Leigh Davidson Leigh Davidson

Forms of Entertainment: Movies
Upper-Intermediate to Advanced level

Description

In this lesson Ss will discuss one of the major forms of entertainment--movies. Ss will share what they like to consume, how often, and why, and will provide recommendations to their fellow peers, the T, and the WC. The conversation will mostly focus on popular and famous movies, guiding the Ss to think about and explain why so much attention is given to these specific movies. The informal discussions will prepare Ss for a proceeding productive activity, to be completed in the following lesson, involving either a role-play scenario ('acting out' famous scenes from popular movies) or a presentation (comparing and contrasting American cinema with Turkish cinema).

Materials

Main Aims

  • To provide Ss with an opportunity for freer speaking practice within the context of the main form of entertainment known as cinema.

Subsidiary Aims

  • To provide Ss with an opportunity to practice discussing their likes and dislikes, within the context of watching movies, as well as providing recommendations to their fellow peers.

Procedure

Warmer/Lead-in (15-18 minutes) • To set lesson context and engage students

Write on the WB "MOVIES." Elicit from the WC answers to some general questions. --"Who watches film regularly? "How often do you watch movies and what are some of your favorite films?" Encourage Ss to explain why those films are their favorite movies. --"How often do you go to the cinema? Is there a certain type of film that you prefer to see in the cinema--rather than at home?" --"Do any of you own any movies (on DVD or on your computer hard drive)? Which films are in your movie collection, and why?" --"Are there any films that you have watched repeatedly? Why do you like watching that movie (or movies) multiple times?" --Refer the Ss back to the 'Books & Music LP.' "Can you think of some books that have been adapted into movies? Do you think the adaptation worked on the screen? Why (or why not)?" (T's answers: 'Lord of the Rings', 'English Patient', 'The Wizard of Oz', 'Harry Potter', 'Twilight', 'The Great Gatsby', 'Pride and Prejudice', and 'Princess Bride') --"Do you know of any movies that were adapted into books? Do you think that that translation worked? Why (or why not)?" (T's answers: 'Star Wars', 'Jaws', 'Total Recall') --"Can you recall a movie that you did not enjoy watching? Why was the experience so unenjoyable?" --"Have you ever left the cinema, before a movie finished, because the movie was so bad? Why did you leave?" (Share T's experiences with 'The Hulk' [2003, Eric Bana] and 'No Country For Old Men' [the pitbull scene]) --"What movies have you seen this year? Which ones would you recommend to your fellow peers?" --"Are there any films in the theater, or about to be released this year, that you are really excited to watch?" (T's List: 'Blade Runner 2049' and 'Murder on the Orient Express')

Productive Task: World Famous Movies List (11-13 minutes) • To provide an opportunity to practice target productive skills

Mention to the WC that you completed some online research and came up with a list of the 10 most famous movies in cinematic history. Encourage the Ss to provide some guesses for the contenders on this list. Show the WC a reel of the top 10 most famous movies of all time ('Star Wars: Episode IV, New Hope'; 'Back to the Future'; 'The Wizard of Oz'; 'The Godfather'; 'Titanic'; 'Terminator'; 'Jurassic Park'; 'Indiana Jones: Raiders of the Lost Ark'; 'Lord of the Rings: Return of the King'; and 'Harry Potter and the Sorcerer's Stone'). Try to elicit from the WC a brief synopsis for each movie. Which of the movies, in this list, have the Ss seen? Did they enjoy watching those films? Why or why not? Would they recommend any of these movies to their fellow peers? Which ones? Are they interested in watching any of the films that they haven't seen yet? Which ones? Elicit from the WC the following: --"Why do you think that these specific movies are considered famous?" --"What topics (subject matter) do these movies address that interest and excite a large and diverse audience?"

Productive Activity: Music and Movies (16-18 minutes) • To provide an opportunity to practice target productive skills

