Elementary level


In this lesson, the students will practice writing based on the love story film 'UP.' They will listen to the intro music of the film for almost 1 minute and will be asked to guess to type of the film and what might be happening. During the listening, they will be expected to write a story (they will be supported by the teacher by being given useful phrases on the board). While writing, they will be practicing conjucntions such as 'and, but, so, however, then." They will also practice speaking. This lesson will include productive skills and will support the students with language structure and also some vocabulary related to the film such as "adventure, life-long dream, postponing the dreams."


Abc Happy&Sad Face Masks (to stick on the board), film soundtrack, short movie intro, pictures from the movie, sentences with "because"

Main Aims

  • To provide product writing practice based on the "love story" context via the film 'UP.' The students will also be engaged with group discussions to practice speaking skills.

Subsidiary Aims

  • To provide useful vocabulary related to the film and also support the students with language structure, conjunctions with writing.


Warm-Up / Lead-in (6-8 minutes) • To set lesson context and engage students.

T asks: "Do you go to the cinema? How often do you go to the cinema? what types of films are there?" The questions are aimed as a revision of what they have learned in the previous sessions. Then, T sticks as paper on the white board which has "love story" on it and asks students to elicit the vocabulary related to the love stories, happy ends&sad ends. In this section, teacher sptilts the class into 3 groups and asks them to produce as much words as possible related to the happy&sad ends. Later on, teacher writes down some words such as "joy, passion, excitement, sorrow, tear, grief, melancholy."

Useful Language/Before Writing Task Section (5-7 minutes) • To highlight and clarify useful language. To help the students produce a story.

T says: "You are going to listen to a music of a film soundtrack and I'd like you to think of those questions while you'r listening: - The type of the film? - How many characters are there? - What happens in the beginning? - What feeling does the music give to you? - What might happen in the end? - Is the feeling the same in the end as in the beginning. Additionally; T writes down useful phrases on the board to help to Sts during the writing activity: " There is/are ____________ people in the story. First, _________ and _________. After/But _____________. I think ______________. In the end, ______________. CCQ: "Are you going to answer the questions or think on the questions to write your story? " (Think on th story) " Are you going to think about the story while you're listening to the music?" (Yes)

Exposure (1-2 minutes) • To provide a model of production expected in coming tasks through listening to a music.

The T plays the music (01:10 minutes) and let them think on and imagine the probable story via listening. The students are expected to take notes based on the questions on the white board.

Productive Skills (Writing) (8-14 minutes) • To provide an opportunity to practice target productive skills.

T gives 7 minutes to the Sts to let them write their story: " Now, I'd like you to write the story which you think is suitable to the music. You can take help from the vocabulary on the board or the phrases." (Note: T prepares the computer for the next section to show the movie intro, so they will be introduced with the real story.) After setting up the preparation for the next section, T monitors them if they are on task and if they need help with the sentence or vocabulary, T supports them. Students checks their stories with their partners and T asks about some students' stories. (Note: T takes notes for some mistakes with the students' sentences to cover during the feedback session.)

Highlighting/ Follow-up/ Setting Discussion Topic for Writing and Speaking (10-15 minutes) • To let the Sts learn about the real story and to set a topic for the following writing and speaking activity.

After writing their own stories, T lets them watch 3,50 minutes video to highlight them about the new story and also to set a topic for the following discussion and writing section. T, then, gives handouts which includes the real story of the movie: "There are two people in the story. Their names are Carl and Ellie. First, they get married and they are very happy. They have a 'life-long dream' to travel to 'Paradise Fall' in South America and they are very excited about it. They want to have a baby but they can not, that's why Ellie is very upset. Then, Ellie gets sick and can not achieve her dream. However, she asks Carl not to give up his dream. In the end, does Carl put his life-long dream into practice?" I'M NOT SURE ABOUT THİS PART. !!!! IS IT A GOOD IDEA TO GİVE THEM HANDOUTS TO READ AND UNDERLINE THE CONJUNCTIONS OR SHOULD I WRITE IN ON THE BOARD AND ASK THEM TO FIND THE APPROPRIATE CONJUCNTION (I'LL STICK THEM AROUND AND ASK THEM TO FIND THE SUITABLE ONE), OR ANOTHER IDES: I CAN GIVE THEM PAPERS AND THERE WILL BE GAPS SO THAT THEY CAN FILL THE GAPS WITH THE SUITABLE CONJUNCTIONS IN THE BOX? T clarifies the meaning of "life-long dream" and "postponing dreams" with examples. T elicits from the Sts first and then explains: "a dream you’ve always had or something you’ve always wanted to do" and "to delay your plans" Later on, T sticks papers around the class having sentences with "because," and asks "why do people postpone their life-long dreams?" Sts first write their answers individually and then forms 3 groups to discuss about other reasons, then T lets them share their ideas with the whole class and writes down mistaken sentences to correct.

Feedback / Error Correction (2-3 minutes) • To provide feedback on Sts' production and use of language.

T corrects and explains the mistakes of some sentences given by the Sts.

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