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Week Lesson Plan
Lesson 1
Topic: Upcoming movies
Number of students: 12.
Language focus and aims of the lesson: to discuss upcoming films that students want to see and introduce film-related vocabulary that can be used in everyday conversation.
Warm-up (5 minutes)
As a warm-up activity, I will split the students into pairs and ask them to discuss their favorite movie genre with the partner. Listening to these short discussions will allow me to determine any current vocabulary gaps that will be addressed in the lesson.
Introduction (5 minutes)
In the introduction, I will explain that the topic of today’s lesson is ‘Upcoming Movies’ and spread the vocabulary sheets around the class.
Presentation (10 minutes)
First, I review today’s vocabulary sheet with the students and answer topic-related questions. Next, I will offer an example of an upcoming film presentation. In a short, 5-minute presentation, I will explain the genre, plot, characters, and the reasons for my interest in the film. These four sections will be the components of students’ group presentations.
Practice (10 minutes)
As a practice activity, I will choose an upcoming film and ask the students to identify the four components together as they would in a presentation and then discuss their opinions on the film.
Production (10 minutes)
I will separate students into three groups, four people for each presentation. I will use heterogeneous grouping as outlined by Herrmann (par. 6) and give students 10 minutes to prepare a presentation.
Review (15 minutes)
At this stage, students will present in front of the class. I will take notes and provide written feedback at the beginning of Lesson 2.
Homework (5 minutes)
For the next lesson, each student will be asked to write a short paragraph about their favorite movie.
Lesson 2
Topic: Films from around the world
Number of students: 12.
Language focus and aims of the lesson: to discuss films produced in other countries, encourage students to talk about their opinions of the film, and justify them with the use of correct vocabulary. This will help students to support conversations about film and be more confident in sharing their opinions.
Warm-up (5 minutes)
First, I will split the students into two groups and ask them to discuss the overall quality and variety of films produced in their country.
Introduction (5 minutes)
Next, I will say that the topic of today’s lesson is ‘Films from around the World’ and spread the vocabulary sheets for the topic.
Presentation (10 minutes)
During this time, I will review today’s vocabulary sheet with the students and answer topic-related questions. The vocabulary will consist of terms related to the film’s cultural and social background that will help students in their presentation. I will also offer certain questions to consider in today’s presentations, such as:
- What does the film tell about your country?
- How is the film different from Hollywood movies?
- What is your opinion on the film?
Practice (10 minutes)
As a practice activity, I will present a film depicting my culture and show how to apply analytical skills in presenting it. I will discuss the cultural background of the film, its tone, and common stereotypes portrayed.
Production (7 minutes)
Here, students will prepare short presentations introducing films produced in their countries. Students may choose to work individually or with students of the same cultural background. Flexible grouping practices are believed to motivate students and allow them to identify their own needs (Tomalis et al. 3-4).
Review (13 minutes)
After a short preparation, students will present in front of the class. I will ask each group or presenter one question to deepen their understanding of the topic.
Homework (5 minutes)
For the next lesson, each student will be required to write a short essay about his or her favorite movie character.
Lesson 3
Topic: Film reviews
Number of students: 12.
Language focus and aims of the lesson: to read or watch film reviews, discuss their strength and weaknesses. By next week, to produce a comprehensive movie review with the use of learned vocabulary and independent research. Developing reading and analysis skills will help students in their further studies while creating an engaging review of their own will enhance creative writing and grammar skills.
The structure of the final lesson will be a little different to devote more time to discussion, which will help students to write this week’s project.
Warm-up and Introduction (15 minutes)
First, I will introduce the topic of the lesson and spread vocabulary sheets with terms frequently used in movie reviews. As a warm-up, I will offer students to watch a short video review on youtube and discuss its strengths and weaknesses.
Presentation (10 minutes)
During this time, I will reflect on the students’ discussion and offer propositions and considerations to improve the analysis of the review.
Production (15 minutes)
Students will work in pairs to ensure more language and social interaction (Tomalis et al., 4). Each pair will choose and evaluate an online video or text film review with propositions on how to improve the analysis. This will allow students to learn how to address the main elements, such as genre, audience, and purpose (BBC 1), as well as the movie’s strengths and weaknesses in their project.
Review (15 minutes)
Each pair will present their critique of the review. I will offer the rest of the class to contribute and ask questions about the film or analysis.
Homework (5 minutes)
The final project, due to Lesson 1 next week, is for each student to write a thoughtful review of a film of their choice. The final project will be graded to keep track of the students’ progress and will be returned to the student with notes on what to improve in the future.
Works Cited
BBC. “Writing for Moving Images.” BBC Schools, 2014, Web.
Herrmann, Erick. “Grouping Students: Heterogeneous, Homogeneous and Random Structures.” MultiBriefs: Exclusive. 2014, Web.
Ismaili, Merita. “The Effectiveness of Using Movies in the EFL Classroom – A Study Conducted at South East European University.” Academic Journal of Interdisciplinary Studies, vol. 2, no. 4, 2013, pp. 121-132.
Tomalis, Ronald J., et al. “Maximizing Student Learning With Flexible Grouping Practices.” Teachers’ Desk Reference: Practical Information for Pennsylvania’s Teachers, vol. 2, no. 7, 2011, pp. 1-4.
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