Upper Intermediate level
To give Ss practice in writing a book review.
To give Ss practice in reading for gist and detail. To review/extend Ss´ awareness of features of and useful language in writing a book review.
Procedure (36-48 minutes)
Ss will briefly talk about what they have read recently/ if they have read mystery books/stories and if they enjoyed them (why/why not). T will show pictures of some popular mystery books related to Turkey (Inferno by Dan Brown - The Sultan of Byzantium by Selcuk Altun - My name is Red by Orhan Pamuk) T: Do you know these books? What is the genre? [keep it short!!] Group in pairs. T: Discuss in pairs which books or stories you have read recently. Have you read any mystery books? Did you enjoy them? Why/why not?
T will introduce 2 items of lexis: spellbinding - captivating - SPELLBINDING T "The last book I read was spellbinding. Often, I kept reading until very late in the night. I couldn´t put it down." -> CCQ1: Was the book boring? [No] -> CCQ2: Was it interesting? [Yes] -> CCQ3: Did it hold my attention? [Yes] [Write spellbinding on the board] - CAPTIVATING T: The plot was really captivating and absorbing. I couldn´t anticipate what would come next. It just made me want to go on reading. -> CCQ1: How was the plot? [exciting/interesting] -> CCQ2: Was the plot exciting? [yes] [Write captivating on the board]
T will ask the Ss if they have read the book "In the sea there are crocodiles". T will show pictures representing the story of the book. Ss will try to predict the story based on the pictures. - T: Have you ever read the book "In the sea there are crocodiles"? (probable answer: no -> see below. If somebody has... let the others do the task and what with him? If more than one, they can talk about the book - did they like it? why? why not?) - T: Work with the person on your right. Look at the pictures and predict the story. -> ICQ1: Will you write it? [No] [short - 2-3 min] - T: Now read the review to check if your story was correct. [show it] -> ICQ1: Will you read for details? [No] -> ICQ2: What will you look for?  [2 min]
Ss will first read detail questions about the text and the scan the text for details. Ss will answer individually and then check in pairs. T: Now first read these statements. Then scan the text for answers. Work individually and decide if the statements are true or false. If you think that a statement is false find a correction. -> ICQ1: Is it enough to write that a statement is false? [NO] -> ICQ2: What else will you do? [Find a correction] -> ICQ3: Will you work alone or in pairs? [Alone] [3-4 min] T: Now check in pairs. [2 mins] T: Who can tell me the answer for nr. 1? [let not always speak the same people!! Nominate if needed - if a statement is false ask them to correct it!!] [3-4 mins]
Ss will briefly draw the Ss´s attention to relative clauses, noun phrases and after+gerund/noun. [Show table connecting sentences] T: Let´s have a look at how we can connect sentences to create a better review. Look at section A. You can use relative clauses with who. Let´s look at the examples. -> CCQ1: What do you use relative clauses for? [to add information] -> CCQ2: Do they make the text easier to read? [yes] T: Let´s move to part B. We can also use noun phrases instead of relative clauses Noun phrases connect nouns with other noun phrases. Have a look at the examples. ->CCQ: How can you complete this sentence? "The book was written by Fabio Geda, ..." [one of Italy´s most important novelists.] T: One last point: after plus gerund or noun. We use after + gerund or a noun to connect two sentences with the same subject. Let´s look at the first example. -> CCQ1: Who is the subject in the first sentence? [Ena] And in the second? [Ena] -> CCQ2: Is the subject the same? If time doesn´t allow, just project the overview on the board. T: While writing your review have a look at the overview on the board which shows you how you can connect sentences. It can be useful for your review.
Ss will make briefly answer the 5 questions which will help them write their review. The answer will be the first draft of their review. Ss will also look at the models in "Writing a review" which they can use for their review. Using the models and their notes, they will write their book review. T "Yesterday afternoon I finished reading my book. So I decided to go to the bookstore to buy a new mystery book, but there were so many interested books that I couldn´t decide what to buy and I went back home. On the way there I thought that you surely have some good ideas. I love mystery stories! I´d be really happy if you could suggest a mystery book. I am sure you have great suggestions. Can you write a book review to help me decide? Pick one book you enjoyed and write a review for me! Make notes about the 5 questions here [SHOW]. Then have a look at the models on the bottom part and write your review. ->ICQ1: Will you begin reading immediately ? ->ICQ2: What will you do first? ->ICQ2: Will you work alone or in pairs? ->ICQ3: Can you use the models? [Hand out paper & samples] [About 5 mins for draft + 5 mins for writing]
Ss will swap their review with their partner. They will correct them and react. T: Now swap your review with the person on your left, check them. Then discuss together if the review was useful in order to choose the next book. -> ICQ1: Will you correct mistakes? [yes] -> ICQ2: What else will you tell them? [if the review is useful or not] FILLERS: 1) error correction (most common errors -> elicit answers/corrections from the students) 2) regroup (3-4 students), one student presents his book and the others tell them whether they would buy it and why. T: One person in each group presents to their group the book they reviewed. The others decide whether they would buy that book and why.