of cinema.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T plays 2 different soundtracks. First, Hababam Sınıfı 'Which film's soundtrack is it?' Second, Mission Impossible Which film is it? What kind of a film is it? (action) T elicits 'soundtrack'.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

T tries to elicit 'plot' by asking: How do you decide which film do you want to watch? (search for films on the internet) What is important for you in a film? (actors, actresses, plot) If you want to learn what the film is about, which one is more important? Actors or plot? (plot) T models the pronunciation. Choral drilling and individual drilling. T shows same two parts of a film, one is with subtitle, the other one is Turkish dubbed. What is the difference between the first one and the second one?( dubbed, with subtitles) T elicits the words. Models the pronunciation. Choral drilling and individual drilling. T writes 'Films' on the board to elicit some different types of film. What kind of films do you know? Think about the films for a second. Writes different kinds of film. Uses PPT to have a quick check on pronunciation. Models the pronunciation. Makes drilling.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

T informs the students that they will learn each other's ideas/tastes about films. T asks them to read the interview first. Asks them if there is a problem with the questions. Wants the students work in pairs. Pairs them as A's and B's. 'Interview your friend by asking these questions. First A's and then B's.' Asks 'What did you learn about A/B?' Do you like same kinds of film? What is his/her favourite film? T goes around the class and takes notes.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

First, T gives feedback on content. If there are pronunciation mistakes, T models and drills the word again. If there is a grammatical mistake, T writes the sentence on the board and asks 'What's wrong with this sentence?' T tries to use peer correction before teacher correction.

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