Lesson Plan
Topic: Unit 5 Lesson A (Part 2): Movies and Televisions
Name :Teuku Rifqy
Class/level :Passages 2
Time :90 minutes
Date :17/06/2025
Instructional Objectives:
By the end of the lesson students should be able to:
● Discuss various movie genres and their preferences.
● Express opinions about movies and TV shows using relevant vocabulary.
● Use sentence adverbs to clearly convey opinions and attitudes in writing.
Materials needed:
● Video activity sheet
● A piece of A2 sized paper and markers
Scope and Sequence of Lesson
Stage Activity Duration
Anticipatory • Ask students: "What are the first few steps involved in 15
making a movie?" Elicit ideas and write them on the minutes
board.
• Direct students to the "Pre-view the video topic"
section (Part A) on Passages 2 Video activity sheet.
• Have students examine the steps listed there (e.g.,
getting an idea, writing a script, finding actors, filming,
editing).
• In pairs (Part B), have them discuss their answers from
the initial brainstorming and compare them with the
listed steps.
• Briefly elicit a few insights from different pairs about
the process of filmmaking or their favorite part of
watching a movie.
Introduction ● Direct students to the unit title "Movies and 10
Television". Minutes
● Ask them to brainstorm different types of movies or
TV shows they know.
● Introduce the idea of discussing personal preferences.
● Refer to the "Movie Genre Preferences" survey
graphic from Page 38.
● Ask students to briefly look at the survey results for
men and women's preferences for different movie
genres (e.g., action, comedy, drama).
● Ask: "Do you agree with these general preferences?
Why or why not?"
● In pairs, have students quickly share their initial
thoughts on what kind of movies they generally like or
dislike.
● Explain that throughout the lesson, they will discuss
movie and TV show preferences in more detail, learn
how to describe them, and eventually write their own
reviews.
Grammar Sentence Adverbs For Writing 20
Focus Minutes
● Review the topic of sentence adverbs as words or
phrases that modify an entire sentence or clause,
expressing the speaker's or writer's attitude or
comment (e.g., surely, in brief, obviously, fortunately).
● Provide clear examples of how sentence adverbs are
used in sentences related to movies or general
opinions (e.g., "Surprisingly, the ending was very
touching," "In brief, the movie was a masterpiece").
● Contrast their use with regular adverbs that modify
verbs or adjectives.
● Have students identify sentence adverbs in example
sentences.
● Guided practice: Provide incomplete sentences and
have students insert appropriate sentence adverbs
based on the intended meaning.
Discussion ● Direct students to 5. Discussion: Movie genre 15
preferences on page 38. Minutes
● Part A: In pairs, have students discuss the results of
the "Movie Genre Preferences of Men and Women"
survey. Encourage them to consider if preferences are
similar where they live.
● Part B: In groups, have students discuss different
aspects of each movie genre. Prompt them to think
about what men, women, or both might like for each
genre.
● Part C: In groups, have students discuss actors and
actresses who have starred in the various movie
genres. Encourage discussion on their performances
and whether the genre suits them.
Poster ● Direct students Writing: Write a review of a movie or 35
Presentation TV show on page 39. Minutes
● Part A (Brainstorm): direct students to collaborate and
think of a movie or TV show they have seen recently
that they feel strongly about. They should consider
their overall opinion, whether they recommend it, and
specific elements like the plot, acting, and special
effects.
● Part B (Write): Students write their review in the form
of a poster presentation. Emphasize using sentence
adverbs to express their opinions clearly.
● Circulate to provide assistance with grammar and
vocabulary.
● The poster should act as a concise review, including:
o The title and genre of the movie/show.
o A brief summary of the plot.
o Key actors or characters.
o Overall opinion and recommendation (using
descriptive adjectives and sentence adverbs).
o A simple rating (e.g., stars, thumbs up/down).
● Encourage creativity in design and clear, concise
language.
● Have the group briefly present their poster to the
class, summarizing their movie or TV show review.
Discussion ● Direct students to Speaking: What kind of shows do 10
pt.2 you like? on page 39. Minutes
● In groups (Part A), students discuss the questions
provided about their television viewing habits.
Questions include: "How much TV do you watch per
week?", "What kind of TV shows do you like/avoid?",
"Do you prefer movies or TV shows?", and "What
shows are popular in your country?".
Wrap Up ● Elicit some of the new vocabulary and sentence 5
adverbs learned today. Minutes
● Ask students to share one new thing they learned
about their classmates' movie or TV preferences.
