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Film Review- Speaking Lesson
Intermediate level

Description

In this lesson, Ss engage in conversations about the films and books they have seen recently and review them. The lesson starts with a brainstorming activity where Ss think of the films they like/ dislike. Then, Ss participate in an online poll where they reflect on their preferences and experiences with movies. After this warmup activity, Ss watch the first half of the video and answer the same questions for the video this time. For the second half of the video, Ss first watch it muted and share their ideas about what is happening. Then they watch the video with the volume on to check their ideas. Then, students do the matching activity where they make sentences using the halves in order to make a meaningful sentence about films. Now, Ss think about the phrases that have similar meanings on the same context. Later, T asks students to comment on the chart that symbolises the intonation patterns for each word. After completing the chart, Ss prepare mind maps about movies in groups of three on the mindmap template PDF shared by the teacher. Ss are asked to follow films suggested by group members to talk about. Finally, Ss in groups make 5-7 minutes long presentations with their mindmaps shown on the screen (or board). To finalise Ss comment on the mindmaps of other groups.

Materials

Respond?size=16&default=html Interactive Polls
Vocabulary for reviewing films and movies Vocabulary Handout
Teacher.macmillaneducationeverywhere Macmillan- Language Hub
Brainstorming movies Brainstorming Template

Main Aims

  • To provide practice of words connected to films in the context of film reviewing
  • To provide fluency speaking practice in a conversation in the context of the movies that they have seen recently

Subsidiary Aims

  • To provide accuracy speaking practice in a intonation exercise and word stress in the context of reviewing films

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Students are asked to participate in the interactive polls to talk about their recent experiences with films and share details. T shares the screen to enable students to see everyone's answers. After each question, Ss reflect on what film they have seen or how they felt about it orally.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through listening/watching

T plays the first part of the video and Ss answer the same questions that they have answered for the characters in the video now. Then, T plays the second part of the video with the volume off. Ss make guesses as to what is happening in the video. After sharing their ideas, Ss watch the last part of the video with volume on this time and check their answers.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Ss focus on the sentence making activity in their books to make meaningful sentences using the halves. After that, Ss can get assistance from the vocabulary handouts to talk about the similarities between sentences and words.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target speaking skills

Ss are given the brainstorming templates (f2f or online) and in groups of three, they start discussing the film(s) they have seen recently and fill in the gaps while discussing their ideas, comments and the movies. After completing, each group is given the stage to present their mindmaps and talk about the characters, stories, styles or names of the films that they have seen. Ss may get help from the vocabulary handouts or the book.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' speaking/presentation and use of language

Ss comment on each others' presentations and ideas on the films. Then, Ss take part in the last part of the interactive poll word cloud in order to share what words they have picked up from this lesson and discuss the intonations.

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