Anna Anna

TP 2b
Upper Intermediate level


Abc Preparing to write
Abc Reading (Book review)

Main Aims

  • To give Ss practice in writing a book review.

Subsidiary Aims

  • 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.


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

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?

Pre-teach vocabulary (2-3 minutes) • To make sure Ss understand key lexis necessary for the task

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]

Reading for gist (6-7 minutes) • Ss read to get the gist of the story and check if their prediction was correct.

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]

Reading for details (8-10 minutes) • To provide Ss with more detailed questions

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]

Focus on Writing Skills (only if enough time) (3-5 minutes) • To give Ss the a chance to review and develop their writing through different micro-skills

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.

Planning/ Drafting/ Writing (10-12 minutes) • To allow students practice how to write their own review following the reading example and some models

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]

Follow-up (4-6 minutes) • To allow students to get reader reactions and corrections

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.

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