Defne TP 3 - Books & Films
Upper Intermediate level


In this lesson, students will be talking about films and books. They will also be completing a listening exercise on the same subject. They will be practicing both receptive (listening) and productive (speaking) skills. The lesson will include listening exercises that frame discussion and free role-playing exercises which will allow them to practice their productive skills.


No materials added to this plan yet.

Main Aims

  • To provide conversational speaking practice in the context of books and films.

Subsidiary Aims

  • To provide gist and specific information listening practice using texts about films and books.


Warm-up/Lead-in (5-7 minutes) • To get students to start thinking about films and genres, lay the groundwork for speaking activities

- Move students: the back row to the front & vice versa (if class is too crowded for this just break up a few groups, get people new partners) - Tell them a short anecdote about watching a horror film and being too scared to sleep. Ask them (WC) if they like horror films, get 1-2 answers. -Put the word genre on the board, ask them if they can name other genres. -(Make sure that they understand the word genre, elicit, model & drill) - Have a few genres on the board. - HO: Ask ss to get into pairs and try to match films to genres. (1-2 minutes) - OHP/Slide: The films with genres written under them.

Freer practice (8-10 minutes) • To have students speak as much L2 as possible in an informal setting, in the context of films

-Get students into small groups (3-4) (or pairs, depending on student turnout), make sure to have a mix of quiet & outgoing ss in each group. -Give instructions: The students are going to be screenwriters! Each group will get a few screenshots (Frasier/Martin, Daphne & a neighbour in an elevator). They are to write down a few lines of dialogue, but in a certain genre (Comedy, Horror, Romance, Action). It can be anything. -Model a couple of sentences. -Give HO, assign genres. -Give them a few minutes to write down (only 2 sentences, but they may need to think about it) -Monitor (not too closely so they don't get self-conscious) while ss are talking it over and coming up with dialogue. Ensure that they are on task. If not, model again. -Have groups share their dialogues in sequence (all if possible, pick 2-3 if short on time). - OHP: Play clip, discuss the actual genre (sitcom).

Vocab Pre-Teach (3-4 minutes) • To give introduce them to some possibly unfamiliar vocab

- OHP/Slides: witty, interaction, superhero, pioneering, cliff-hanger - HO: words & definitions (for them to keep, we won't be going over this in class)

Pre-Listening (2-3 minutes) • To provide context for the listening

- Ask students if they recognise the films (They most likely will, as the films are quite popular) WC - HO (film posters). - Discuss answers as a whole class (contained and brief). (What do they think of the films, have they seen any etc.)

Listening (5-7 minutes) • To get students to practice listening for specific information

-Introduce the listening text (four people talking about four different films, they will be doing a gap-fill activity while listening) ICQs -Give HO, have them quickly skim it individually. -Listen. Pause after each person. Guess the film (WC). Re-listen if necessary. Give feedback for the gap-fill via slides (OHP) to save time. - (Optional) Go over vocabulary if necessary.

Post Listening/freer speaking (10-12 minutes) • To help maximise ss talking time on films, and move on to talking about films based on books.

- HO: Have students get their movie poster HO from the pre-listening activity, ask them to (individually) circle the ones they think are adapted from books. - Get them in pairs, have them compare their answers and talk about it (1-2 min) - Ask WC if there were any surprises (they will have most likely guessed most, maybe not Casablanca, tell them it was based on a play. -Have them get back into their pairs. (max speaking time for each student) -Give each pair a slip with 2 questions on it. There will be two versions of the slip: 1) - Does being adapted from a book lessen the value of a film? Why, why not? - Do you prefer films with original scripts? Does it make a difference? 2) - Would you rather read the book or watch the film? - Can you think of any films that were better than the books they were based on? - Make sure they understand the questions. Clarify if necessary. - Give them plenty of time to speak freely. Monitor but don't interfere unless necessary. - After some time, get students into groups of 4 so that each group has all 4 questions. - End PW when discussion seems to be winding down. Get a few (1-2) groups to share their answers with the class.

(Optional) Wrap up (3-4 minutes) • To bring the conversational to a close, leave them thinking about films, maximise STT

- Probably won't have time to do this, this is just in case. - Wrap up previous conversation, ask them their favourite type of film - Ask students if there are any films they want to see. - Have a WC discussion on these topics

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