Renato Matos

INTRODUCTION

The Lights, Camera, English! project was designed to integrate English language learning with the engaging and relatable theme of movies. Through a choice board of nine different activities, students have the opportunity to select tasks that best match their interests and learning styles. Each task uses films as a platform for developing English language skills in authentic, and creative ways. Examples of tasks include writing subtitles, redesigning movie posters, conducting character interviews, creating soundtracks, reenacting scenes, and rewriting story endings.

This project is aimed at intermediate students, but it can be adapted to different levels of proficiency. By using movies as a common cultural reference point, the project promotes motivation, connection with learners’ experiences, and a more enjoyable learning atmosphere.

The main objective of this choice board is to create a learning environment that promotes learner autonomy. By offering students the freedom to choose among different activities, the project allows them to take ownership of their learning process and engage with the tasks that best suit their interests and learning preferences. This element of choice is intended to increase motivation and personal investment in English language learning.

Another key aim is to develop vocabulary, grammar, and sentence construction through contextualized tasks. Students are requested to practice new structures while interacting with authentic, movie-based content. This contextual approach helps consolidate language knowledge and makes learning more relevant and memorable.

The choice board is designed to provide multiple entry points for participation, making it inclusive for students with different abilities, learning styles, and levels of confidence in English. Visual, auditory, and hands-on tasks ensure that all learners can engage with the activities and experience success.

The design of the project is grounded in several TESOL principles. First, it focuses on designing high-quality lessons for language development (Principle 2), as each activity integrates the four skills—listening, speaking, reading, and writing—and provides opportunities for students to produce meaningful language. Second, it emphasizes knowing your learners (Principle 3) by connecting movie-based tasks to students’ personal interests and allowing them to choose how they participate. Third, it aims at encouraging creativity and higher-order thinking (Principle 5) by including tasks that require analysis, problem-solving, and original production, such as rewriting endings or creating personalized soundtracks. Lastly, it supports building confidence and providing practice opportunities (Principle 6), as students engage in collaborative, low-stakes activities that help them gain fluency and feel more comfortable expressing themselves in English.