Casey Lewis Casey Lewis

TP 6- The Film Review
Upper-intermediate level


Main Aims

  • By the end of the lesson, through controlled and freer practice students will have written a film review in the context of their choosing.

Subsidiary Aims

  • Students will also have discovered the formula and lexis related to writing and analyzing a film review and had a chance to practice this in peer review.


Lead-in (2-3 minutes) • To set lesson context and engage students

T greets Ss T shares screen to show Jamboard with the film poster of Bend it like Beckham T reminds Ss where the post it is T shares link while asking - If you have seen the movie, what did you think about it? - If you have not seen it, try to guess what you think it will be about. Type your answers in Jamboard You have 1 minute for this T shares screen so we can all see the answers coming in as T moves post-it notes around the board.

Gist task (2-4 minutes) • To provide initial exposure to the film review text

T shares screen with Ss T shows them the task T gives instructions - I want you to read this quickly for general understanding - Answer the question at the bottom What line best sums up the way the reviewer feels about the film? - You have two minutes - I will send the link in the chat box T sends the link T asks Ss to confirm that they have received the link by giving a thumbs up 2 min begins now T checks responses on Google Forms If all Ss chose the correct answer T moves quickly on to next task If some are incorrect, T goes over the answer with the Ss

Layout (5-7 minutes) • To analyze the model text for elements of layout that provide structure and cohesion

T shares screen T explains the next task You are going to learn how to structure a film review - I will send you the link in the chat - i will pair you up and send you to break out rooms - discuss the questions and answers with your partner - please submit when you are done T does the first one with the Ss - you will have 4 minutes for this task ICQ's if necessary - How long do we have? 4 minutes - are we submitting our answers? yes T sends the link T gets confirmation of the link T sends Ss to break out rooms T monitors Ss looking for comprehension level of the text T looks at answers T shares screen with Ss to briefly look at answers together T Goes over each section briefly asking each time if there is a noticable structure to this paragraph - What are the elements of paragraph 1? Director, actor, film title, etc... -The first paragraph is usually a what? Introduction - What are the elements of Paragraph 2? the plot, basic details about the movie - What about paragraph 3? more about the body of the movie, maybe some opinion from the reviewer Paragraph 2/3 provide the main body of the review. - What is in paragraph 4? Who it's suitable for, and whether or not the film is recommended.

Useful Language (3-5 minutes) • To highlight and clarify useful language for coming productive tasks

T will share screen T explains task - with a partner, you will discover in which paragraph the information to the left is located. T demos and does the first one with them - You will have 2 min for this task - discuss with your partner as you go T sends the link T confirms Ss have received the link - How much time do we have? 2 min T sends Ss to break out rooms T monitors T brings Ss back T goes over the task with Ss briefly or in more detail depending on understanding based off of submitted answers

Parallel writing (5-7 minutes) • For students to have practice placing and using the new phrases to help with confidence and generate ideas for the writing task

T shares screen T explains task -Fill in the blank task -there may be more than one correct answer -you will do this with a partner -you will have 4 minutes for this task T demos and does the first one with them T shares link T confirms link -Are we doing this alone or with a partner? partner, yes. T sends Ss to break-out rooms T monitors rooms T brings Ss back T shares screen T goes over any problem areas based on submitted answers

Productive Task(s) (10-13 minutes) • To provide an opportunity to practice target productive skills

T explains writing task -We are going to write a film review -in a minute I am going to send you a drive folder and each of you has your own document -You will open your document and write your review in there -later we will read each other's reviews and decide what movie we want to see. T sends the link T confirms the link - do you all have access to your document? yes, great First I want you to take 2 min to think of a movie you want to review and what you might want to say about it. - I am here if you have any questions - I will let you know when the two min is up. Now, following the formula of the 4 paragraphs- -intro -2 main body - conclusion - write a film review you have 10 minutes - use the help button if you have a question or send me a message in the chat T monitors and remains present for questions T looks over some of the work T lets Ss know when they are at 5 min then 2 min

Peer Feedback and review (4-6 minutes) • To provide feedback on students' production and use of language

T gives instructions -choose the folder of your last partner -read their review -write one comment that you like about it -write one suggestion comment -say whether or not you would go see the movie -you have 4 minutes for this task T asks Ss to write in the chatbox if they would see the movie based on the review of their peer. T thanks Ss for their time

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