Film and TV

Film / Horror movies

Teacher’s notes
necessary to quickly correct these parts in class.
The exercises which could be done as preparatory
homework are marked with a symbol.

Age: Teenager (16+)/Adults

1. Vocabulary (5 minutes)
Level: Advanced (C1)
Aims: to create interest in the topic of the lesson, to
Time: 90 minutes (with an extra 20–60 minutes for
provide students with various expressions for talking about
optional project)
fear which they can use throughout the lesson
Activity: In this lesson, students will:
Procedure: Ask students to look at the image on the
1. p
ractise speaking about fear and
worksheet and suggest adjectives. Write some of the
mystery and incorporate useful new
suggestions on the board. If the only suggestions are
vocabulary relevant to these topics;
lower-level words (e.g. ‘scared’), encourage students to
2. improve listening comprehension of suggest high-level alternatives. Now ask students to work
real-life English from a movie trailer and in pairs to complete the words in 1b. It is possible that
a movie clip; some of the answers will already have been mentioned in
3. u
tilise new language from this lesson in 1a. Monitor students as they complete the task and help
order to create a mini horror movie. weaker ones by suggesting letters. Elicit the answers and
Language focus: speaking, listening, focus on correct pronunciation.
vocabulary, reading Key:
Materials: one copy of the worksheet per student, Synonyms for scared Synonyms for very scared
a PC or projector, an internet connection in the I was … I was …
classroom, (the optional project could require the use
AFRAID TERRIFIED
of smartphones if you decide to make mini-movies)
FRIGHTENED PETRIFIED
FREAKED-OUT DISTURBED
Notes: UNNERVED SCARED-STIFF
1. WARNING: This lesson deals with horror movies
2. Speak (10 minutes)
and the paranormal which may not be a comfortable
subject for all groups of students. It refers to two Aims: to personalise and develop interest in the topic of
online videos related to horror movies which the lesson (horror movies and feeling scared), to provide
contain some mildly graphic content. The first spoken practice, to identify target language related to
includes a brief clip of a young girl being thrown by horror movies which students might already know
a poltergeist and the second includes an instance Procedure: Ask students to discuss the questions in pairs.
where a zombie picks some flesh from his face. Monitor their responses. If there are students who have not
These images will not be suitable for all groups so seen any horror movies, encourage them to talk about a
you should watch them before the lesson to judge scary novel or perhaps something which used to scare them
whether they are appropriate for the particular group as a child. At the end of the activity give some feedback,
of students. drawing attention to good language which students used.
2. T
his lesson contains exercises which focus on Focus particularly on language used which will be useful for
listening, speaking, reading and vocabulary. If the lesson (movie vocabulary, feelings).
you wish to maximise class time for listening and 3. Listen and speak (15 minutes)
speaking, you could ask students to complete the Aims: to provide listening practice of understanding
reading and vocabulary exercises as preparatory dialogue from a movie, to provide spoken practice of
homework before the lesson. It would then only be
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telling scary stories and talking about belief/disbelief

