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7a film genres
elementary A1/A2 level


Students will read a text about the character James Bond's backstory.


Abc reading for gist and reading for detail questions
Abc vocabulary jigsaw activity handout
Abc pictures of Harry Potter, Frodo Baggins, and Ataturk

Main Aims

  • To provide practice in reading about a character's back story

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of character back stories


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

Teacher asks students what kinds of films they like? Show website of Netflix, talk briefly about movie genres. Generate list of movie genres that students like on the board. Teacher asks students if they like James Bond movies, what kind of movie is this? (spy movie). Students are shown an image or opening frame of a clip from a James Bond movie and are asked to work with their partner to predict what will happen in this scene. Students share predictions, watch clip. Quick wrap-up: teacher asks students if their prediction was correct.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible by glossing difficult vocabulary in the reading text

Teacher hands out the worksheet, "Meet James Bond" (see appendix), a brief introduction to James Bond with a gap-fill for difficult vocabulary in the reading: a climbing accident, a secret agent, the navy, secret service, a license. The text attempts to elicit the vocabulary items from the students, but provides a word bank if students have trouble. Students fold the word bank under the sheet and are told not to look at it until after they have tried to fill in the blanks. They can check their answers with other students in the class. Teacher drills pronunciation of words in word bank, goes over answers, and clarifies meanings and form while going over answers.

While-Reading/Listening #1 (6-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Students read the first sentence only and then work together with their partner to make a prediction about what the text will talk about. Teacher elicits responses form students and puts some on the board. Students now skim the text to determine the topic. Then, they talk to their partner again and decide if they were right or wrong in their prediction. Teacher discusses predictions with students.

While-Reading/Listening #2 (12-15 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Once students have determined the topic of the reading (gist), teacher elicits from students the questions we might ask to find out about a character's past (their "back story"). CCQs: Are we talking about the present or the past? (past) Do we give all possible information about the character, including things that happen to him in the stories? (no, only the backstory) Students then answer a set of detail questions about the reading text on James Bond's backstory (see appendix). The questions are designed to serve as a model for the type of information that should be included in a character's back story. Students mingle and check answers (rule: cannot look at other person's paper, can only ask the question on the handout). Teacher goes over answers with students.

Post-Reading/Listening (10-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Teacher puts up pictures of Harry Potter, Frodo Baggins, and one famous Turkish folk hero (Ataturk). Students can work alone or with a partner to generate the main points of some character's back story, either one of their own choosing or one on the board. Students present back story to the rest of the class without saying the name of the character; other students will see if they can guess.

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