YEAR 10 SAP PROGRAMME: FUNCTIONAL ENGLISH AND COMMUNICATION

GOING TO A MOVIE
Assessed Learning Outcomes Students will: Describe a fictional trip to the movies Describe types of movies and movie preferences in the class Prepare for and undertake their own trip to the movies Record their trip and movie experiences Task 1 Language/ Skills Focus Advance Teacher Preparation Speaking & Vocabulary Laminated picture sequence Blu tack Laminated sets of alphabets Task 2 Vocabulary & Writing Unscramble worksheet Word find worksheet Word prompt worksheet Task 3 Reading & Writing Old newspapers Current newspapers Graph paper Worksheets from well-known movies (selection provided from www.bogglesworl desl.com and www.eslgalaxy.com and Lanternfish ESL) 6 periods Read, list, discuss and write genre Use old newspapers and students take turns to list movies advertised Discuss types of films identified Task 4 Writing Take students to cinema or show recent movie at school in special room Allow students to buy (/bring) food and drink Task 5 Listening & Speaking (Role Play) Bring symbolic props to remind students of key scenes Assist role-play Task 6 Writing Model composition Film review from worksheets mentioned in Task 3

Suggested no. of Periods Suggested Teaching Sequence

4 periods Vocabulary, games and spelling Elicit sequence Elicit vocabulary Add vocabulary Do spelling/ vocabulary games with old and new vocabulary and

3 periods Match and oral

6 periods Read, underline, revise and write Elicit narrative of John at the movies, underline words for substitution, students copy Revise pronouns that require

6 periods List, dialogue, rehearse and role play Elicit list of favourite scenes and assign to groups Give assessment criteria (action + dialogue) Give input to

4 periods Read, review, discuss, present, explain and write Read review, discuss and highlight words for substitution Show poster of same film Explain choice of two tasks (writing

Ask students to match vocabulary with picture Practise first two orally Assist individual students to understand task

CDD and CfBT SAP Resource Project Book 2011

YEAR 10 SAP PROGRAMME: FUNCTIONAL ENGLISH AND COMMUNICATION

GOING TO A MOVIE
alphabet sets Assess students orally during reading period Give genre worksheets Discuss current movies for interview and graphing activity Students will graph classmates preferences for different kinds of movies currently showing changing Revise past tense for verbs that require changing Students will write a narrative of their excursion using first person sing/pl and past tense groups as they rehearse or movie poster)

Outcomes and Products

Students will sequence and describe pictures of John at the Movies orally

Students will write sentences about pictures from prompts

Students will roleplay a favourite scene from the movie

Students will describe the film they have seen, either by writing a film review OR designing an informative movie poster

TOPIC: Going to a Movie (Term Four)

TASK ONE: Sequence the pictures of John at the Movies and give at least three words for each picture (nouns/naming, nouns and verbs/prepositions, complete sentences) (ORAL) TASK TWO: Link vocabulary with picture, unscramble sentences, word attack and word find, write sentences about each picture (WRITING) TASK THREE: Newspaper research - what movies are now showing, what kind of movies, class survey of which movie students would like to see (RESEARCH) TASK FOUR: Excursion to the movies - write a narrative following the model of John Goes to the Movies but using first person plural and past tense. (WRITING) We bought our tickets. We were laughing. We were drinking Sprite. TASK FIVE: My Favourite Scene - in pairs/threes, choose a scene and act it out with dialogue (action, action and speaking, action and speaking and recognisable from the movie) (ROLE PLAY) TASK SIX: Film review OR Story Board (WRITING/DRAWING).
CDD and CfBT SAP Resource Project Book 2011

YEAR 10 SAP PROGRAMME: FUNCTIONAL ENGLISH AND COMMUNICATION

GOING TO A MOVIE
After seeing a model composition, write a review of the film, including synopsis and your favourite scene. OR create a storyboard to show 6 key scenes in the movie. Write a sentence below each picture (words, phrases). Remember to include your favourite scene as one of the six pictures. Assessor's comments: Tasks 1-5 are scaffolded so that students can build up language and follow models. Task 6 is differentiated between students who are able to write a report and those who prefer to show their understanding visually and can only manage a simple sentence.

CDD and CfBT SAP Resource Project Book 2011