Michael Michael

Cinema lesson
Elementary level


This lesson continues with context from the previous lesson, but provides Ss with more practice of the TL. You have two practice activities, one more controlled than the other (the Ts Bk activity on p141), so you should do this one first.


Abc gap fill

Main Aims

  • To provide Ss with practice of functional language for asking and answering about prices and times in the context of buying tickets for the cinema.

Subsidiary Aims

  • To give Ss practice in listening for specific information and speaking for accuracy


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

Put some examples of time and prices on the board and elicit responses from students.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

-) I'm going to post blown up pictures of the exercise for students A,B, and C on the board making sure each one is labeled and I will then be sure students can see and understand which section is labeled hear, and which one is labeled say. -) I will label column 1 and column 2 -) I will drag my finger up and down column 1 that says hear while standing on the opposite side of the board, and say " when you hear" while giving a non verbal cue with my hand and ear. -) Then change sides of the board and drag my finger up and down column 2 while saying "say" while giving a non verbal cue with my hand and mouth. -) I will draw an arrow on the board to where student A will begin and say. "10:00 o'clock" pointing to the class and cuffing my ear signifying to them when you hear 10:00 o'clock, then using my hand in mouth signify to them to say the correct answer from the chart which is 35 pounds. -) I'm going to group students in to pairs of three were possible if there is an odd number I will assign 2 students to one paper. -) I will then give papers to students. -) Students will be instructed not to turn the paper over and to leave it upside down. -) I will then return to the white board and point to hear and give none verbal ques, then draw an arrow to say and give none verbal ques of say. ICQ's I will ask after "after you hear while non verbal queuing with my ear and hand, then you will while non verbal queuing with my hand and mouth.

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

I'm going to set the context for ex 11 – make sure Ss know what their roles are. Make sure they know that they will by tickets for a film - & have to choose which film to go to. show them a picture if necessary before hand to elicit some feedback.

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

Elicit some example sentences from the Ss from the previous lesson – make sure Ss know how to ask questions & answer. Put Ss into pairs & get them to buy tickets from each other – taking it in turns to play the different roles. – Get Ss to change partners periodically so they do the dialogue about 3 times each. Monitor & take notes of any errors.

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

Do some general FB – which film they bought tickets for, etc. – Then put some of the errors on the w/b & get Ss to correct them.

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