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Mamma Mia film-reading lesson
Elementary level

Description

In this lesson Ss practise reading for gist and reading for details in the context of films, particularly Mamma Mia. They also revise giving information about a film.The lesson begins with a discussion about the type of films. This is followed by a gist reading. Then they learn the target vocabulary. There is a group activity for reading for details task. The lesson ends with a semi-controlled speaking activity.

Materials

Abc Mamma Mia HO
Abc Vocabulary PPT
Abc True-False Questions Answer Key

Main Aims

  • To make Ss practice gist-reading and reading for details in an allocated time.

Subsidiary Aims

  • To make Ss learn the related vocabulary within the context of the film Mamma Mia and gain fluency and accuracy in speaking

Procedure

Warmer/Lead-in (3-5 minutes) • To set the 'types of films' concept and engage the Ss with the lesson

Warmer: T writes 'drama', 'comedy', 'musical', 'action', 'horror' on the board and asks Ss what these are. She elicits 'film' or 'types of film'. She elicits a couple of examples for each type, asks Ss their favorite kind and sets the paired conversation. Ss talks about their favorite type of film with their partners by giving reasons. (2 min) Lead-in: T tells She has seen a film called Mamma Mia recently and asks Ss if they know it. She tells Ss they are going to see the trailer of the film. Ss should think what kind of film it is and what is it about while watching. T shows the first 1.26 min. of the trailer and elicits the answers.

Pre-Reading (7-8 minutes) • To help Ss gain familiarity with the text through a less challenging gist-reading task

T tells Ss they are going to learn the type of the film and more now. T gives folded HOs to Ss and asks them to look at the three questions. She sets a time limit (4 min.) Ss skim the passage to answer three questions. When they finish, they compare answers with their friends. T writes the answers on the board.

While-Reading (8-10 minutes) • To provide Ss with specific information needed to comprehend the text.

T tells Ss they need to know some certain words to understand the text better. T shows the PPT and elicits the target vocabulary. One by one she elicits the words, ask CCQs, drills, writes them on the board and elicits the parts of speech.

While-Reading (10-15 minutes) • To provide students with more challenging detailed, deduction and inference reading task

Then T tells Ss to turn back to the text, points True-False questions and asks them to do it individually. Once Ss finish, they compare their answers with their partners. T tells Ss to go out and check their answers. Answers for true-false questions will be stuck on the walls out of the class.

Post-Reading (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T writes 'setting', 'characters', summary and recommend on the board. She tells that they are the basic elements we use when giving information about a film. She tells Ss that they are going to talk to their partners about a film they recently saw. She shows a demo. She gives info about Mamma mia and while doing this she puts a tick on the element she refers to. She sets the paired conversation. She monitors and takes notes of some mistakes.When Ss finish T nominates volunteer Ss. Then T writes the mistakes that she takes notes and gives WCFB. Early finisher activity: Ss write a short paragraph about their favorite film without writing their names. They hang it on the walls. When thay finish, they walk around the class, reads other people's paragraph and try to guess whose paragraph that is. They should tell why they think that paragraph belongs to the person they choose.

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