To practice listening for gist and details in the context of talking about movies
To practice speaking in the context of discussing film events and preferences, in addition to practicing roles and dialogues
Procedure (46-56 minutes)
The teacher introduces the lesson by writing the word "genre" in the middle of the board, and then elicits answers from students on the meaning of the word. The teacher then quizzes students on different genres of films by playing a video. The teacher picks students randomly to answer, and checks with the whole class.
The teacher displays three pictures on the board. Students get in pairs to discuss what's happening in the pictures. Each pair reports their answers to the teacher. Then, each pair write a dialogue of four or five lines that go with the pictures. To avoid any reluctance or embarrassment, the teacher will first display a random picture and write the dialogue on the board as a model. The teacher will also give students some time to rehearse. Students then start the role play in pairs. The teacher asks some pairs to do it for the whole class while other students try to guess which picture the dialogue refers to.
The teacher asks students to listen to a women talking about the plot of a film. She describes complicated relationships among the characters. Students listen initially to get the gist. The teacher sets the task, finding the genre of the film, before he plays the audio recording. If the majority seems lost in the listening, the teacher may play the recording again. The teacher has a whole class feedback on the genre.
The teacher distributes a handout which contains questions on the listening passage. Students listen again to the recording to answer the questions in the handout. The teacher might show students how to take notes on connecting relationships while listening. After they finish, the teacher distributes the audio script and students check their answers in pairs.
As a follow up on the listening activity, the teacher distribute cards with questions on their favourite movie. Students answer these questions individually, then share it with their partners. The teacher takes notes on the good language and the points that need improvement, then writes it on the board to allow students to elicit the correct answers.