Look at the given film posters and analyse them considering the questions below. Is the movie title prominently featured? Is the text easy to read?
Are the main actors shown? If so, which ones? What do their appearances and expressions convey about the movie?
What is the design of the movie poster? Does it accurately reflect the mood and tone of the film?
What other images are included? What do you notice about the framing of the images?
What text is shown on the poster? Is there a catchy slogan? If so, what does it tell you about the movie's story?
Is there any other important information included on the poster?
Why do/don't you think this movie poster is persuasive?
Framing The positioning of objects, actors, and text within the frame of a poster to achieve a particular effect. For example, a movie poster for an action film might feature the main actor framed in such a way as to make him seem attractive, strong, and invincible. Mood The feeling created for a viewer by the director's use of details, music, and cinematography. Slogan A catchy and memorable phrase or sentence on a movie poster. An effective slogan should convey the mood, tone, and main idea of the film without giving too much away. It should capture viewers' attention and make them interested in the story. Tone The filmmaker's attitude as reflected in the movie—ironic, serious, and so forth.
who live with heart and soul, no matter what the age. This wonderful film captures the love of life, humor and self-acceptance that can come with age. Lews Carsfwiser) Orecior SWrifojd Center on Lonp&fHy
to let students present their documentary films on elderly people
Lesson preparation Several days earlier an announcement about the premiere of documentary films should be posted. Groups should hang out their documentary film posters and filmmakers’ statements. Students, teachers, authorities, parents/grandparents, characters of the films, foreigners, film makers (if possible) are invited. If needed, a team of interpreters should be formed from selected Ss to translate from English to Russian/Uzbek or reverse. A classroom with necessary equipment is prepared for this lesson. If needed, special seating arrangement is made. Small prizes are prepared for the winner team and other participants (if it is supported by the administration). Lead in: (5-10 minutes)
Give a short presentation about the project (stating the purpose of conducting it/ describing briefly project procedures, etc).
Emphasize that spectators will be asked to give their feedbacks about the films and they will help to identify the winner team, which will be awarded a special prize.
Invite everyone to watch the films.
Film viewing (80-90 minutes)
Ask each group to make a short introduction to their films stating what is the film about, what message they wanted to deliver by it, how they worked on it, how they feel about it.
Ask groups to play their films in turn.
After demonstration of each film, initiate a discussion by asking the spectators’ opinions about the film. Students are also encouraged to give their feedback.
If time allows, a guest can also give a short presentation about the life of elderly people in his/her country and answer questions.
Round up (5-10 minutes)
Identify the winning team by voting (open or closed).
Give out the prizes, thank the students and the audience.
Remind students to submit their written reflections.
to raise learners’ awareness of mistakes and errors to develop practical understanding of key terms to encourage students to analyse their own mistakes
Warm up:
(5 minutes)
Ask students the following question:
~ What is common to all learners of a language?
Elicit answers and state that all learners make mistakes.
Write the following questions on the board and hold a discussion:
~ What is your reaction to the statement All learners of a language make mistakes? ~ What is a mistake? ~ What is the difference between errors and slips?
Suggested answers: Mistakes are often divided into errors and slips. Errors happen when learners try to say something that is beyond their current level of language processing. Usually learners cannot correct errors themselves because they do not understand what is wrong. Slips are the result of tiredness, worry or other temporary emotions or circumstances. These kinds of mistakes can be corrected by learners once they realize they have made them.
Activity 1 Objective: to enable students to explore different types of mistakes Time: 15 minutes Materials: Handout 1 Procedure:
Distribute handout 1 and ask students to do the task individually. They have to look at the examples of learners’ oral mistakes and identify whether they are of accuracy (grammar, pronunciation, vocabulary) or appropriacy.
Elicit random answers.
Suggested Answers: Accuracy Examples 1,3,4,5 and 6 all contain examples of inaccurate language.
In example 1 there is a grammar mistake. The learner has missed the third person s from the verb. The learner should have said ‘She likes the picture’.
In example 3 there is a vocabulary mistake. The learner has used suit instead of swimsuit. The learner should have said ‘I wear my swimsuit in the sea'.
In example 4 there is a grammar mistake. The learner has put the subject and verb in the wrong order in the indirect question. The learner should have said
