Differentiation/ extension Use alternative grammar activities related to the film you have chosen. Make up matching cards with target language/ grammar using Template resource 1 cut up. Ask learners to prepare a short dialogue using the target language and perform in small groups or pairs. This could be based on 1 of the scenes from the film. Learners could write simple sentences using the target language. Activity 6 Speaking and listening – Pause the film at a part where it is obvious what is going to happen next and ask learners to tell their partner what they think will happen. Repeat with this or a different scene and invite learners to write their own script for this section. Learners to role play their script in pairs or small groups. Watch scene to compare with what they thought. Differentiation/ extensions You could play the scene without the sound instead of asking learners to predict what will happen next. More confident learners could perform their scene for the whole class. Higher level learners: play the section with subtitles for learners to match their script with the scene. Higher level learners: introduce language for making predictions e.g. ‘He might… They play a scene then stop and ask learners to could… They’ll probably...’ predict what might happen next. Cooler (5 minutes) Ask learners to think of something watched recently, preferably they’ve something all learners likely to have watched. They should describe it without saying the name and the others have to guess. Differentiation/ extension Lower level learners: put learners with a partner. This could be someone who speaks the same language. Ask them to think of something they have watched recently and work together to describe it in English. They could write about a film or television programme watched or they’ve something they like or know well. This could be in their own language. Extension activity 1 Reading, speaking and pronunciation – Group learners with people of the same level. Show a section of the film, and ask learners to take turns reading from the relevant section of the book. Monitor and note issues with pronunciation, intonation, stress, vocabulary. Feedback common pronunciation issues. Upon completion, complete the suggested tasks at the back of the book for writing practice.
Differentiation/ extension Use alternative grammar activities related to the film you have chosen. Make up matching cards with target language/ grammar using Template resource 1 cut up. Ask learners to prepare a short dialogue using the target language and perform in small groups or pairs. This could be based on 1 of the scenes from the film. Learners could write simple sentences using the target language. Activity 6 – Speaking and listening Pause the film at a part where it is obvious what is going to happen next and ask learners to tell their partner what they think will happen. Repeat with this or a different scene and invite learners to write their own script for this section. Learners to role play their script in pairs or small groups. Watch scene to compare with what they thought. Differentiation/ extensions You could play the scene without the sound instead of asking learners to predict what will happen next. More confident learners could perform their scene for the whole class. Higher level learners: play the section with subtitles for learners to match their script with the scene. Higher level learners: introduce language for making predictions e.g. ‘He might… They could… They’ll probably...’ play a scene then stop and ask learners to predict what might happen next. Cooler (5 minutes) Ask learners to think of something they’ve watched recently, preferably something all learners likely to have watched. They should describe it without saying the name and the others have to guess. Differentiation/ extension Lower level learners: put learners with a partner. This could be someone who speaks the same language. Ask them to think of something they have watched recently and work together to describe it in English. They could write about a film or television programme they’ve watched or something they like or know well. This could be in their own language. Extension activity 1 – Reading, speaking and pronunciation Group learners with people of the same level. Show a section of the film, and ask learners to take turns reading from the relevant section of the book. Monitor and note issues with pronunciation, intonation, stress, vocabulary. Feedback common pronunciation issues. Upon completion, complete the suggested tasks at the back of the book for writing practice.