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You just have to see it!
Elementary level


In this lesson, students learn and practice how to make recommendations in the context of movies/films. They are first tested on their previous knowledge, given some context in the form of listening and then tested again at the end, followed by some freer practice.


Main Aims

  • To provide clarification, review and practice of language used for suggestions in the context of movies/films.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of movies/films.


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

The teacher (T): "Do you like movies/films"? "What kind of movies do you like?" "How often do you go to the cinema?"(this can be OPTIONAL) "Have you seen these movies?"(pointing out the movie posters on the wall and on the board?" INSTRUCTIONS: T:"Look at that" (pointing the handout) "You can find the names of the movies(we can see the posters on the walls) and the sentences from the movies. "What are you going to do with these?" T tries to elicit the activity. "Match the movies with sentences" "Now, work in pairs please" "You have 1 minute." ICQs: -Are you working individually?No, in PW. -Are we going to match the sentences with the movie names? YES. FEEDBACK: T elicit answers from different Sts. The aim of the activity is to build interest and grab Sts' attention to the context and engage them.

Test #1 (4-5 minutes) • To gauge students' prior knowledge of the target language

INSTRUCTIONS: T: "How many people are there?" 2 People. "What are they doing?" Talking to each other. "What are those?" (Pointing the speech bubbles.) "Work in pairs." "Put in order the sentences so that it can be a conversation." "You have 2 minutes." ICQs: "Are we working in pairs?" YES. "Are we putting the sentences in order" YES. Questions can be varied according to the reaction of the class. Demonstration will be done if needed. FEEDBACK: As Sts share their sentence order with the class, T sticks the big bubles(some of them that includes suggestions and answers) on the WB.

Teach (12-15 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

T divides the board into 3 parts and puts the pictures showing "questions& suggestions, accepting&saying YES, refusing&saying NO" on top of the three parts of the WB. T: "Come to the WB and Put these sentences into the correct part of the WB." Is it a question, a yes or a no?" "You have 1 minute." ICQs:"Are you going to put the sentences on the WB?"YES. "Are you going to put them into the correct part of the WB?"YES. A demonstration will be done based on the reaction of the class. Then T gives the questions and answers(YES&NO) to the Sts. FEEDBACK: For the sentences that are put on the wrong part of the WB will be asked to the class if it is in the right place or not. Guided discovery: T helps students to find the answers of the questions . Drilling will be done here.

Test #2 (4-5 minutes) • Check students' use of the target language again and compare with the first test

INSTRUCTIONS: T:"Listen to a conversation and fill in the blanks individually." ICQ: "Are you going to fill in the blanks?"YES. "Are you going to work in pairs?"NO. T :Now, check your answers with your partner! ICQ: "Are we going to check our answers with our partners?"YES. T: "Do you want to listen again?"YES/NO. Second listening will be done based on the needs. According to the time, some answers can be shared and the rest of the answers can be given to the Sts in the answer keys.

Free practice (14-15 minutes) • To provide students with free practice of the target language

This is a role-playing activity. Instructions: "Find your partners"(Different partners) "Ask each other and plan about a movie night like the ones we listened and read" "You have 4 movies, 2 cafes, so use them in your conversation" ICQs:"Are you working in groups?"NO, in pairs. "Are you talking about your movie night?" YES. "Are you going to use these 4 movies and 2 cafes in your conversation?YES. Demonstrations are done with Meryem(T wants her to come to the WB.) During the activity, T notes down the points that needs to be corrected during and after the activity. FEEDBACK: 2 pairs are picked to show their role-play activity. Correction is done.

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