Yesim Kalkan Yesim Kalkan

Yeşim Kalkan. 25 Oct 2016. Nikue Gardner.
Upper Intermediate - B2 level


In this lesson, students will be better able to write a short text about TV series. They will be able to develop their process writing skills.


Abc hand out
Abc empty chart

Main Aims

  • To provide process writing practice of a review in the context of TV series

Subsidiary Aims

  • To provide gist and detailed reading practice using a text about The West Wing


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Teacher greets the Ss. T tells students that they are going to write a review about a TV series today but before that we will see some reviews. T asks Ss to tell their most or least favourite TV series. T asks Ss what criterias we should talk about a TV series.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

T shows Ss a video clip of The West Wing. It is a trailer and after watching it, T does PW to make Ss discuss about if they know the show or what kind of a TV show is that. If they can guess the story, know the main character, where is the setting and etc. After PW, T says that we will find out all the answers about this TV series through a review. T shows the hand out of the workbook page 83 (Straighforward upper-intermediate). T does a PW activity for the next step: T: Read the review quickly and with your partner, discuss if this review mainly positive or negative. You have two minutes. (Reading for the gist) T hands out the papers to Ss. After this task, T asks the answer to one or two people. For the second part, T asks to read the text carefull this time to put the sentences in an order on excercise 2. (Reading for detail) Ss do this task individually and after the task T makes groups of 3 people to discuss the answers. After Ss discuss the answers, T selects one student in each group to rotate and make new groups. In their new groups, Ss need to explain what exactly is the answer by showing from the review. T asks the groups one by one for the answers by numbering and putting the topics in an order.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

T shows the part of language focus on the paper. T describes that this part is important when we write a review. This language pattern shows us the setting, name, main character and etc. of the show. T asks Ss to fill in the blanks with the given phrases. After individual work, T asks Ss to go back their partners to check the answers. While Ss are checking the answers, T writes the answers on the board and shows the Ss. ( If there is an early finisher, he writes the answers on the board.)

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

T tells the Ss to write a review about TV series this time. T asks Ss to use the language focus as much as possible. T wants the informations about the setting, the storyline, characters and etc. in their review. T tells to Ss to write it like in the The West Wing review example. When Ss start writing their review, T monitors the Ss if they are doing their task, or if they need some help or not. Two or three paragraphs are enough for the process writing task.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

T tells Ss to hang their papers on the board. T wants Ss to sit down. T shows a chart to Ss. T gives the instructions. (Ss need to come to the board and look at the shows and write which TV series they like, which ones they don't like and which ones they don't know about.) After this activity, Ss share their charts with groups.

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