ISFD Nº 24
Trainee: Albornoz Carolina
Teacher: Mariela Canitano
School: E.E.M Nº 3 Francisco J. Salustio
Course: 5º 6ª (morning shift)
Teacher of the course: Gustavo Poste
Project: Lights, camera, action!
Theme: Movies
Final task:
Reading comprehension: students will read a film review and will have to
point at different elements of the film such as characters, actors, director, etc and
decide on the veracity of some statements.
Speaking: students will have to talk about their favourite movie, talk about the
plot, the characters, the director, etc. They will also have to explain why they
like it and answer some questions about it.
Listening: students will complete a chart with information about 3 films in
which they are interested while listening to their classmates during the speaking
stage. (from the ones the others talk about)
Writing: students choose a film (different from the one they chose to do the
speaking part) and write a simple and short film review.
Objectives:
Students will develop the ability and knowledge necessary to identify key
expressions related to movies which will help them to understand written and oral
texts as well as write their own short texts and talk about them.
Content:
Thematic aspect: Movies→ Film review → text type, structure, typical content.
Grammar point: Passive voice (past and present)
Recycled content: past simple (regular and irregular verbs), past continuous,
present perfect, verb to be (past and present)
Vocabulary: see list at the end of the file.
Assessment/ Evaluation: the evaluation will be carried out every class. I will take
into account student’s interaction with their mates, participation in the tasks,
commitment with the tasks they have to do and the development of the four skills
(throughout the unit of work and in the four stages of the final task) At the end of
the project, students will be assessed with a formal evaluation (test).
The process
1. Students will be shown some posters of different films. They will be asked: Do
you know this movie? Do you know the actors? Have you seen this film? What
films have you seen recently? Then, they will be asked to classify the movies
according to their genres. I will write their answers on the blackboard under the
title “MOVIE GENRES” (some of the genres are transparent words, for the
ones they didn’t mention, we are going to work with the next activity)
Then, students will be given the following activity:
Read the movie descriptions in the movie guide and complete
the spaces with some of the genres in the box.
animation - fantasy - adventure - musical - comedy - science fiction -
horror - war - thriller - romance - crime
SAFE HOUSE BATTLESHIP
Starring: Denzel
Washington and Ryan Reynolds Starring: Rihanna, Taylor Skitch
Studio: Universal Studio: Ponysound
Running time: 115 minutes Running time: 131 minutes
Genre: …………………………. Genre: ………………………….
A young CIA agent has A fleet of ships is forced
the mission of looking to do battle with an
after a fugitive in a safe armada of unknown
house. But when the safe origins to discover and
house is attacked, he their destructive
finds himself on the run intentions.
with his charge.
Mamma mia!
Starring: Meryl Streep, Colin Pirates of the Caribbean:
Firth, Julie Waters and Piercethe curse of the black pearl.
Brosnan. Starring: Johnny Depp,
Studio: Playtone Orlando Bloom and Keira
Running time: 109 minutes Knightley.
Genre: …………………………. Studio: Walt Disney pictures
Running time: 144 minutes
A Greek island, a young
Genre: ………………………
Pirat Captain Jack Sparrow
and beautiful girl who
and Will Turner, a backsmith,
wants to find out who her
try to rescue the beautiful
father is and ABBA songs.
Elizabeth Swann who has
A fantastic film full of fun
been kidnapped by the evil
and great coreographies.
captain Barbossa.
Alice in Wonderland
Starring: Johnny Depp, Helena
Bonham Carter.
IStudio:
am legend
Walt Disney pictures
Running time: 108 minutes
Starring:
Genre: ………………………….
Will Smith
Studio: Universal
Alice Kingsleigh
Running time: 100attends
minutesa party
Genre:
where a………………………….
disgusting man
Students will be asked to look at the movie genres in the box and see
proposes herif they find similarities with the ones they
to marriage.
have previously mentioned (they are on the blackboard).Robert The, students
Suddenly, will
she sees
Neville is thearead
whitethe descrition and, in pairs,
only
decide which is the best genre for each description. I willsurviror
ask forgoes
rabbit, volunteers
on after
the himand
planet andnon-
after a volunteers to check the
activity and after checking, they will be asked to provide examples of
magicalvirus
terrible movies
things thathappen. to the genres nout used
belong
start tohuman
attacked
in the activity. life and turned everybody into
Then, students will be given the next activity.They will be asked to explain what they think they have to do,
mutants.
solve the activity, and check following the same procedure in the previous activity.
2. Reading comprehension.
Before reading: students will be ased to look at the pictures. They will be asked if the know the
movie, some of the actors, the director, which genre it belongs to, etc. Students will be asked to
predict what kind of information will be included in the text they are going to read. I will write their
ideas on the blackboard.
While reading: students will be asked to underline all the words they know.
Follow up: I’ll check the hypothesis and the words they underlined. Then, I’ll ask them to take a look
at the fist activity and tell me what they have to do.
