Lesson Plan Suggestion for Using Authentic Materials: Chasing Time English - ‘My Name is Lucky’
Mia Tarau
In today’s blog post, I will build on Michael Rabbidge’s suggestions to use authentic materials in the language classroom (https://chasingtimeenglish.com/posts/2024/12/3/using-authentic-materials-to-enhance-language-acquisition-real-activities-for-real-world-learning). I will specifically focus on the following item:
Movies or TV Shows: “Scene It?”
Objective: Develop listening, speaking, and critical thinking skills.
Steps:
· Choose a short scene from a popular movie or TV show. Ideally, select something culturally rich or thematically relevant.
· Play the scene and have students create questions related to the scene. These questions can be categorised or open to anything.
· Jigsaw students into new groups to discuss their questions in relation to the scene.
· For an interactive twist, have students reenact the scene in pairs, using their own words where possible.
Why It Works: This activity is fun, collaborative, and filled with opportunities to learn contextual vocabulary and intonation.
Suggested show for Intermediate learners: My Name Is Lucky, Episode 2 OR Episode 3
Reason: This show portrays the struggles of international students when it comes to adapting to life in a new country, focusing on friendships and relationships that many young adults would be able to relate to. Therefore, it is highly likely that students will be able to find learning opportunities in many of the scenes in this show.
Suggested procedure:
1. Warm-Up (5 minutes)
Episode 2 ‘Scene it’ opportunities: the classroom scene where the other students invite Lucky to watch Ryan play, or the scene where they are out watching Ryan play
Episode 3 ‘Scene it’ opportunities: Ryan asking Lucky out to watch a movie
Objective: Activate prior knowledge and build enthusiasm
Ask students:
"What’s your favorite scene from this episode?"
"Have you ever acted out a scene from a show before?"
Introduce the relevant ‘My Name is Lucky’ episode to the students
2. Watching the Scene (5 minutes)
Objective: Familiarize students with the original material
Play the selected scene twice.
First viewing: Students focus on understanding the main idea.
Second viewing: Students take notes on key phrases, tone, and body language.
Discuss the scene:
What’s happening?
What emotions are shown?
What are the characters trying to achieve?
3. Analyzing the Script (5 minutes)
Objective: Deepen comprehension of the language and context
Provide the script for the relevant ‘My Name is Lucky’ scene. Read it together as a class or in pairs.
Highlight useful expressions, vocabulary, and grammar.
4. Brainstorming & Rewriting (15 minutes)
Objective: Encourage creativity and language use
Divide students into small groups.
Assign each group the task of rewriting the scene with a different twist.
Examples:
Change the setting (from a bar to a school, workplace, amusement park, hospital, etc.)
Change the tone (make it dramatic, funny, or formal)
Change the outcome (for example, a pragmatics misunderstanding leads to Lucky not understanding the invite, or a teacher intervenes and stops the scene, changing the ending)
Provide a worksheet to guide brainstorming (space for new dialogue, descriptions of tone, etc.)
5. Rehearsing the Scene (10 minutes)
Objective: Practice pronunciation, intonation, and delivery
Groups rehearse their rewritten scenes. Monitor and ensure that the students focus on clear pronunciation, expressive body language, appropriate tone for their version
6. Performing the Scene (15 minutes)
Objective: Build confidence and fluency
Each group performs their scene in front of the class
Encourage students to provide positive feedback after each performance
7. Wrap-Up and Feedback (5 minutes)
Objective: Reflect on the activity and consolidate learning
Ask students:
“What was the most challenging part of this activity?”
“What did you learn today?”
Provide feedback on language use, creativity, and collaboration
Optional Extension
Assign a reflective (writing) task: "What would you change about your performance if you did it again?"
Let us know if you try this and let us know how it went! Happy ‘Scening It’!