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| 3/11/2010 |  | |||||
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Moviemania
This unit should take 1-2 hours, depending on time and interest. It is designed for intermediate level students age 12 and above. Objectives Students will: Materials to Print Activities Activity I: Your Favorite Movies (20 minutes) Hand out copies of Printout I, and ask students to brainstorm a list of their favorite movies. Once they have written their lists ask them to share one or two choices with the class and explain why they liked that particular movie. Begin the discussion by looking at what types of movies they are interested in as a group. Ask the following questions: "How often do you go to the movies? What was the last movie you saw? Would you recommend it? Why? Do you prefer to rent movies or go to the theater? Do you cry in the movies?" Wrap up the conversation by having the students look back to their original lists. Ask them to see if there are any similarities in the types of movies that they like. Get some feedback on this question and you can turn to the second activity on Printout I. Define "genre" (a particular genus or type of film) and go over the list that provides many of the categories of films and some examples of each type. If students don't know any of these types of movies, explain what they are using, when possible, a relative pronoun: "A teen comedy is a comedy that is aimed at teenagers." Ask students to give a third example for each category. Activity II: Who does What? (20 minutes) This activity will help to build a "movie vocabulary" by looking at the different people at work on a movie. Use Printout II with this activity to have students match the person with the task he or she works on to make the movie. As you go over the matching exercise, use sentences with relative pronouns so that the students begin to hear the correct words. Answers: 1d, 2g, 3e, 4h, 5l, 6c, 7i, 8b, 9j, 10k, 11f, 12a. Use part 2 to work on relative pronoun sentences. If necessary, introduce first the vocabulary. Give the students a few examples, and then ask them to come up with their own. "Rob Reiner is a director who makes comedies. The actor used a script that was full of mistakes. The cinematographer chose a camera that made the scene seem far away." Activity III: Relative Pronouns (15 minutes) Use Printout III to review some of the basic rules about Relative Pronouns. Remind students that Pronouns are used to take the place of nouns (Julia Roberts is an actress. Julia Roberts always makes me smile = Julia Roberts is an actress who always makes me smile.) Relative pronouns are used to introduce subordinate clauses. These pronouns refer to, or are relate to, a noun or pronoun that has come before. "Show me the movie that you love. These are the films for which you can vote. Jurassic Park was a film that is worth seeing." Students often have trouble with the difference between that and which. Remind students that "which" should be used to refer to things only. "That" may be used to refer to either things or people. "Who" should be used to refer to people only. Answers: 1) that, 2) for whom, 3) who, 4) whose, 5) which/that 6) which/that, 7) that/which, 8) which/that Activity IV: Movie Mistakes (25 minutes) Have the class read the text on Printout IV which focuses on the fact that movies are put together by teams. The text also points out some movie mistakes and uses many relative pronouns. It focuses on The Wizard of Oz which should be a movie that the students know. After reading the text together, ask the students to identify any familiar vocabulary or grammar from the unit. Discuss with the class how making a movie necessitates teamwork. If possible, bring in the clip that highlights the movie mistake and show the scene before you read the text and see if students catch it! To find out more about mistakes in movies, visit: Movie Mistakes and/or Movies. Activity V: Talk About Movies (20-30 minutes) Choose any or all of the following topics to talk about movies. 1. Are violent movies responsible for violence in our society? 2. Do you agree with the rating system we have in the US? We have G, PG, PG13, R, NC17, and X. Are these adequate or necessary? 3. Why are American films so popular outside of the US? Why are the majority of 4 Americans so unfamiliar with foreign films? 4. What is the best movie ever? Why? 5. How do you feel about the phenomenon of multi-plex's which show 15 movies at a time instead of a more traditional big-screen theater? 6. With the rising price of theater tickets do you think people will continue to go to the movies or just wait for the video? Why? 7. Can you name a film with a strong female protagonist? What are the traditional roles of women in Hollywood? 8. Where do you see technology applying to changes in how we watch, listen, and touch movies? 9. Can you name a movie that has had a successful sequel? Why are sequels so often flops? 10. Who is the biggest star in the movies today? Why? Activity VI: Oscar Night (20 minutes) Create your own "Oscars." With the class as a whole, come up with several categories for your Oscar competition. You should decide with the class or beforehand whether or not these will be the best of all time, the best of the year, the best of the decade etc. Some ideas for categories: The funniest movie, The scariest movie, Best Actor, Best Actress, Best costumes, Best Set or Design, Best Director. Depending on the age of your students you might also choose categories such as best love scene, best couple, finniest moment, best villain, best kiss, etc. Once you choose the categories, divide your students into small groups of 3 or 4 students, and divide the categories equally among each group. These groups will become the nominating committee for each category and choose 5 nominees. After all of the nominations have been made, have each group present their candidates. Have all of the students vote from among these choices. You can ask your students to stand as they make their presentations and therefore practice a more public speaking. |