The copy I’ll give them will be displayed in a different way. Smaller.
A. Read the sentences and write T (true) F (false).
1. The book was published in many languages. …….
2. Tolkien wrote the book “ The Hobbit” when he was studying at university.
……
3. “The Lord of the rings” was the second book Tolkien wrote. …
4. The film is based on the book. ……..
5. They used computers to create some of the characters. …...
6. The film is a trilogy. ……
I’ll check the activity by asking volunteers and non- volunteers to read their answers and to support
them with evidence from the text. Before they start doing the activity, we’re going to go through the
sentences together to check understanding of the statements or some words in them like “trilogy” Then,
we’re going to pass on to the second part of the activity.
B. Find the answers to the questions in the box.
1. What was Tolkien’s job?
2. Who was the director of the film?
3. How many objects were created for the film?
4. Why did John Rhys-Davis arrive at the studio at four o’clock?
5. How many people worked inn special effects?
6. What did they use to create Gollum?
48,000 A teacher of English 150
Computer programmes Peter Jackson Because his make up took 6 hours
Now complete the questions with the correct question words and answer with your own ideas.
………………. is your favourite movie genre?
…………………………………………………………………
………………. is ………………………….. your favourite movie genre? Because
……………………………………………………………………………………………………….
………………. is the last movie you have seen? ………………………………………………….
………………. directed the film? ………………………………………………………………….
The purpose of this activity is to practise and recycle WH questions because they will be asked to
answer questions during the final task reading and speaking parts.
3. Presentation of passive voice. Present and past.
I’ll use some sentences taken from the text in order to present the topic. First, I’ll
write some sentences on the blackboard to make students spot the differences
between a sentences in the active voice and one in the passive voice. I’ll ask them to
find the differences in the structure of the two sentences. I’ll ask them to
hypothesize about the possible uses of passive voice and finally they will be given a
copy with the rules to complete
The pairs of sentences I’ll write on the blackboard will be the following:
They DRESSED the actors in special clothes.
The actors WERE DRESSED in special clothes.
Tolkien WROTE “The Hobbit”
“The Hobbit” WAS WRITTEN by Tolkien.
John Rhys-Davis PLAYS the character Gilmi
The character Gilmi IS PLAYED by the actor John Rhys-Davis.
This will be the copy I’ll give them.
I’m interested in the actors,
not in who dressed them.
They DRESSED the actors in special clothes.
The actors WERE DRESSED in special clothes.
I’m interested in the book,
not in who wrote it.
Tolkien WROTE “The Hobbit”
“The Hobbit” WAS WRITTEN by Tolkien.
I’m interested in the
character, not in who
plays it.
John Rhys-Davis PLAYS the character Gilmi
The character Gilmi IS PLAYED by the actor John Rhys-Davis.
We use THE PASSIVE VOICE when what happened (the result) is more important
than who did it.
Complete the boxes with the words PAST PARTICIPLE (VERB IN THE THIRD
COLUMN) , SUBJECT and VERB TO BE.
Present passive
The character is played by an actor
Past passive
The film was released yesterday
Special effects were created by the programmers.
You can use the word “………” to say who did the action.
Now, students will be given the following activity.
Checked by Asking volunteers and non volunteers to read the text
aloud.
4.A) Read about Bollywood
Bollywood is the name of the film industry in India. Every year, many movies
are filmed here. They are famous for the clothes the actors use and the
music played in the film
The name "Bollywood" is a word derived from Bombay (the first name for
Mumbai, the capital of India) and Hollywood, the center of the American film
industry.
B) Write the verbs in the present passive.
1- More films ……………………………… (make) in Mumbai than in
Hollywood.
2- The most popular films are musicals. These ………………………… (call)
masala films.
3- The music for these films ………………………………. (create) in a studio.
4- The songs ……………………………….. (sing) by professional singers, not the
actors.
5- They …………………………………. (write) by special writers too.
6- Sometimes the CD ……………………………. (release) before the film to
increase the interest in the film.
For this activity, I will ask students to look at the picture and to tell me if they know
something about Bollywood. If they don’t, I will ask them to infer something from the term
establishing a relationship with this term and Hollywood. Then, we will read the information
in the box and then they are going to work in pairs in order to complete the sentences. This
activity will be checked on the blackboard so as to avoid misspelling of the verbs. If this
happens, the rest of the class will help the one in the front correct the spelling.
Now, students will be given am activity to work with the past passive. The procedure to check
it will be the same as with the previous activity.
Write sentences with the past passive. Then match 1-6 with a-f.
1. It / paint / by Leonardo da Vinci.
It was painted by Leonardo da Vinci. - d
2. They/ direct / by Steven Spielberg.
3. It / record / by Green Day.
4. They/ write / by Shakespeare.
5. They / compose / by J. S Bach.
6. It / sing / by John Lennon.
a. Hamlet and Romeo and Juliet.
b. ‘Boulevard of Broken Dreams’
c. ‘Imagine’
d. The Mona Lisa.
e. The Indiana Jones films.
f. The Brandenburg concertos.
