Defne TP 3 - Books & Films
Upper Intermediate level
To provide conversational speaking practice in the context of books and films.
To provide gist and specific information listening practice using texts about films and books.
Procedure (36-47 minutes)
- 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.
-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).
- OHP/Slides: witty, interaction, superhero, pioneering, cliff-hanger - HO: words & definitions (for them to keep, we won't be going over this in class)
- 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.)
-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.
- 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.
- 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