To provide clarification and practice of vocabulary related to types of film
To provide fluency speaking practice in a conversation in the context of types of film
Procedure (34-45 minutes)
Brainstorm: Project 'Photo collage' of film characters from different types of films and ask the ss: -Do you know these characters? -Where do you watch them? - if they say 'cinema', then ask: -What do we watch in a cinema? Try to elicit the word 'film' or 'movie' then you can also ask: 'Are they from the same film?' to elicit 'types of film'.
Tell the ss that you will give them a handout and on the handout there are film posters and a wordbox. Tell that the words in the wordbox are types of film. Task is: match the types of film with the posters. Do ONE EXAMPLE. The ss WORK ALONE and CHECK in PAIRS. While the ss are matching, monitor closely to anticipate which types you should emphasize more in the teaching part of TTT. After finishing, tell the ss that the answer key is outside on the door. The ss go and check their answers. *Project the handout on the board as well so the ss can see the posters in color.
After monitoring during the first test, you should know which words are more problematic considering the meaning and the pronunciation. Use the pictures from the matching activity. Point to each picture and try to elicit the genres again. Ask concept check questions to make sure that the ss have understood the genres. After CCQs, drill all of the vocab as much as possible (especially horror and documentary) Use different techniques such as whole class drilling, half the class, only boys/girls and individual drilling. Then, write the words on the board after each drill and show the stress and the part of speech. *Drilling is very important in this lesson because Turkish students always pronounce most of these types the same way they do in Turkish (e.g the words 'comedy, musical and romantic' are pronounced almost the same in Turkish and English).
Fill in the blanks: Tell the ss that they will read the sentences and fill in the blanks with the correct type of film. They will find the types in the wordbox above the sentences. The ss WORK in PAIRS and then CHECK with ANOTHER PAIR. Monitor the ss during the activity to see if everything is clear enough. At the end of the activity, the ss come and write their answers on the board.
Put the ss into two groups. The ss give themselves a name. Tell them that they will be in a competition. Open the slideshow and explain/demonstrate the rules: There will be three posters on each slide: two posters from the same type and one poster from another one. They will try to find the different one. When they see the posters, if they know the answer, they need to shout and say 'apple' to be able to give the answer. The first student to say 'apple' can give the answer and if it's correct his/her team gets one point. Definitely do ONE as an EXAMPLE. Use ICQs to check if they have understood the rules. Finally, declare the winnner.
Tell them that they will talk about their favorite type of film and they also can give some film names or mention the actors etc.The ss work in PAIRS in this activity. Because this activity is freer than the other, you can give a short example (like two sentences to start the conversation) to get the ss engaged in the task. Monitor while pairs are telling their favorite genre to each other and TAKE NOTES of good and bad examples of using the target language. After the ss finish, nominate some of the pairs to talk about each other's favorite type of film. Show bad example of language (if there's any) on the board.