Would you watch a micro-drama?

Inna | Apr 01, 2026Apr 01, 2026

LESSON OVERVIEW

The main objectives of this lesson are to:

• engage in discussing micro-dramas and vertical video making;
• watch a video excerpt about China’s micro-drama surge in the U.S.;
• write and share a micro-drama script.

In this lesson, students talk about different ways to watch a film, discuss the future of vertical filmmaking and read about micro-dramas. They debate how vertical viewing changes storytelling, watch part of a video (to 04:27) on the rise of Chinese micro-dramas and evaluate key features of this type of film. Students share their opinions, read the script of a micro-drama episode and write a summary of a one-minute story. They can also do an extra task to explore useful collocations (e.g. sappy ending, gripping scene, suspenseful storyline) and review film genres (e.g. sci-fi, fantasy, sitcom).

WARM-UP AND VIDEO

Before this lesson starts, students can do an extra activity to explore vocabulary for discussing micro-dramas. They read sentences about different film genres and match adjectives in collocations (e.g. clichéd characters, cheesy lines, corny jokes) with their definitions. Next, students say which film genres each sentence might be about. They then do a warm-up task. Students examine different ways to watch a film (e.g. cinema, TV, laptop) and name one advantage each of them has over the others. Moving on, they discuss the definition and potential of vertical filmmaking. Afterwards, students read about the film format called ‘vertical’ and discuss questions, comparing micro-dramas to traditional TV and their audience appeal. Following that, they watch a video excerpt about China’s micro-drama rise. Students say if they have changed their mind about any of the questions from the previous task and give details.

DISCUSSION AND WRITING PRACTICE

In this part of the lesson, students continue discussing micro-dramas and examine some of their features (e.g. dialogue-heavy scenes, cheap and quick production, strong emotional triggers). They then discuss questions about the main characteristics and future of vertical shorts. Afterwards, students say whether they agree or disagree with statements about the cultural impact of micro-dramas and explain their reasoning. Following that, they read the script of a micro-drama episode entitled “His terms, her heart” and answer some questions. Moving on, students write a summary of a micro-drama episode. They pick cards with characters and twists, think of a story based on them and write a summary of a one-minute script. Then, students read it to a partner and ask them how they think the story might continue. 

WORKSHEETS

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