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Natalia López.doc Plan 3.Doc (New Version)

Natalia López.doc Plan 3.Doc (New Version)

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Published by Natalia
Here you have my plan with the material that I had forgotten to include
Here you have my plan with the material that I had forgotten to include

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Published by: Natalia on Dec 03, 2008
Copyright:Attribution Non-commercial


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Natalia LópezMethods II
Plan N° 3
: Intermediate
Number of students
: 30
: 15
: Opportunities ‘Intermediate’ (Longman)Unit 6 ‘Films’
Assumed knowledge
: Simple past, past continuous, present perfect, present simple,present continuous, kinds of films, travel, extreme sports, story genres,
: By the end of the lesson students are going to be able to characterize a film andactors.- Topic Aims: talking about films- Communication Aims: sharing opinion about films.- Vocabulary Aims: to learn vocabulary related to different kinds of films.- Function Aims: Giving opinion about films- Skill Aims: learners speak about films
Warm-up (3’)
 The teacher is going to greet her students.And after that they will play hangman so as to get the word F I L MSOnce they get to the word the teacher will tell her students that today they are going todeal with ‘films’. After that, she will ask them to brainstorm about the different kinds of films they remember from unit 2. She will write them on the bb and add more kindsthat were not presented in unit 2 (In case students can’t get the meaning of the newones the teacher will mime them and explain them)
Revision (5’)
Once she writes them on the bb, she will tell her students that they are going to watcha video that contains previews of famous films (http://es.youtube.com/watch?v=1tM0qTAzfoM&feature) related and to make a list withthe different kinds of films that appear in the video.Once they all have their own lists they will check it all together.
Teaching moment
Students will be asked to look at the cinema information brochure that is in the bookand to listen to a recorded message
Global task (2)
Students tell the class what films are mentionedFirst:Second: Thirds:
Specific task(5’)
Students listen to the recorded message and complete the brochure(3’)Once they check the brochure the teacher will tell her students that they are going towatch a short preview of Notting hill, just for fun(http://es.youtube.com/watch?v=PNBXHp2qbRo)
After that she will ask them to provide adjectives that may describe the film (adjectivesthey know)Good, exciting, boring, etc (so as to give their opinions just through adjectives)When they are finished she will tell her students to listen to a conversation betweenChristine and Malcolm talking about the film Notting Hill.
Global task (3’)
Students listen to the dialogue and tell if both of them enjoyed the film or not.
Specific task(4)
 Students listen to the dialogue again and complete the ‘Function file’ with some words given.
Isolation of the teaching point (5’)
Once the file is checked the teacher will ask them to underline from there theexpression that both speakers used and ask them what tense is used to expressopinions about films? Once the students say ‘the simple past she ask them to classifythem into positive and negative opinions The teacher elicits the meaning of the different expressions. She will also provide withexamples and ask students for them.After that, students will pay attention to some words ‘modifiers’ that go together withadjectives and the teacher will ask them which of the followings emphasise adjectivesand which reduce their effect?
Not very, quite, very, a bit, really, incredibly, rather
Practice (3)
 They will use words from the Function File ‘Expressing opinions about films’ and somemodifiers to write 5 opinions about films and film stars. Once that is done they willwork in pairs and share their opinions about a film. Students will look for differences intheir opinions (As they will discuss them in pairs it would be good that both studentsdiscuss about a film they both had seen)(3’)In the book students are asked to choose a film they have seen recently and to use thefollowing question cues to write notes. (They are going to take Notting Hill as anexample) Now the have to do the same but with the film they choose.
Amazing, loved, true, brilliant, the point, fantastic, so, funny, part,scene, silly, special,
What film/seen recently?Film:‘Notting Hill’ (a romantic comedy)What /about? A film star who meets a shyEnglishmanWho/in it? Julia Roberts – brilliant, Hugh Grant – notvery good, Rhys Ifans – very funnyWhat/you think of it ? situation – funny,dialogues – excellent, music- very goodWhat/not so good? Plot- bit weak; Hugh GrantWhat/the best scene? Dinner scene
Now the have to do the same but with the film they choose.(2’)In pairs, students will discuss their films (it would be good to ask them to discuss abouta film they both had seen). They will use the questions cues and their notes. They willlook for coincides in their opinions.
Round-off (7’)
The class is divided into two groups, one member of one group will come to the bband will get a card with a kind of movie, he will have to dramatise the kind of movie sothat his team can guess what kind of film he is miming, if they guess they get a point. The team that gets more points is the winner
Students choose a film and write a short paragraph about it. On the following class theywill read it aloud (as they are too many the T will choose who, or may assign somestudents per class) without saying the title of the film so that their classmates canguess what film he is talking about.N.B : I will do exercise N°10, from the book, on the following class because I think thatit is going to be well connected with the homework. We could work with theirparagraphs and with the expressions from that exercise so as to make a good re- tellingof a film

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