1. T shows 2–3 film posters. 2. T asks: “What was the last film you watched? Did you like it? Why?” 3. Ss discuss in pairs for 1–2 minutes. 4. Brief OCFB (1–2 answers). ICQs: Are we writing now? No. Are we only speaking? Yes. Rationale: To activate students’ background knowledge and create interest in the topic before reading the model.

Procedure: Gist (3–4 min): 1. T shows model film review. 2. Ss read quickly and answer two gist questions. 3. T monitors unobtrusively, offering support only if students are stuck. 4. Pair check - OCFB. Rationale: To help students understand the general idea of the model text before analysing the details. Layout (5–6 min): 4. T shows numbered parts of the review. 5. Ss match numbers (1–6) with layout labels (introduction, opinion, description, criticism, recommendation, ending). 6. Pair check - T shows answers. 7. T avoids explaining the layout; students discover it through matching to reduce TTT. 8. T briefly checks register: neutral/semi-formal. ICQs: Do you need every detail? No. Are you matching meaning or layout? Layout. Rationale: To raise awareness of the organisation of a film review so students can follow the same structure later.

Procedure: 1. T shows expressions taken from the model. 2. Ss match expressions to functions (opinion / reason / recommendation). 3. Pair check - T shows answers. 4. Guided discovery of fixed vs. changeable parts. -It is + adj + and + adj + movie -X make Y + adj + and + adj -recommend + obj + to + noun phrase 5. T shows Useful Language box. ICQs: Are these expressions for speaking or writing? Writing. Rationale: To help students notice and use formulaic expressions needed for the writing task without overloading them with grammar.

Part A Pre-Writing Checklist (2 minutes) Procedure: 1. T show “Before you write - Checklist”. 2. T checks that Ss understand each item: title, opinion, description, criticism, recommendation. ICQs: Do you need all sections? Yes. Rationale: To ensure students know exactly what elements must be included in the writing. Part B Writing (10–12 minutes) Procedure: 1. T shows writing instructions. 2. T sends the Google Doc link with individual spaces. 3. T shows Slide 15 (“Find your name, write only in your space”). 4. Ss write 60–80 words individually. 5. T monitors discreetly and supports as needed. ICQs: How many words? 60–80. Do you write in another person’s space? No. Rationale: To give students controlled practice producing their own film review using the model and useful language. Part C Peer Feedback (5–6 minutes) Procedure: 1. T shows Peer Feedback Checklist. 2. Ss exchange writing with a partner. 3. Ss tick items and give one piece of advice. 4. Short OCFB “What did your partner do well?”. ICQs: Are you checking grammar or structure? Structure. Rationale: To encourage reflection and help students evaluate writing using clear criteria.

Procedure: 1. T conducts brief content feedback. 2. T highlights 3-4 common strengths from Ss’ work. 3. T shows 2-3 anonymised samples on the slide (strong / needs improvement). 4. T elicits corrections from Ss (DEC). 5. T clarifies any unclear expressions or layout points. Rationale: To highlight strong examples and correct common errors to improve future writing.