Wea work package 5

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WEA WORK PACKAGE 5

Using Films in the ESOL Classroom

Title: films and the cinema

Topic	Discussing films
Level:	B1 – B2
Aim(s):	To expand vocabulary connected to films; To practise the passive voice (“This film was set in / was directed by….etc.”); To write a short film summary; To enable learners to talk more confidently about the topic of films and cinema.
Skill(s):	Speaking, listening, writing, reading.
Approximate Timing:	120 minutes
Materials / preparation:	Photocopy 1 worksheet for each learner (p7 -10). Prepare film flashcards representing different film genres (optional). Photocopy 1-2 sets of Resource 1A & 1B & cut up. White tack. (Suggested optional activity: class cinema trip to tie in with topic).

Teacher’s Instructions:

1. 
   Lead-in: write on board “ f _ _ m s / m _ _ i e s” and elicit films/movies. Elicit the difference between the 2 (‘movies’ - American English, though used in British English). Ask who likes watching films before handing out Worksheet 1. Put in pairs & focus on ex.1. Allow a few minutes before feedback.
   

2. For the next task, you could produce your own set of flashcards of different film genres or get pictures/posters/leaflets from a local cinema / from a website. Put into small groups, and give each group some of the flashcards / pictures. Learners identify / discuss the types of film depicted. Swap the flashcards between the groups so that they see all the pictures. Do not give feedback yet!

3. 
   Learners look at the pictures in 2a) and match the picture and film genre. The terms ‘period drama’ and ‘rom com’ may be new, and they may need help with the pronunciation of ‘sci-fi’. In 2b) further film genres are completed. Check answers, spelling and pronunciation. If flashcards were also used, ask learners to cover their worksheets and then elicit the genres to consolidate. Learners then focus on 2c) in groups.
   

KEY:
2a) science fiction/sci-fi animation / cartoon romantic comedy/rom com period drama

2b) action, comedy, thriller, romance, western, horror

(other possible genres – fantasy, drama, war film, gangster film, musical)

3. 
   While learners are doing task 2, stick Resource 1B on the walls around the room. Place a set of the words from 1A onto a desk or chair. Each pair selects a word and walks around the room, sticking it under the correct definition. Supply white tack. For larger groups, copy 2 sets of 1A & 1B, sticking them on opposite sides of the classroom and divide the class into 2 groups. Check answers as whole class, focussing on understanding & pronunciation.
   

3. 
   To consolidate the film words and definitions from the previous activity, learners do the crossword in ex. 3. (could be done for homework).
   

3. 
   Learners may be familiar with the passive voice; this activity introduces the present and past forms, in the context of films. For further information and exercises on the passive, see Raymond Murphy, 2004, English Grammar in Use (Intermediate), Unit 41 (also 42-45). Hand out the next page of the worksheet and focus on ex. 4 a). Learners read the text and underline as many examples of the passive as they can. Underline the first example(s) together and elicit how the passive is formed (be + past participle). Once the task is completed, they check answers with a partner before feedback.
   

3. 
   Look at the table in 4b) and fill in both the active and passive forms of the verbs in the past simple. Learners can work in pairs, before whole class feedback.
   

3. 
   Give learners 2 minutes to re-read the Harry Potter text and to memorise as many things as they can. Now ask them to cover the page, and elicit as many facts as they can, particularly sentences using the passive (“The first Harry Potter film was directed by / released in…etc”). Write a few passives on the board.
   

KEY:
4a) 1. is based on 2. were written by 3. was released in 4. was directed by 5. was nominated for 6. was brought up by 7. were killed by

4b)1. J K Rowling wrote Harry Potter/Harry Potter was written by J K Rowling 2. Chris Columbus directed Harry Potter and the Philosophers’ Stone/ Harry Potter and the Philosophers’ Stone was directed by Chris Columbus 3. Harry’s unfriendly aunt and uncle brought him up/Harry was brought up by his unfriendly aunt and uncle 4. They released the film in 2001/The film was released in 2001

3. 
   Learners will write their own short film summary, using some of the passive verb forms. You could take the group to the cinema, and ask them to later write about the film they saw. If this is not an option, learners can research and write about a favourite film or a film they have recently seen. This task can be done in class or set as homework.
   

