Routes through the material. >■ Short of time: shorten the discussion in Exercises 1 and 2; give some of the exercises for homework

>■ Short of time: shorten the discussion in Exercises 1 and 2; give some of the exercises for homework, e.g. Exercises 10 and 11.

»■ Plenty of time: do the Options.

>- 2 classes for this lesson: break after Exercise 6.

Before you start Exercise 1

^ KEY WORDS: Films

action, cartoon, comedy, disaster, fantasy, historical, musical, romantic, science fiction, thriller, war, western

■ Read through the Key Words with the students and ask them if they can give an example of each type of film, e.g. Mickey Mouse cartoon film (Walt Disney).

■ Students tell the class what kinds of films they like best.

Exercise 2

■ Give students time to read through the questions. If you wish, students can discuss their answers in pairs before discussing them as a class. Encourage students to give reasons for their answers to questions 2 and 3. Tell students the answers are in the next exercise. If some students know a lot about this film, the rest of the class can ask them questions about the actors and the story.

Listening

О Exercise 3

■ Give students time to look through the cinema information.

■ Play the recording so students can complete the information. If necessary, play the recording twice.

Answers

1 23 2 17.30 3 16.00 4 14.45 5 £6.75 6 £5.00 7 £3.50 8 directed 9 starring 10 nine

Tapescript

This is a recorded message for the Picture House Cinema, Telford. Programme for November the twenty-third to November the thirtieth. The films showing at the moment are the following: Screen 1: Love Actually, at 12.30, 15.00, 17.30 and 20.00; Screen 2: The Incredibles, at 14.00. 16.00 and 18.00; Screen 3: The Aviator, at 12.30, 14.45, 17.00 and 19.15. The price for all films is six pounds seventy-five, except late shows five pounds. Students and old age pensioners, three pounds fifty.

Here is some information about the films showing at the moment. Love Actually is a romantic comedy, written and directed by Richard Curtis and starring, amongst others, Hugh Grant, Emma Thompson and Liam Neeson. The film is set mainly in London six weeks before Christmas and there are nine different storylines - all about love and romance.

Option

■ Students look back at the cinema information in Exercise 3.

■ Write on the board: Dates: from to.

Screen 1: Title_______. Times 1_______ 2______ 3______

■ In pairs, students write down the dates, film title and the times of another film of their choice.

■ In turn, the pairs dictate their information to the class. Check answers after each pair have dictated their information.

Exercise 4 ^ KEY WORDS

actor, actress, character, costumes, dialogues, music, _ч part, photography, plot, scene, situation, special effects

■ Students read the Key Words and check the meaning and pronunciation in the Mini-Dictionary. Students say whic[2]^- words are similar in their language.

Option

■ Ask students to make sentences of their own using some of the Key Words.

Exercise 5

■ Read through the questions with the class before students listen to the recording to find the answers.

■ Play the recording twice for students to answer the questions.

■ After checking answers, ask students if they have seen Love Actually. If so, what did they think of the story are the actors?

Answers

1 Christine 2 Malcolm 3 Christine 4 Malcolm 5 Christine 6 Christine

Tapescript

Malcolm: So, Christine, what did you think of the film? Christine: I thought it was absolutely brilliant. And you? Malcolm: Mm, some of it was quite funny, I suppose. But the plot was nothing special, was it? My only favourite character was that old rock singer. I thought he was just great. Christine: Yeah, he was good. And the whole film was really great, I thought. I mean, the dialogues were very clever. Especially the ones with the rock singer. Malcolm: Thafs true, there were some good dialogues. But the plot was silly. Like the bit about the writer and the Portuguese maid who start falling in love with but can't understand each other. Or the one with the young kid who wants to go out with that American girl. I thought that was awful! Christine: Oh, did you?

Malcolm: Yeah, I did. And the whole thing about love got boring. It was terrible when they all meet by chance in the airport at the end. And anyway there are lots of films about 'love', aren't there? Thafs not very original, is it? Christine: Thafs not the point, Malcolm. Some of the stories were really funny. For example, the one with the Prime Minister who falls for his secretary. And I thought Emma Thompson was absolutely fantastic as the sister who was nearly breaking up with her husband. You know, she does that scene with her husband brilliantly. She's just an amazing actress, don't you think?

Malcolm: Yeah, I suppose so. But Hugh Grant... he always acts himself, doesn't he? I don't know what people see in him. I think he's terrible! Christine: Do you? Malcolm: Yes I do.

Christine: Come on! He was really good in this one! And good-looking too!

Malcolm: Well, I suppose he was quite good in one scene - *hen he went looking for her in that street... Christine: Yeah, that was great, really funny... Malcolm: So what scenes did you like best? Christine: I really loved the ones with Liam Neeson and his son. It was so touching! You know, when...

Exercise 6

■ Give students time to read through the Function File before they listen to the recording again. Encourage them to guess some of the missing words.

• Play the recording twice for students to fill in the gaps.

• Check students' answers by asking individuals to read the sentences in the Function File aloud.

Answers

1 And you? 2 I suppose 3 was it 4 1 thought 5 Especially 6 Thafs true 7 Like 8 did you 9 is it 10 the point 11 For example 12 you think 13 suppose so 14 Come on! 15 I suppose

Exercise 7

■ Do the first dialogue with the class. Students then work individually or in pairs, completing the dialogues with expressions from the Function File.

■ Check students' answers by asking pairs of students to read aloud the dialogues.

Answers

1 suppose so 2 did 3 thought, suppose 4 don't, suppose

Exercise 8

■ Ask one of the students to read aloud the example sentences.

■ Give students time to look again at the Function File, the Key Words in Exercise 4 and the modifiers in Exercise 4 on page 23.

■ Students work individually, writing five sentences giving their opinions about films and film stars. Monitor and point out any serious errors for students to correct.

■ Students read their sentences to the class. They can see if they share the same opinions.

Speaking

Exercise 9

■ Ask two students to read aloud the example dialogue. Elicit suggestions for how the conversation could continue.

■ In pairs, students choose two films they have both seen and discuss them, using some of the Key Words and expressions from this lesson. Monitor but do not interrupt fluency.

■ If time, some of the pairs can tell the class about the films they have seen and their opinions of them.

Vocabulary: Multi-part Verbs (2)

Exercise 10

■ Students may find it helpful to listen to the recording from Exercise 5 again and hear the multi-part verbs being used in context.

■ Students do the exercise working individually. They can compare answers in pairs before checking answers as a class.

Answers

lb 2a 3b 4a 5a

Exercise 11

■ Students write two or three real or imaginary sentences using the multi-part verbs in Exercise 10. Monitor and check that students use the multi-part verbs correctly.

■ In pairs or small groups, students read each other's sentences and say if they think each sentence is true or false.

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■ Read the quote with the class and ask them what sort of 'dull bits' of life are left out of drama, e.g. daily routines such as getting up, going to work/school, shopping, catching a bus.

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8 Communication Workshops

Objectives

■ To use strategies for listening for important words.

■ To use strategies for dealing with mistakes while speaking English.

■ To practise telling a film plot.

■ To match the paragraphs of a story with headings.

■ To write an adventure story.

■ To practise using narrative linking words.

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