Elicit from the WC their thoughts on the relationship between cinema and music. "Do you think that the soundtrack for a film is an important component of that film? How so? What does music do for a film and for the audience watching that film?" Elicit from the Ss any favorite soundtracks that they own or listen to. (T's Answer: Amelie, Pirates of the Caribbean, Lord of the Rings, Big Fish, Chocolat, Motorcycle Diaries, Crouching Tiger Hidden Dragon, Narnia, Requiem for a Dream, and Brokeback Mountain) Elicit from the WC what they think are the greatest soundtracks of all time. Write on the WB answers from your own research, of some of the top favorites. ('O Brother, Where Art Thou?,' 'Drive,' 'Lost in Translation,' 'Purple Rain,' 'Guardians of the Galaxy Vol. 1,' and 'Pulp Fiction') Elicit from the Ss if they are familiar with any of these movies, and if so, do they agree or disagree with the soundtrack ranking. Elicit from the WC any examples of movies that were ruined because of their soundtrack. Instruct the WC that they are going to watch a clip from the movie 'Pirates of the Caribbean.' "You are going to watch this clip four separate times, with four different soundtracks, including the original, 'scary and foreboding,' 'comical,' and 'sad and thoughtful.' Observe how the various musical selections change the scene. You will discuss your thoughts in groups." Youtube: How Music Can Change A Film https://www.youtube.com/watch?v=rn9V0cN4NWs Following a viewing of the clip, have the Ss work together in groups and discuss their thoughts and responses. Bring the WC together for FB. Encourage Ss to focus on various moments in the clip, and how those moments could be interpreted differently based on the background music.

Exposure: Movie Genres (18-20 minutes) • To provide a model of production expected in coming tasks

Write on the WB 'MOVIE GENRES.' Try to elicit from the WC some main genres (categories) that movies can be organized into. Write some of the Ss' answers on the WB. Divide the WC into pairs. Instruct the pairs to share with each other their favorite movie genre and why they prefer that genre over others. "Share with your fellow peer your favorite movie, related to your favorite cinema genre. Why is it your favorite?" Bring the groups together for WC FB. Write on the WB the 20 main categories (genres) for movies. 'ADVENTURE; ANIMATION; BIOGRAPHY; COMEDY; DETECTIVE; DOCUMENTARY; DRAMA; FANTASY; FILM NOIR; FOREIGN; HISTORICAL; HORROR/THRILLER; MUSICAL; MYSTERY; PROPAGANDA; ROMANTIC; SCIENCE FICTION; SILENT; WAR; and WESTERN.' Verify that the WC is familiar with these genres. Review and clarify some of the more obscure movie categories (e.g. 'film noir', 'foreign', 'musical', and 'propaganda'). Provide an example of which type of film might be classified under these categories.

Productive Task: Movie Genres (38-40 minutes) • To provide an opportunity to practice target productive skills

Organize the WC in groups and distribute a HO on 'Movie Genre Recommendations.' Instruct the Ss, in their groups, to go through the 20 movie genres included in the HO and try to come up with an example, of a good film, for as many of the categories as they can. These can be movies from any country. They don't necessarily have to come from Hollywood. "Discuss with your group why you think your recommendation is a good example of a film for that movie category." Following GW discussion, split up the WC and instruct the Ss to rotate throughout the classroom. "Try to gather as many movie recommendations as possible, from your fellow peers, for each movie genre. Discuss with your fellow peer their movie recommendation. Why does your fellow peer recommend that movie and why do they think that that movie is a good example of the movie genre they categorize it under?" Provide at least 15-20 minutes for this activity. Play some soundtrack music in the background while Ss are conversing (John Williams Pandora Station or John Williams on Spotify). Write T's movie recommendations on the WB during the activity. Once energy levels for this activity have died down, bring the WC together for FB and responses to each other's recommendations. Share the T's recommendations on the WB. Conclude the lesson with the following question: "How important is cinema to society? Do you think that movies 'influence' society or 'reflect' society? How so?"

Exposure: Role-Play (or Presentation Activity) (10-12 minutes) • To introduce and explain the up-coming productive task (for the following lesson)

Describe to the WC the 2 options that they have available for the following lesson's productive activity. 1) Role-play a famous scene from a famous movie (e.g. The Godfather, Star Wars, Harry Potter, etc.). Translate that scene, as it would be acted out, into a Turkish movie (with Turkish behaviors, common Turkish sayings and responses, props, etc.). The scene needs to be between 4-8 minutes long (2-3 people will be acting in a scene, with 4 maximum actors). 2) Analyze a famous American movie and a famous Turkish film. Both must be classified under the same movie genre (refer the Ss to the previous task). Compare and contrast the two movies with each other. What is different about the American crime mystery compared to the Turkish crime mystery (for example)? What is similar? Think about the acting, the dialogue (how the characters speak and interact with one another), the cinematography, the lighting, etc. What is similar and what is different between these two films? Which film-making approach do you like better, and why? The presentation needs to be at least 6 minutes long. A group of 2 will present the same American and Turkish movie--and the movies' analysis. Provide the WC with plenty of time to select their groups, decide on which midterm format they are going to use, as well as which movie(s) they are going to role-play or present. Allow for Q&A time.

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