3. 
   The final speaking task (ex. 6) is a whole class ‘mingle’ activity. Learners answer the questions in the film questionnaire in the YOU column. Then they ask at least 3 other students some of the questions. They do not need to ask each person ALL of the questions, but encourage them to ask additional questions connected to the answers they get. They should take notes of the answers (along with the name of each student being interviewed) in the OTHER STUDENT column. Demonstrate with learners asking you some of the questions. Clear a space in the classroom for the learners to move around. Once the activity is complete and learners are back in their seats, encourage feedback on what they found out about one another.
   

Key language used in this lesson:
science fiction/sci-fi romantic comedy/rom com animation/cartoon period drama thriller action western horror fantasy romance	nominated for directed by based on written by filmed in released in

Resource 1A: General Film Vocabulary

Copy and cut up film vocabulary


special effects

plot

box office

soundtrack

director

on location

sequel

cast

big screen

subtitles

Resource 1B: General Film Vocabulary Definitions

Copy and cut up film vocabulary definitions


images and scenes usually created by a computer

the story of a film (or book)

the place where you buy your cinema tickets

the music of a film

the person who makes the film

not filmed in a studio, but in a real place in the story

film which continues from the story of a previous film

the actors in a film

the part of the cinema where you can see the film

translation of the film that you can read at the bottom of the screen

Worksheet 1: Films and the Cinema

1. 
   Ask your partner:
   

What was the last film you saw?

Was it good? Why/Why not?

2. a) Match a film genre to the correct picture.

b) Write any other kinds of film that you know. The first letter has been written for you

a_________ion

c __________ y

th__________er

r___________ce

we__________n

h___________ r

_____________

_____________

c) Find out what kinds of film your group members like and why.

3

.

Films Crossword

Choose from the following words:
soundtrack

cast

director

box office

big screen

on location

sequel

plot

special effects

subtitles

Across

2. the story of a film (or book)

4. the part of the cinema where you can see the film

6. the person who makes the film

7. images & scenes usually created by computer

8. the actors in a film

9. a film which continues from the story of a previous film

Down

1. translation of the film that you can read at the bottom of the screen

3. not filmed in the studio but in the real place

4. the place where you buy your cinema tickets

5. the music of a film
4

. a) Read the short text about the Harry Potter films. Underline 7 examples of the passive (present and past).




The Harry Potter film series is based on seven novels, which were written by J K Rowling.

The first film in the series, Harry Potter and the Philosophers’ Stone, was released in 2001, and was directed by Chris Columbus. It was a huge success and was nominated for three Oscars.

It tells the story of a young orphan boy who was brought up by his unfriendly aunt and uncle. Harry finds out that he is actually a wizard, and that his parents were killed by an evil wizard called Lord Voldemort. He starts his first year of school at Hogwarts School for Wizards where he learns about magic, and skills which will help him in his future battles against the evil Lord Voldemort………

b) Fill in the missing verbs in the chart to form the Active and Passive, taken from the Harry Potter text.

Active	Passive
J K Rowling __________ Harry Potter.	Harry Potter _____ _________ _____ J K Rowling.
Chris Columbus ___________ Harry Potter and the Philosophers’ Stone	Harry Potter and the Philosophers’ Stone ______ ___________ _______ Chris Columbus.
Harry’s unfriendly aunt and uncle ________ him up.	Harry _______ ________ _____ his unfriendly aunt and uncle.
They _________ the film in 2001.	The film ______ _______ in 2001.

5.  Now write a short summary about a film you have seen. Use some of the passive verbs from the Harry Potter text to help you.

6. Answer the questions in the film questionnaire in the YOU column, then find out about other class members.

	YOU	OTHER STUDENT
Have you ever met a famous actor or director?
Have you ever used a video camera? What did you film?
Do you prefer going to the cinema, or watching a DVD at home?
Do you prefer Hollywood films or films from your home country?
What’s the best film you have ever seen?
What’s the worst film you have ever seen? Why?
Have you bought the soundtrack of a film? If yes, which one?
Can you think of a film which you have seen several times?
Have you seen a film which made you cry a lot?
Name a film which sent you to sleep!