Tiberius Tiberius

LP8 - Writing - Book Review
Pre-Intermediate (A1-A2) level

Description

This lesson introduces and practises writing a short (35–45-word) review of a book or film. Students first discuss familiar stories or films, then read the teacher’s graded model review of Fantastic Mr Fox to notice its structure, tone, and useful phrases. They identify four parts of a review – title, summary, opinion, and recommendation – and analyse informal language. Next, learners write their own short review of a film or book they know, using a guided template and a bank of adjectives/opinion phrases. Finally, they exchange texts using a peer-feedback checklist before brief whole-class correction and praise.

Materials

Fantastic mr fox Fantastic Mr Fox - Tales in English
Abc Google Slides

Main Aims

  • By the end of the lesson, students will be able to write a short (35–45 word) informal review of a book or film they know, including a clear structure (title, summary, opinion, recommendation) and suitable adjectives/opinion language.

Subsidiary Aims

  • To practise writing coherent sentences using linking and opinion language.
  • To develop peer-feedback and editing skills.
  • To raise awareness of layout, structure, and register in short reviews.

Procedure

Warmer/Lead-in (4-4 minutes) • To engage students and activate interest in books/films.

Ask: “What was the last film or book you enjoyed?” “What kind of stories do you like?” Students discuss in pairs (Breakout Rooms). OCFB: 2 students share answers. ICQs: “Work in pairs?” Yes. “Speak or write?” Speak. ⏱ 4 min.

Model Text (4-4 minutes) • To present the model review and gist meaning.

Display teacher’s review (Fantastic Mr Fox). Students read silently. Ask gist Qs: “What is the book about?” “Does the writer like it?” (Yes). ⏱ 3 min.

Text Analysis (5-5 minutes) • To identify structure and register.

Students read again. Elicit parts: 1 Title 2 Summary 3 Opinion 4 Recommendation. Highlight adjectives (funny, fast, full of surprises). CCQs: “Formal or informal?” Informal. “Long or short?” Short (≈ 40 words). ⏱ 8 min.

Useful Language (5-5 minutes) • To identify structure and register.

Show table of phrases: It’s about … / The story is … / I think it’s … / I recommend it because … + adjective bank (funny, exciting, boring, sad, clever). Quick choral repetition.

Guided Writing (Scaffold) (10-10 minutes) • To scaffold ideas and model structure.

Show writing frame: ____ is a (book/film) by ____. It’s about ____. I think it’s ____ because ____. I recommend it because ____. Students complete draft (35–45 words). Teacher monitors. ICQs: “Write or speak?” Write. “Use sentences?” Yes. ⏱ 10 min.

Peer Review Checklist (10-10 minutes) • To develop editing and reflection skills.

Students exchange reviews in breakout rooms. Use online checklist (Google Form or Slide poll): Has a title? Has a summary? Has adjectives? Has recommendation? About 40 words? T monitors quietly.

Feedback & DEC (5-5 minutes) • To reinforce structure and highlight good language.

Display slide ✅ Good Language / ⚙️ To Improve. Elicit corrections (more cheaper → cheaper). Re-drill correct examples. Praise participation.

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