1.Have the beam projector ready to show the video suggested activities in  the “Materiales Educativos Digitales” section and download the file to make copies for students of the activity suggested for this session as well,

2. Tell students they are going to watch a clip from another famous Charles Chaplin movie. Brainstorm ‘Silent movies and Chaplin’.

3. Tell students this is a good opportunity to work with master pieces and learn at the same time.

4. Ask students to work in pairs and write about

a) Film genre (it’s a clip but encourage students to imagine the rest of the movie),

b) description of the scene,

c) location

5. Play the clip and give the students some time to do the activity while you monitor.

6. Invite pairs of students to read their answers and discuss them with the class.

7. In this clip, there are no title cards so ask pairs of students to write three title cards for this scene.

8. Offer help as needed and invite students to read their cards, how did they like them?

9. Tell students they have been working with different silent movies so far and now they are going to work with locations.

10. Ask students how important it is to choose the right location(s) for a movie and why.

11. Distribute the worksheet and tell students to label the pictures by choosing the right name from the box.

12. Review with students the different silent movie clips they’ve watched in class and ask them to identify the location. Otherwise, choose any clip from the ones chosen for this unit and play it in class.

13. Another activity students can work with in pairs is thinking of a possible title for a silent movie to be filmed in those locations.

7. Invite students to share their titles with the class and discuss them.

8. Invite students to vote for the best title for this clip.

1. Have the beam project ready to show the video suggested activities in  the “Materiales Educativos Digitales”  and download the file and make copies for students to use in the second activity.

2. Tell students that this time they are going to watch a silent film, a short film that was produced recently. Silent movies are not only about the origins of movies but a type of movie in the industry of films.

3. Ask students if they have watched other types of silent movies, maybe animated silent clips. Which ones? What effects they produced in the audience?

4. Ask students to reflect on the title, ‘Life’ and wait for reactions. Discuss with the class their answers.

5. Play the movie without interruptions or pauses until the end and ask students this time ‘what’s ‘Life’? This is a philosophical question but try it with students to see their vision. Encourage them to come out with something.

6. Ask students why they think the film is called ‘Life’.

7. Ask students to work in pairs and make a list in their notebooks to write about,

·       location,

·       characters,

·       topic and

·       purpose of the film.

Monitor and help with grammar and vocabulary as needed.

8. Invite students to sit with another pair of students and present and discuss their answers. Then, have a general discussion about the film using students’ answers.

8. If time allows , watch the video again and this time, using students information, discuss the film. Mainly, the location and how this one represents ‘Life’.

9. Tell students they have been working with different silent movies so far and now they are going to work with settings as part of scene headings in a script.

10. Ask students how important it is to describe the right setting as part of a scene heading in a script.

11. Distribute the worksheet and tell students to match the time expressions in exercise I and in exercise II describe the scene heading based on the example.

12. Monitor the activity and invite students to read their answers to the class so in case there are mistakes, somebody else can help correct.

13.  Ask students to focus again on ‘Life’ the silent film they just watched in the previous session. (Highly recommended) and describe the scene heading(s). Discuss how important those are for getting effects in the audience.

1. Have the beam projector ready to show the activity Download  suggested in the “Materiales Educativos Digitales” section and make photocopies for students of the file suggested for the second activity.

2. Depending on the number of students you have, make the necessary sets of copies and cut the cards beforehand to have them ready for class.

3. Ask students if they have seen any modern silent film festival on Youtube, for example.

4. Review with students what it is needed in order to film a silent movie.

5. Tell students they are going to watch a recent film, the winner of the Youth silent film festival.

6. Play the video with no interruptions and wait for reactions. Ask them if they ever imagined it was going to be an animated film.

7. Ask students to work in groups of three and discuss the film based on

a) Title 

b) animation

c) colors used

d) music

e) effects

8. Invite groups to share their answers with the class and discuss what the story is about and what other title they could give the film, in case ‘Dream land’ couldn’t be used.

9. Ask students to display their titles for the movie and invite the class to read and choose the one they consider goes better with the story.

10. This is a dominoes activity so you can follow the instructions of this activity that come in the same file: ask students to work in groups of 3 and hand them a set of cards.

11. Ask the students to shuffle the dominoes and deal out five each, leaving the rest in a pile face down. Tell the students to turn over the top domino from the pile and place it face-up on the table.

12. The first player then puts a domino down either before or after the domino on the table, making sure their film-related word or definition matches with the first domino.

13. The player then reads the word and definition to the group for confirmation. If the word and definition don't match, the player must take back the domino.

14. Play then passes to the next student and so on. If a player cannot put down one of their dominoes, they take a domino from the top of the pile and put it down if they can.

15. If there are no dominoes left in the pile, play passes to the next student. The first player to get rid of all their dominoes wins the game.