Assessment for
Learning Resource Bank
Web-based
Learning and Teaching Support
Learning and Teaching Activity – Films and Film
Reviews
Module: Happy
Days
Suggested
Level: Key Stage 2
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Learning Targets for
Key Stage 2 |
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To develop an
ever-improving capability to use English |
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To establish and maintain relationships and routines in
school and other familiar situations (ISa)
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To converse
about feelings, interests, preferences, ideas, experiences and plans (ISb)
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To obtain and provide objects, services and information in
classroom situations and through activities such as interactive games and
simple open-ended role-play (ISe)
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To identify ideas in simple spoken and written texts, form opinions and express them
(KSc)
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To respond to characters and events in imaginative and
other narrative texts through oral, written
and performative means such as making predictions (ESb)
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Learning Objectives | |||||||||
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Task |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
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Text
Types |
- Survey reports |
- Blurbs |
- Blurbs - Film reviews |
- Film reviews |
- Crossword puzzle | ||||
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Vocabulary |
animation, cartoon, comedy, drama, science-fiction, family,
animal, adventure
Features of a film E.g.
actors, actresses, writer, special effects, setting, plot, characters and
scene | ||||||||
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Language Items and Communicative
Functions |
Use the
present perfect and simple past tense to complete simple survey
forms E.g.
Have you seen Toy Story 2?
Yes, I have. Did you
like
it?
Yes,
I did. Use
modal verb ‘would’ to get information and preference for a
survey E.g.
Would you like to see it? No,
I wouldn’t. Use
adjectives ended with -ed to
describe one's feelings and adjectives ended with -ing to describe
films
E.g. I
was amazed because the special effects were even
better.
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Language Skills |
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Predict the likely development of a topic by recognizing key words, using
personal experiences and making use of context and knowledge of the
world
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- Gather and share information and ideas by using strategies such as brainstorming, questioning and interviewing - Plan and organize information, and express own ideas and feelings by deciding on the sequencing of content
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Speaking -
Present information, ideas and feelings clearly and
coherently -
Participate effectively in an oral
interaction | |||||||||
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Relevant Basic Competency Descriptors | |
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L3-R-5-P6BC L3-R-6-P6BC L3-W-5-P6BC L3-S-3-P6BC
L3-S-4-P6BC |
Using a
range of reading strategies to understand the meaning of simple texts with
the help of cues Applying
simple reference skills with the help of cues Constructing short and simple texts on familiar topics with
little guidance to communicate one’s own ideas and experiences
intelligibly Providing and/or exchanging (asking and answering) simple
information and ideas (including personal experiences, imaginative ideas
and evaluative remarks), and attempting to provide some elaboration with
the help of cues Using a
small range of vocabulary, sentence patterns and cohesive devices to
convey simple information and ideas fairly appropriately with the help of
cues despite some grammatical mistakes |
Activity |
Description |
Suggested Duration (minutes) |
Available for Self Learning |
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Task
1
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Conducting a Survey
Learners conduct an in-class survey "Have you seen it?"
verbally and
complete the survey form by using the present perfect, the simple past, and modal verb
“would”. Worksheets:
LT 1.1 – Sample Survey Form LT 1.2 – Film Survey Form |
35 |
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Task
2 |
Identifying the Organization of a Survey
Report
Learners identify the organization of a survey report by
sequencing
and matching activities. Worksheets: LT 2.1 – Organization of Survey Report �P LT 2.2 – A Sample Survey Report and Survey Record |
35 |
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Task
3 |
Producing a Simple Survey Report
By
relating a survey record (a tally table) to its written report, learners
understand how to retrieve information from the
record to
complete a survey report. Worksheets:
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35 |
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Task
4 |
Retrieving Information from Film
Blurbs
Using
authentic film blurbs as examples, learners practise how to
retrieve information from them to complete an information
chart. They
also learn to identify
some film
features such as types,
key characters,
setting and
plot of films. Worksheets:
LT 4.1 – Sample Film Information Charts LT 4.2 – Film Information Chart |
35 |
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Task
5 |
Choosing
the Most Interested Film
A
whole-class survey on the most interested film is
conducted to understand the preferences of the
class. They
also have the chance to strengthen their understanding of the language
used in film blurbs and reviews. |
35 |
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Task 6 |
Identifying Features of a Film Review
Learners learn the features of a film review by completing an
information chart of a film. Worksheet:
LT 6 –
Film Review Information Chart |
70 |
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Task
7 |
Predicting information Learners watch the chosen film. They use prediction skills
before and while watching to help understand the film content. Worksheets: LT 7.2 –
Memory Recall Test LT 7.4 –
While-viewing Prediction Activity II – Matching
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35 |
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Task
8 |
Writing
a Film Review
After
watching the film, learners write a film review to summarize the story and
to express opinions on the film with the language features learnt in the
previous tasks.
Worksheet:
LT 8 –
Film Review Writing Sheet
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35 |
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Task
9 |
Completing a Crossword Puzzle
Learners complete a crossword puzzle to revisit the vocabulary
items they have learnt in the previous tasks. Worksheet: LT 9 –
Crossword Puzzle
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15 |
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For permission to reproduce and share the materials, we would like to
thank the following:
St Anthony’s School
Ms Rosa
Lai-wah Ho
Ms Whitney Chan
Ms Ka-po Ho
We are grateful to Dr Anthony K.K. Tong, Principal Investigator of the EDB-commissioned research project the Study of Using Assessment Data to Enhance Learning and Teaching, and also
Every effort has been made to contact copyright holders before
publication. However, in some cases this has been impossible. If contacted, we
will ensure that full credit is given at the earliest
opportunity.