Sophia Yazici Sophia Yazici

Adjectives to describe films
Elementary level

Description

In this lesson, Ss learn about adjectives used to describe films through test teach test. The first test is done by referring to famous film pitches reading: the Ss identify the genre and why it is that genre. This is followed by clarification of any new/problematic vocabulary and controlled practice using the new vocabulary. Finally, the Ss have some semi-controlled practice describing films to one another in order to guess the film title.

Materials

Abc Controlled Practice - film adjectives
Abc Movie posters
C4wvruqssa9enghdjf3a movie names semi practice Movie titles
7g03lbhtzig2dycxqd3b make a pitch make a pitch.docx

Main Aims

  • By the end of the lesson, Ss will have a better understanding of adjectives describing films and have had an opportunity to practice using the adjectives

Subsidiary Aims

  • By the end of the lesson, the Ss will have had the opportunity to use the adjectives in a speaking activity

Procedure

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

The T writes the following on the WB: 'What types of films do you like? Why?' "In pairs, discuss what kinds of films/movies you like? and why?" (2-3 minutes) WC FB: Asking 3 or 4 Ss, "What types of films does your partner like?" (1-2 minutes)

Building the context (2-2 minutes) • To quickly read 5 movie pitches to decide what film genre they are

"Quickly read the paragraphs and decide what the film genre is. You have 2 minutes. ICQs: Are you going to read slowly? [No] For how long? [2 minutes]"

Test #1 (3-5 minutes) • To gauge the Ss' prior knowledge of the vocabulary

NOTE: MONITOR for adjective use: "Discuss in groups, what film genre is each paragraph from?" WC FB: (Have Ss write the answers on the WB. 1.Drama/Romance 2.Horror 3.Thriller 4.Science Fiction 5.Family/Children/Animated) "Are these correct? Do you have different answers? Why is this a drama?...."

Teach (10-15 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Pass out the movie poster HO. Project the movie posters page on the board. Write any adjectives that almost everyone used correctly. Elicit adjectives from the groups/Ss that used the adjectives. Meaning: Elicit from the Ss using the visual/gestures. Describe this movie./What kind of movie is this?/antonyms not funny=serious/What is he/she doing? [sleeping, crying, laughing] CCQs: Use the visuals, Is this a sad or fun movie?/Which movie is serious? Who is watching a serious movie? boring movie? ... Pronunciation: Drill chorally and individually (or in groups) Form: "What part of speech are they? [adjectives] Note fun can also be a noun." Adjectives: sad fun /fʌn/ 'boring ex'citing 'funny 'serious 'scary

Test #2 Controlled Practice (8-10 minutes) • Check students' use of the target language again and compare with the first test

"Finish the sentences with these words. There is one word you do not need. Work in pairs." GW FB: "Check you answers with the group next to you." WC FB: Answer key on the WB. "Check you answers." "How did you all do?" Possible error correction

Semi-controlled practice (7-12 minutes) • To provide Ss with semi-controlled speaking practice using the adjectives describing films

"Find the number on the bottom corner of your handout (showing/pointing). Number 1's here ...." (groups of 3 "In your groups, 1 person picks a piece of paper. Don't show it. Describe the film to the group. The group will guess which film you have. Take turns. (Demo it using Schindler's List. This is a sad and serious film. It is a historical drama. It is not funny or fun. A man saves many people during a war. ... ICQ: Do you show your paper to the group? [No]" NOTE: If there is time, swap choose a second film to describe. Leave 2-3 minutes for error correction.

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