| LESSON OVERVIEW
The main objectives of this lesson are to:
- talk about films from various perspectives;
- practise key film vocabulary;
- share film tastes and reviews.
In this lesson, students talk about their preferences for films. They explore vocabulary for film genres (e.g. drama, fantasy film, horror film), think of films for different situations and guess types of films by listening to music and sounds. Students work in pairs, describe and guess film categories and read a short text about a famous film. They study words for film productions (e.g. special effects, soundtrack, scene), share their opinions and draft a movie review.
60 minVocabulary LabUnlimited Plan
This is a Vocabulary Lab worksheet. With it, students are introduced to a set of vocabulary on a specific topic and practise it through controlled activities, speaking tasks and games. Learn more about it here.
WARM-UP AND VOCABULARY
This lesson starts with a warm-up. Students name one film for different points (e.g. a film that you liked as a child). They then read statements about different people and choose the types of films (e.g. action film, cartoon, documentary) that would be best for them. Afterwards, students use film vocabulary from the previous task to categorise and discuss film preferences. Moving on, they listen to a recording with music and sounds and guess what type of film each might be from. Following that, students work in pairs. They pick two cards each and take a moment to complete the sentence starters to describe the type of films on their cards. Student A reads their sentences to Student B, who tries to guess the type of film. Then, they switch roles.
MORE VOCABULARY AND DISCUSSION
In this part of the lesson, students read a text about a famous film (Titanic) and match words for key film elements (e.g. main character, director, costumes) with pictures. Afterwards, they guess what film is described in the text. Then, students finish sentences related to film and TV highlights (e.g. A film with great special effects is…) with their own ideas. They also add details. Following that, students use film vocabulary from the previous task to complete statements about viewpoints on movie production. Moving on, they say whether they agree or disagree with the statements from the previous exercise, explain why and give examples. After that, students work in pairs. They choose one film (e.g. The Tinder Swindler, Ratatouille, Inception), or think of a film they know well, and do tasks where they draft and discuss a movie review.
HOMEWORK/REVISION
This lesson also includes an additional task that you can use as homework or revision. In the task, students practise film vocabulary by unscrambling words in questions about films. They then choose five questions and answer them. The task is available in the teacher’s version of the worksheet. You can print it and hand it out to your students. It’s also included in the e-lesson plan.
WORKSHEETS
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