INNOVATIVE LESSON PLAN ON THE FILM INSEPARABLE

Language level: Highschool

Class:IX
Time: 90 minutes
Activity: Predicting a story, watching ashort film, 2 short dictations,speaking and
writing a narrative
Topic: Relationships
Grammar: Prefixes, adjectives and,narrative tenses
Materials: Short filIm Inseparable
Overview
This lesson plan is designed around a shortfilm called Inseparable by Nick White
and the theme of relationships. Students practise using prefixes, predict a story,
watch a short film, write down 2 short conversations and write a narrative.
Step 1
Write prefix on the board and ask your students if they know what a prefix is. If
necessary explain that a prefix is placed before the beginning of a word to modify
or change its meaning. Give some examples such as impossible, unhappy and
independent. Tell students that prefixes are sometime used to give the opposite
meaning of an adjective as in the three examples.
Step 2
Write the following adjectives on the board: important, consistent, mature,
available, polite, offensive, healthy, intelligent, partial, capable, considerate,
personal, decent, likely, probable. Pair students and ask them to match the
prefixes im, in and un to give the opposite meaning of each adjective. When they
are ready go through the answers.
Step 3
Write separable on the board and ask students which prefix goes with it to create
its opposite. Write inseparable on the board and ask students what or who can be
inseparable.
Step 4
Tell students they are going to watch the start of a short film called Inseparable.
Ask them what they think the film will be about and what images they will see.
Step 5
Show the film and pause at 03:00. Pair students and ask them to discuss the
following questions: Were your predictions correct? What story does the film tell?
Who is the man in the film? What has happened to him? When students are
ready get feedback from the whole class.
Step 6
Now ask students:
What do you think is going to happen next? Show the film until 03:46 and discuss
if the students predictions were correct. Now ask the
following questions:
Who is the man Joe talks to on the phone?
What is the relationship between Joe and Charlie?
What type of person is Charlie?
Step 7
Tell students you are going to play the phone conversation again and that you
would like them to write down what they hear. Play the conversation as many
times as necessary. Ask students to compare their conversations and then write
up the conversation.
Joe: Charlie, its me, Joe. Are you alright?
Charlie: Yeah, you know me, never better. I could do with some more pocket
money though.
Joe: How much?
Charlie: Too much.
Joe: Charlie, I got the results. We need to meet.
Ask students to discuss the following questions:
Why do you think Charlie says he wants more
pocket money?
Why does Joe say they need to meet?
Step 8
Ask students what they think is going to happen next?
Play the film until 05:07
Check students predictions.
Step 9
Tell students you are going to play the short conversation again and that you
would like them to write down what they hear. Play the conversation as many
times as necessary. Ask students to compare their conversations and then write
up the conversation.
Joe: Are you hungry?
Charlie: No, I had a liquid lunch. If youre worried about the fee, dont be.
Explain that liquid lunch is a colloquial expression which means that somebody
has drunk a lot of alcohol but eaten no food at lunchtime and is probably very
drunk. Ask students what Charlie means when he tells Joe not to worry about
the fee.
Step 10
Ask students how they think the film is going to end. Show the rest of the film. Put
students in small groups and ask them to discuss the following questions:
Why does Joes wife react the way she does?
What does Charlie mean when he says its gonna be alright?
Why is the film titled Inseparable?
Does the film have a message?
How does the film make you feel?


Step 11
Now assign each group with one of the characters: Joe, Charlie, Joes wife or Joes
son. Ask each group to write a narrative from the point of view of their character
in 10 minutes. Go around the class helping each group with vocabulary.
Step 12
Ask a member of each group to read out their narrative and invite the other
groups to comment on them.