Display the slide with the film posters (Spider‑Man, The Hangover, The Odyssey). Ask students to look at the images and answer: Do you know these films? Which one would you like to watch? Why? Do you usually read reviews for movies before watching them? Do you trust them? Elicit short answers and write key adjectives on the board (e.g., exciting, boring, realistic, funny, scary). Encourage pair discussion for one minute so students can share opinions. Summarize their ideas and transition: “We all have opinions about films. Today, we’re going to read a review written on a website and we're going to be writing a review tonight''

Gist task (3 min) Display the Finding Nemo review on the screen or share the Google Form. Students read the review quickly and answer the gist questions: Is the writer’s opinion positive or negative? Would you like to watch this movie? Collect responses and briefly discuss the overall tone. Layout identification (4 min) Ask students to identify the sections of the review: Introduction – film info (title, genre, release year, actors). Summary – plot description. Evaluation – opinions and reasons. Recommendation – final comment and rating. Students label these parts directly on their copy or in pairs.

Meaning: Display expressions from the model text (I liked the movie because…, The best part was…, I think you should watch…, Overall, it is…, The story teaches us…). Ask students to match each expression to its communicative purpose (opinion, reason, recommendation, summary, moral). Use CCQs to check understanding: “Does ‘I liked the movie because…’ give a fact or an opinion?” (Opinion) “Does ‘The best part was…’ talk about the whole film or one detail?” (One detail) “If I say ‘I think you should watch…’, am I giving advice or describing the plot?” (Advice) “Does ‘Overall, it is…’ mean one specific moment or the general impression?” (General impression) “Does ‘The story teaches us…’ show a moral or a recommendation?” (Moral) Form: Write each expression on the board with gaps: I liked ___ because ___. The best part was ___. I think you should ___. Overall, it is ___. The story teaches us ___. Students complete the gaps with their own ideas (e.g., I liked the music because it was exciting). Use CCQs to check form: “In ‘I liked the movie because…’, is the verb in present or past tense?” (Past) “In ‘I think you should watch…’, do we use ‘must’ or ‘should’?” (Should) “In ‘Overall, it is…’, do we use a noun or an adjective after ‘is’?” (Adjective) “In ‘The story teaches us…’, is the verb in present or past tense?” (Present) Appropriacy: Appropriacy Discuss when and how these expressions are suitable. Register: Informal but polite — appropriate for online reviews or class writing, not academic essays. Tone: Friendly, enthusiastic, personal. Audience: General readers or classmates, not film critics. 💬 Mini task: Show two versions and ask which is more appropriate for a film review: “I think you should watch this movie.” ✅ “This motion picture is a remarkable cinematic achievement.” ❌ (too formal for A1–A2 learners)

Display the writing template (Picture 1). Explain that students will write their own review in four paragraphs following the same layout: Para 1: Introduction (film title, type, main actors, release year) Para 2: Summary (plot description) Para 3: Opinions & reasons (positive and negative points) Para 4: Recommendation or conclusion Writing task (8–9 min) Students write individually, using the phrases from the language focus (I liked the movie because…, The best part was…, Overall, it is…, I think you should watch…). Encourage them to check their structure and tone while writing. Monitor and support with vocabulary or organization prompts. Concept Checking Questions (CCQs) “Does your first paragraph give basic information about the movie?” (Yes → Introduction) “Did you include both positive and negative opinions?” (Yes → Balanced review) “Does your last paragraph tell readers if they should watch the movie?” (Yes → Recommendation) “Are you using expressions like ‘I liked…’ or ‘Overall, it is…’?” (Yes → Formulaic language) Peer feedback (3–4 min) Students exchange reviews and use the checklist on the right side of the template: ✓ Does it make you want to watch the movie? ✓ Information about the movie ✓ Fair balance of positive and negative ✓ Clear recommendation or conclusion Partners tick (✓) or cross (✗) each criterion and give one short comment.