New lesson plan: Eman Ismail 1 Oct. 2022 Grade 10 Lights, Camera, Action

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Eman Ismail 1 Oct. 2022 Grade 10 Lights, Camera, Action - Intermediate - Grade 10 level

Eman Ismail 1 Oct. 2022 Grade 10 Lights, Camera, Action
Intermediate - Grade 10 level

Description

In this lesson, students learn about film reviews through guided discovery based on reading text about lights, Cameras, Actions. The lesson will start with a discussion about movie genres and what is the most important element in any movie. This will be followed by eliciting the term film review from students and highlighting the purpose of that type of text. Then students answer some \ controlled practice that trains techniques like skimming and scanning and free practice via a final role play speaking activity.

Materials

PowerPoint

Close-Up C1

PowerPoint

Close-Up C1

Main Aims

To provide gist and detailed reading practice using a text about Lights, Camera, Action in the context of film review

Subsidiary Aims

To provide fluency speaking practice in a conversation in the context of film genres and which type to prefer more and why?

Procedure (45-55 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students in the lesson by personalizing the topic. T

1- The teacher tells students about her favourite movie. Why? 2- The teacher shows students a group of different well-known movies, then asks students to ask and discuss together what kind of film they think each one is. 3- which three criteria from the list below are most important? Why? - plot - soundtrack - happy ending - well-known actors - special effects - scenery

Pre-Reading (10-12 minutes) • To prepare students for the text and make it accessible.

1- teacher sets the flashcards on the WB and asks students (which of these words are you familiar with? 2- teacher will use PowerPoint to elicit some of the new vocabularies from the students. The vocabularies are ( film buff- footage-inundated- unravel- pterosaur) - film buff:( noun) a person who is very interested in and knowledgeable about films. - synonyms : cinemaphile, filmophile. -footage:/ˈfʊtɪdʒ/ (noun) part of a film showing a particular event. -inundated :/ˈɪnʌndeɪt/ (verb) to give or send somebody so many things that they cannot deal with them all. - synonyms: overwhelm, swamp. -unravel :/ʌnˈrævl/( verb) unravel (something) to explain something that is difficult to understand or is mysterious; to become clearer or easier to understand. synonyms: dissolve, loosen pterosaur: /ˈtɛrəsɔː/a fossil flying reptile of the Jurassic and Cretaceous periods, with membranous wings supported by a greatly lengthened fourth finger.

While-Reading #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

01- The teacher asks students to read the first four lines, then I will ask them: a) what type of text is this? - Film review b) where might you find this article? - in a magazine or website. c) what is its purpose? - to inform people about the films that National Geographic Entertainment has to offer. D) who do you think might read it? - Film buffs or whoever is interested in National Geographic content. 2- 1-I will set the purpose of reading clearly by telling students that they are reading to match the photographs with their names individually. 3- The teacher asks students some ICQs : a-are you going to answer in groups or individually? - individually. b- will read very quickly or in detail? - very quickly ( skimming) c- How many minutes do you have? - 5 minutes 3- The teacher will discuss answers with students and then show the answer key on the board.

While-Reading/ #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

1- The teacher asks students to go back to the text and scan it; to read for details to answer exercise (D) individually. 3- The teacher asks students some ICQs : a-are you going to answer in groups or individually? - individually. b- will read very quickly or in detail? - very quickly ( skimming) c- How many minutes do you have? - 5 minutes 3- The teacher will discuss answers with students and then show the answer key on the board.

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

1- I will set a communicative goal at the beginning of the task and ask students to work into two groups to compete who would analyze the movie better. 2- The teacher sets a video and asks students to fill out the worksheet, and at the end, we will judge who described it better. 3- The teacher gives her feedback by correcting any grammatical or spelling mistakes that students have made within the task.