5. Vocabulary.
Students will be asked if they read the credits when a film ends. If they don’t, they will be
asked if they know what are the things included in the credits. I expect them to tell me
that in the credits, we can see the name of the actors and the people that worked in and for
the film. This discussion will be guided to get to the expected answer. Then, students will
be given the copy below. They will be asked to read the title “Behind the camera” and the
instruction to solve the activity. It will be checked orally and then we’ll pass on to the
next part of the activity. It will be checked orally.
Now, we’ll pass on to the next activity to incorporate more vocabulary related to films.
7. Listening activity
One student will be asked to read the title and another one to explain what they have
to do. The recording will be played three times. The activity will be checked orally.
Now complete the chart with information about your favourite movie and write a short
paragraph about it. Use the descriptions in the TV guide as help.
Title:
Filmed in: ……………………………………………………………………………..
Director: ………………………………………………………………………………
Type of film: ………………………………………………………………………….
Plot: …………………………………………………………………………………...
Cast: …………………………………………………………………………………..
My favourite movie is ………………………………………………………………It
was filmed in …………………………………………………………………………
………………………………………………………………………………………..
………………………………………………………………………………………..
………………………………………………………………………………………..
………………………………………………………………………………………...
…………………………………………………………………………………………
8. Vivienne is a show business columnist who writes for the magazine “Lights,
camera, action!” She has written a review on a film. Read the review.
Summer Surprise starring John Fisher and Kate Wyles
……………………………
1- Summer Surprise is a romantic comedy about two
students who are travelling after they’ve graduated from
university. Their last stop is a small fishing village in
southern Italy, where most of the film is set.
…………………………
2- The main characters are played by the famous stars
John Fisher and Kate Wyles and they team up with two
new actors, Nancy Stokes and Matt Keane. During a trip
around Europe, Jane and Katie (Wyles and Stokes) decide
to stay in Italy for the summer. They fall in love with the
village and with Joe and Luca (Fisher and Keane). Six
months later, summer is over and the girls are still
enjoying spaghetti and cappuccino in the village square.
…………………………..
3- Thanks to the cast, the film is a great success. Also, the
movie was directed by the talented. Paul Young,There are
some very funny scenes that make the film really
entertaining. The plot is easy to follow, but quite
predictable, just like the ending.
…………………………….
4- If you want to relax at the cinema and have a good
laugh, go and watch this film. But don’t expect a ‘summer
surprise’. There aren’t any surprises in this film.
In which paragraph does Vivienne say? (Write the number of the paragraph next
to each question)
1. If the film is good or not?
2. Who acts in the film?
3. What the plot is?
4. What type of film is it?
5. Where is the set?
6. What is good or bad about the film?
Vivienne used the subheadings below to make her film review more
interesting..Can you put them in the correct paragraphs?
The sto
My advice ry
The film the bad
The good and
Subheadings can also be questions. Which paragraph match these new
subheadings?
1. What’s the plot? ………
2. What’s good and what’s bad? ………
3. Is it worth seeing? ………
4. What is summer surprise? ………
The purpose of this activity is to make students aware of the organization of a film review
and of the information they have to include in each paragraph. Students will be asked to
read the instructions to do the activity and they will find the word “film review”. They
won’t know what a film review is. I will ask them to take some minutes to read the text and
when they finish they will be asked what they think a film review is and what is its purpose.
Also, I will ask them where they think we can find film reviews (magazines, newspapers,
etc). Then, they will work on the activities. They will be checked orally asking for
volunteers and non volunteers.
9. Speaking
In pairs, choose a film you have seen. You can choose from the ones below.
What did you like or didn’t like about this film?
Think of:
The plot
The ending
Acting
Special effects
Music
10.
11. Test
Note: If necessary, before the final tasks stages, I can use some minutes of
the class to sum up all the vocabulary used in the unit of work to help
students have global view of it. To do that, I will write the words
DIRECTOR, CAST, PLOT, SPECIAL EFFECTS, ENDING, MOVIE,
SOUNDTARCK AND TYPES OF FILMS on the blackboard and make a
mindmap with the possible adjectives they can use to describe them.
Students will copy the mind map in their folders.
12. Final task (listening and speaking)
13. Final task (reading and writing)
Vocabulary List (to be modified if necessary)
Verbs Adjectives
Act Talented
Play (a part in a film) Unknown
Direct Interesting
Recommend Famous
Film Popular
Strong
Release
Easy to follow
Make
Boring
Write
Predictable
Create Happy/ sad
Show Long
To be based on Surprising
Action-packed
Nouns
Film
Ending
Plot
Cast
Soundtrack
Director
Actors
Movie
Storyline
Script
Special effects
Music
Costume
Make up
Genres (the word in itself and the different types of movies)