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Film and TV
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Teacher’s notes
Procedure: Play the video. Ask students in pairs to briefly them that all the answers come from the synopses in 4a.
compare answers to the four questions. Play it again and Monitor and help weaker students by providing some
let students decide their final answers in pairs. Elicit the of the missing letters. Elicit the answers and focus on
answers. Ask students to briefly discuss the final questions correct pronunciation.
in pairs. Give feedback. Focus on ideas which students Key:
have mentioned which will be relevant to the following
Across
activity (related to belief, disbelief, ghosts, etc).
   5. spooked
Key:
   6. eerie
a. The family had no idea that a horrible murder had
happened there over a hundred years ago and that a lot    7. urban legend
of other bad things had happened there since then.    8. evil
b. The owner told the father of the family not to turn off the    9. unsettling
lights at night.    12. monstrous
c. T
he youngest girl was the most innocent member of Down
the family so the spirits visited her more than anybody
   1. nightmarish
else. She had a type of regular contact with a young
   2. creepy
male ghost.
   3. go mad
d. The events happened thirty years ago, but back then
people were not open to believing the story. The family    4. spell
think that now people are ready to hear the story.    5. spine-chilling
4. Read and vocabulary (25 minutes)    10. soul
Aims: to understand short movie synopses, to revise and    11. psychic
expand vocabulary related to fear and strangeness 5. Listen and speak (20 minutes)
Procedure: Tell students that they are going to read short Aims: to provide further listening practice of understanding
synopses about different horror movies. Their task will be dialogue from a movie, to consolidate vocabulary from the
to match the movie title to the synopses. For students who previous task, to provide spoken practice of this vocabulary
are not familiar with these movies, tell them that the titles
Procedure: Play the film clip. Ask students in pairs to
themselves contain enough information to make a guess.
briefly compare answers to the five questions*. Play it
Often movie titles are translated strangely so students
again and let students decide their final answers in pairs.
might want to use their phones to search for what each
Elicit the answers. Ask students to briefly discuss the final
movie is called in their native language. Tell the students
questions in pairs. Give feedback, perhaps focusing on the
not to worry for now about difficult vocabulary from the
correct pronunciation of new words from previous tasks.
synopses (this is the focus of Task 4b). Give students
(*Note: In the second half of the video, there is a short shot
a few minutes to match the titles. Monitor and help
of a zombie picking off his flesh. The mood of the scene
weaker student with difficult vocabulary. In the end, ask
is humorous rather than sinister, but it may not be suitable
students to compare their answers in pairs. Then elicit the
for all students. If you prefer, you could ask students to
correct answers.
answer questions a–c and then turn off the video at 2.08.)
Key:
Key:
Movie 1: The Exorcist, Movie 2: The Shining, Movie 3:
a. He has a feeling that his name started with the letter ‘R’.
Psycho, Movie 4: The Ring, Movie 5: The Cabin
Due to the clothes that he’s wearing, he imagines that
in the Woods
perhaps he didn’t have a job.
Now ask students to look at Task 4b. Tell them that they
b. One zombie was a cleaner, another was the wealthy
have about 10 minutes to complete the crossword. Remind
son of a CEO and another was a trainer at the gym.
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Film and TV
Film / Horror movies
Teacher’s notes
c. H
e imagines that everybody loved communicating, Procedure: Divide students into groups of four. Tell
talking about their feelings and spending time with students to follow the worksheet instructions for steps 1
other people. and 2. Give them about five minutes to complete step 2
d. The skeleton zombies have no conscience and eat (read and understand the clichés). Monitor their progress
anything that they can find with a beating heart. The and help weaker groups understand the clichés. Ask each
main zombie says that he also eats like this but it makes group to write the synopsis for their movie (as outlined
him feel a bit guilty. in step 3 and the first and last boxes of the Horror Movie
Clichés sheet). Remind them that they need to elaborate
e. They make noises and look at one another for a long time.
each point so that their synopsis is coherent. This could be
6. Speak (15 minutes) done in class. Alternatively, each student could individually
Aims: to provide spoken practice of describing scary write their synopsis for homework to be handed in for
or strange events/stories, to encourage students to correction in the next class.
incorporate new language from the worksheet tasks and
You will need to decide if the video activity in Step 4 is
the videos of this lesson
suitable for your group. As it involves some acting and
Procedure: Ask students to discuss the questions in pairs. preparation of props, it may be more suitable for groups
Monitor their responses. At the end of the activity give with teenagers and young adults. The activity will also
some feedback, drawing attention to new language from require at least one smartphone per group. If you wish
this lesson which students used. to do this activity, it could be wise to advise students
7. Optional project (20–60 minutes) beforehand and suggest they download a free movie-
Aims: to consolidate new language from the lesson, to making app onto their phone (e.g. Filmora Go). While an
provide written practice of language related to horror app is not entirely necessary, it does allow for a higher
movies, to personalise the topic and possibly create video quality movie which students can feel proud of. To carry out
content which will aid long-term recall of language from the video task, tell students to follow the instructions on the
the lesson student worksheet.

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Film / Horror movies
Worksheet
1a. Vocabulary
Look at the picture. Think of adjectives to describe how the couple are feeling.

1b. Vocabulary 
Work in pairs to complete the table below.

