| Time
|
Interaction.
|
Procedure |
Aims |
| |
Warmer
|
Give
out Questionnaire-find out what films stus have seen.
Class discussion:
What are the main categories for the Oscars? Who won what? |
*Save
time for task 8.
*Introduce thesubject of film and the Oscars. |
| 5
mins |
Stage
1
Task 1
Video.
T. monitor
F/B Whole class |
Watch
trailer (from the Oscars) for the film 'Chicago'.
From the trailer what type of film do you think it is?
Would this trailer make you want to see the film?
What film? (open class)
CHICAGO-what type? Ideas?(open class - 3mins)
Has anyone seen it?
If not do these clips make them want to see the film?
What do they think it's about? |
*Create
interest in the subject and motivate students.
*Activate stus schema of the film world and their knowledge of the
film 'Chicago'.
*Develop gist listening skill |
| 5
mins |
Stage
2
Task 2
T. monitor
F/B Whole class |
Jumbled
text.
Closed pairs - put the text in the correct order (3 mins)
Check order -why?
What made the students put text in that order?
Coherence (revision from previous class- 2 mins)
Give out text in Web page format (Handout 1) |
*Intro
text/ stus think about Coherent Structures, which is revision from
the first class of the lesson. |
| 8
mins |
Stage
3
Task 3
T. monitor
F/B Whole class |
Is
the text positive or negative? (Answer-both)
What does the writer think is positive & negative about the
film?
Positive: Songs, Money, Cast -able to sing n dance
Negative:
Theatrical, Not sex,
Uninventive camera work
Discuss ideas. How does the writer contrast these negative and
positive ideas? Use example sentence to aid stus if necessary*.
|
*Developing
the skill of reading for information.
*Guides students to discover-the way the author has organised the
information using discourse markers & other cohesive devises |
| 7
mins |
Stage
4
Task 4
T. monitor
F/B Whole class |
We
have talked about Coherence and Cohesion-linking words.
Put example sentence on board *Overall, Marshall's 'Chicago' seems
destined to succeed, though there are problems.
Now find as many linkers in the text as you can (there are 11 different
ones).
Closed pairs 6 mins.
Elicit / give the 11 linkers that are in the text.( 1min)
However, though, but, and, yet, therefore, as a result, so, Nonetheless,
as well as, overall -have cards to put on board as the linkers are
elicited (cards 1). |
*Inductive
exercise so that stus realise the purpose of linkers through context.
*Guided discovery - students are able to notice the target language
in context.
*Use cards for quick F/B. |
| 15
mins |
Stage
5
Task 5
T. monitor F/B
Whole class
Task 6
T. monitor F/B |
After
identifying the linkers the students use the context to infer
their meaning and categorise them - putting them into a meaning
table - handout 2. ( closed pairs 5 mins)
At
the end of activity give each stu a card.
Check ideas-stus put card on board in correct column.So does that
mean that the linkers in each category are interchangeable? Why
not? Elicit subtle difference in meaning and grammar differences
Explain differences in the positioning of certain discourse markers.
Stus look at linkers in context and put them into a table according
to their positioning and function in the sentences. ( closed pairs
5 mins - handout 3)Type 1 -joins clauses and usually in middle
of sentenceType 2 - joins clauses & can go in middle or endType
3 - Joins sentences & normally goes at the beginning of the
sentence.Use cards again for feedback.
|
*Infer
meaning from context and categorise them into a useful table, which
they will have as a reference.
*Ensure stus understand the differences in usage between different
linkers, clarifying- meaning, form and appropriacy.
*Use cards to make F/B quicker, get the stus moving and also so
that we can all see the table & correct it on the board. |
2
mins
flexible |
Record
stage
Whole class |
Check
ideas and clarify form, appropriacy and meaning by correcting mistakes
and also giving out written record for stus to study at home and
use for homework task (handout 4) |
*Clarify
meaning, form appropriacy.
*Stus have written record to revise at home. |
8
mins
flexible |
Stage
6
Task 7
T. monitor F/B
Whole class |
Stus
have cards of sentences and photographs from the story of 'Chicago'
- (Cards 2) They need to link the sentences and photos, using linkers
from the text.Micro teach- correcting stus sentencesElicit sample
sentences and deal with any language problems that might have arisen
(during monitoring). |
*Language
consolidation. I can evaluate the stus understanding of the target
language. |
| 10
mins |
Stage
7
Task 8T.
monitor
F/B
Whole class |
Show
Web page of Internet site where review will be posted.You are going
to write a review for homework using discourse markers.Ask stus-what
films have they seen this year?Divide in pairs or groups - brainstorm
ideas about your film -positive and negative ideas. (5 mins)Look
at ideas-elicit /suggest discourse markers to link or contrast their
ideas. |
*Stus
think about review content/ structure & linkers.
*Consolidation andGuidance for the use of linkers.
*Preparation for review/ homework.
*Integrated speaking practice. |
|
Homework. |
Write
a short review on the film you have been discussing, which we will
look at in class and later post on < http//:www.uk.imdb.com/CommentsShow
> internet site. |
*Give
an audience/purpose for the written work. |
