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Natalia López

Methods II
Plan N° 3
Level : Intermediate
Number of students: 30
Age: 15
Book: 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,
Aims: By the end of the lesson students are going to be able to characterize a film and
- 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 MS

Once they get to the word the teacher will tell her students that today they are going to
deal 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 kinds
that were not presented in unit 2 (In case students can’t get the meaning of the new
ones 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 watch
a video that contains previews of famous films ( related and to make a list with
the 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 book
and to listen to a recorded message

Global task (2)
Students tell the class what films are mentioned

Specific task(5’)
Students listen to the recorded message and complete the brochure
Once they check the brochure the teacher will tell her students that they are going to
watch a short preview of Notting hill, just for fun
After that she will ask them to provide adjectives that may describe the film (adjectives
they 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 between
Christine 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.

Amazing, loved, true, brilliant, the point, fantastic, so, funny, part,
scene, silly, special,
favourite, Clever, thought, quite.

Isolation of the teaching point (5’)
Once the file is checked the teacher will ask them to underline from there the
expression that both speakers used and ask them what tense is used to express
opinions about films? Once the students say ‘the simple past she ask them to classify
them into positive and negative opinions
The teacher elicits the meaning of the different expressions. She will also provide with
examples and ask students for them.
After that, students will pay attention to some words ‘modifiers’ that go together with
adjectives and the teacher will ask them which of the followings emphasise adjectives
and 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 some
modifiers to write 5 opinions about films and film stars. Once that is done they will
work in pairs and share their opinions about a film. Students will look for differences in
their opinions (As they will discuss them in pairs it would be good that both students
discuss about a film they both had seen)

In the book students are asked to choose a film they have seen recently and to use the
following question cues to write notes. (They are going to take Notting Hill as an
example) Now the have to do the same but with the film they choose.

What film/seen recently?Film:
‘Notting Hill’ (a romantic comedy)
What /about? A film star who meets a shy
Who/in it? Julia Roberts – brilliant, Hugh Grant – not
very good, Rhys Ifans – very funny
What/you think of it ? situation – funny,
dialogues – excellent, music- very good
What/not so good? Plot- bit weak; Hugh Grant
What/the best scene? Dinner scene
Now the have to do the same but with the film they choose.
In pairs, students will discuss their films (it would be good to ask them to discuss about
a film they both had seen). They will use the questions cues and their notes. They will
look for coincides in their opinions.

Round-off (7’)
The class is divided into two groups, one member of one group will come to the bb
and will get a card with a kind of movie, he will have to dramatise the kind of movie so
that 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 they
will read it aloud (as they are too many the T will choose who, or may assign some
students per class) without saying the title of the film so that their classmates can
guess what film he is talking about.

N.B : I will do exercise N°10, from the book, on the following class because I think that
it is going to be well connected with the homework. We could work with their
paragraphs and with the expressions from that exercise so as to make a good re- telling
of a film