Synonyms for scared Synonyms for very scared

I was … I was …
A F __ A __ __ T E __ __ __ __ __ __ D
F R __ __ __ T __ __ __ D P E T __ __ __ I E D
F R E A K __ __ - __ __ T D I S __ __ __ B __ D
U N N E R __ __ __ S C A R E D - S T __ __ F

2. Speak
Discuss the questions below with your classmate.

• Are you a fan of horror movies? Explain.

• Many people enjoy feeling scared. Apart from horror movies, what other ways do people find to enjoy
feeling fear?

• What are some of the most famous horror movies of all time? Try to give a brief explanation of their plots.

3. Listen and speak

Watch this trailer for the movie The Conjuring which is based on a true story. The trailer alternates dramatized scenes

with real interviews given by the family who experienced the events. Listen carefully and answer questions a to d.

www.youtube.com/watch?v=7_t1LyxM0y0
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Worksheet

a. What didn’t the family know when they moved into the house?

b. What suggestion was made to the family by the former owner of the house?

c. What do we hear about the youngest girl in the family?

d. Why did the family agree to make this movie about their experiences?

Discuss with your classmate:

Do you think that the family’s story could really have occurred as they say it did?

Would this trailer convince you to see the movie? Explain.

Does your country or region have any buildings which are said to be haunted?

4a. Read 
Match each movie title to the short description in the five mini-texts.

Movie titles:  Psycho / The Shining / The Cabin in the Woods / The Ring / The Exorcist

Movie 1: ______________________________ .

A young girl begins to act strangely. Formerly sweet and polite, she becomes rude and starts using bad language. When

she starts to exhibit superhuman strength and speak in a monstrous voice, people come to believe that her soul has been

possessed by a demon. Her mother asks the local priest to try to chase the evil spirit out of her daughter.

Movie 2: ______________________________ .

A man gets a job as a caretaker in a creepy hotel in the mountains. The hotel is closed in the winter months, so the only

people there are the man, his wife and their young son. The son has psychic powers, meaning he can talk to spirits and

see the hotel’s dark history. The intense isolation makes the man start to go mad.

Movie 3: ______________________________ .

A young woman is driving when a huge storm begins. She decides to stop and stay for the night in a small hotel by the

motorway. The hotel is managed by an eerie man who seems to have an unsettling obsession with his elderly mother.

The young woman checks into her room and prepares to go for the most famous shower in cinematic history.
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Worksheet

Movie 4: ______________________________ .

There is an urban legend about a video which contains nightmarish images. People say that if you watch the video, you’ll

get a phone call, and after this you will die within seven days. A young journalist decides to investigate this story. She

watches the video and, in a spine-chilling twist, her phone rings! Can she solve the mystery before her time runs out?

Movie 5: ______________________________ .

Five college friends go for a weekend away in a small, remote house. Shortly after they arrive, they get spooked when the

cellar door suddenly opens with a loud bang. What do they do? Phone the police? Of course not! They go down into the

cellar and discover a collection of ancient objects. They also read a spell in Latin and awaken some flesh-eating zombies.

Not your typical weekend break.

4b. Vocabulary 
Now complete the crossword. All the answers are words from the five short texts that you have just read.

1 Across
2   5. (adjective) to feel scared because you have seen or
heard something strange
3

  6. (adjective) mysterious and perhaps a little scary

4 5

  7. (adjective + noun; 5, 6) an expression which refers

to a strange story or a rumour which many people
6 believe to be true
  8. (adjective/noun) very bad / the opposite of ‘good’
7
  9. (adjective) a person or situation which makes you
feel uncomfortable or nervous
12. (adjective) horrible, similar to a monster
8 Down
  1. (adjective) similar to a bad dream
9   2. (adjective) scary but in a strange way
10 11   3. (verb + adjective; 2, 3) an expression which means
to lose your mind and become crazy
12

  4. (noun) a poem or sentence which causes magic to

happen if you say it
  5. (compound adjective; 5, 8) absolutely terrifying
10. (noun) the spirit or essence of a person
11. (adjective/noun) a person with special mental
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Worksheet
5. Listen and speak
Watch this scene from Warm Bodies, a movie which shows what the world would be like after a zombie apocalypse.

Listen carefully and answer the questions. www.youtube.com/watch?v=49VKrteeJAs

a. What does the zombie remember or imagine about his past life?

b. What past lives does he imagine for the other three zombies who he sees?

c. How does he imagine people lived before the zombie apocalypse?

d. What is the difference between the main zombie and the ‘skeleton’ zombies?

e. In what two ways does he communicate with his friend?

