Abdullah Abdullah

Intermediate level


In this lesson Ss will talk about three kinds of entertainment; films, books and music. the focus on the lesson will be on films, and films' genres.


Main Aims

  • To provide fluency speaking practice in a talking about films and their different genres in the context of entertainment

Subsidiary Aims

  • To provide gist listening practice using a text about films, books and music in the context of entertainment


Warmer/ Lead-in (2-5 minutes) • to engage the students with the context

T shows some pictures of books on WB using the projector and asks students if they read books, what kind of books. T shows Ss some pictures of Turkish and non Turkish singers and asks Ss if they know these singers and who their favorite singers are. T shows Ss pictures of actors and actresses, Turkish and non Turkish and asks Ss if they know them and about films they acted in.

Listening for gist (4-7 minutes) • to prepare students to for some vocabs used in films, music and books and try to differentiate between them

T gives students blank sheets and asks to put the number from one to seven. T tells Ss they are going to listen to 7 short conversations. each conversation is on films, books, or music. Ss will write the (F) for films, (B) for books or (M) for music next to the number of conversation. CCQ: How many conversations you are going to listen to? 7 will they be short or long conversations? short ICQ: are you going to write full words or just letter? letters are you going to write more than one letter for each answer? only one Students answer individually and then they check in pairs. T shows the answers on WB using the projector and gives feedback.

Controlled Speaking Practice (6-12 minutes) • to provide ss with activity to practice the target language and practice speaking

T gives students pieces of papers. on each piece there is a words or more related one of these three categories; films, books or music. T instructs students in work in groups and put the words in one of the three categories. some of the words can go for more than a category, ICQs: Are you going to write or just put words in categories? just put the words in categories. Can we put the same word in different categories? yes we can T gives feedback on the WB and clarifies the meaning of difficult words.

Clarification (2-4 minutes) • To introduce Ss to films genres

T presents on the WB a list of film genres and asks Ss what genres they know. T instructs students to work in pairs to discuss the genres. T clarifies the meaning of each genre that students do not know and tries to give well known examples for each genre. the list includes: Action films, comedies, gangsters, horror, love stories, romantic comedy, science fiction, animation, thriller, war and western films.

Semi- Controlled Practice (5-8 minutes) • to give students some space to practice TL.

T shows Ss a questionnaire that includes the genres of the films. T instructs ss to mingle and ask each other about the films they have already watched and put them in them in their category and write whether they liked the movie or not and the reason. T monitors to give feedback and error correction. ICQ: Are you going to ask one person only? no, more than one Are you going to ask about one type of films or any type? any type Can you have more than one answer from the same person? yes

Freer Speaking practice (7-10 minutes) • to let students practice fluency

T instructs ss to work i pairs and think about the best films they recommend for the teacher to watch over the weekend and why do they recommend it. T listen to ss choices and start WC discussion. T gives feedback and error correction if needed

If- Time (2-4 minutes) • to give student an interesting activity

T plays an audio from film soundtracks and instructs ss to try to guess what genre is the soundtrack for. ss will already have the genres in the questionnaire.

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