Discuss with your classmate:

What comment does the movie make about society nowadays?

Why do you think the zombie is such a popular character in fiction?

Describe any other zombie movies which you know about.

6. Speak
Talk to your partner to answer these questions about strange happenings.

Do you know any ghost stories or urban legends? If appropriate, tell your partner.

Describe what you know about these commonly-reported mysteries:

• The Bermuda Triangle (in the west Atlantic Ocean)

• Corn circles (in many countries)

• The Loch Ness monster (in Scotland)

• Area 51 (in the USA)

• The Nazca Lines (in Peru)

Does your country have any famous mysteries or myths?

Talk about a time when you experienced a coincidence. (Typical examples include meeting people by chance,
hearing something on the radio, common birthdays or death days, etc.)

Many countries celebrate holidays related to death and spirits (e.g. Halloween, the Day of the Dead, etc). Does your
country have any holidays like these?

Have you (or a person you know) ever been hypnotised? Describe the experience.
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Do you believe that some people can predict the future from their dreams or visions? Explain.
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Worksheet
7. Optional project: Create your own horror movie
Work in groups of four. You are going to create your own horror movie using various clichés from this genre.

Step 1

In each group, randomly choose a letter (a, b, c, d) for each of the numbers in the table. These letters will

correspond to certain clichés.

Number 1 2 3 4 5 6 7

Letter
(a, b, c, d)

Step 2

Now look at the table at the end of this worksheet and see which clichés correspond to your group.

Step 3

Write the synopsis for your movie in approximately 150 words.

Step 4

If you wish, make a one-minute movie using the video camera on your phone. Act out the scenes and record them.

You might want to include some props (e.g. if your trailer requires a cat, you could draw one on the whiteboard

before you start filming). There are also many free apps (e.g. Filmora Go) which allow you to add special effects and

music to your video.

When you have created your video, show it to the rest of the class. If you wish, you could upload your video to social

media. Make sure to tag it #onestophorrormovies so that students around the world can compare it with their own.
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Worksheet

Horror movie clichés

Before you begin: 1. Setting the scene 2. People ignore things

• Think of your protagonist a. Everybody is impossibly calm, a. People don’t notice weird things
(male/female, age, alone or beautiful and happy. about their friend even though his
with friends, etc). b. It’s based on a ‘true’ story. eyes have turned yellow.
• Think of your villain (zombie, c. There’s always a fog. b. People hear a noise but say that
psycho, ghost, etc). it was just the wind.
d. There’s a creepy kid: maybe a
boy with the top button fastened c. Nobody imagines that something
on his shirt; maybe a girl in a bad is going to happen even
flowing white dress. though it’s so obvious!
d. There’s a noise in the trees! Oh
wait, it’s just a cute cat.
3. Things start to go wrong 4. The action begins 5. … but there’s a problem
a. A person decides to go for a walk a. The villain grabs a. The car won’t start.
alone in an eerie forest. somebody’s ankle. b. There’s no phone reception.
b. Something or somebody appears b. The protagonist trips and c. The protagonist needs to get out
in the bathroom mirror. falls while running away from but the door won’t open.
c. There are a million reasons the villain.
d. The protagonist desperately looks
for the protagonist not to open c. The protagonist is running very for their keys but … where are
the door … but then they open fast but still can’t escape the the keys?!
the door! villain who seems to be walking
d. The protagonist answers the slowly but constantly.
phone, only to hear … nothing. d. Some high-pitched violin music
starts to play.
6. There’s a battle 7. The movie comes to an end Now write a short synopsis of the
a. Just when you think the monster a. Everybody returns to being story of your movie.
is dead - he comes back! impossibly calm, beautiful Your synopsis should:
b. They shoot the monster fifty times and happy. • Briefly describe the protagonist
but he still won’t die! b. The villain has a sad backstory. and villain.
c. The protagonist climbs up a tree c. There’s a twist in the story. • Include the seven clichés,
or a building to escape but the d. Something lets us know that elaborating on them slightly and
villain follows them. there’s going to be a Part 2. linking them.
d. After all this time, the police
finally arrive!
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