Yahya Yahya

Writing lesson
Upper intermediate level


Aims: To introduce and provide practice of writing a short review of a film / book they have seen / read


Abc Online tools

Main Aims

  • To provide product writing practice of a Review in the context of Film/Book.

Subsidiary Aims

  • To provide gist reading practice using a text about Review in the context of Film/Book.


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

Students for this exercise will discuss the following question in breakout groups "Have you seen any good films recently either in the cinema or on video? Tell your partner what you have seen." This is to generate interest and to provide context to engage them for the next stage. Students will have 3 minutes to complete this task. This will be followed by OCFB.

Exposure (4-5 minutes) • To provide a model of production expected in coming tasks through reading

Students will be given a review of a film called "of Ted". Students will be asked to read the text and match the words for the paragraphs accordingly. For this task , You have 3 minute to read this film review and match the following words to the correct paragraph . For example , where is the plot? Paragraph 1 or paragraph 4? Paragraph 1. How long do you have to complete this task ? 3 minutes What are you doing? Matching the words to the correct paragraphs. Students will then be placed in breakout rooms for peer assessment followed by OCFB.

Useful Language (5-6 minutes) • To highlight and clarify useful language for coming productive tasks

For this stage, I will identify the target language which is in my gist task and explain the MFP format of this stage to elicit from the student further practice which they can use in their book review after showing them the layout of a film review. This can be achieved through the use of CCQs What kind of film is of Teddy? Is it a funny film? What do we call funny films? Comedy For pronunciation , I will highlight how many syllables it has syllables, where the stress is strongest in the word. Director of the film. Who is responsible for how the film is made? What do we call that person? Director. Pronunciation: Director , How many syllables do you think it has? And where do you notice the stress? The first syllable. An older audience. What kind of films do older audience watch? responses. Do they watch the same films as kids? No. Could we say kids watch films for an Older audience ? No Intonation: Where is the pitch highest in the sentence? Older. Dynamic plot: Is it a fast or slow plot? Fast. Is it a verb or adverb or an adjective? Adjective Dynamic: How many syllables? 3. Where is the stress highest? 1st syllable.

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

For this stage students have 15minutes to write a film review of a film/book of their choice. They will then be paired into breakout rooms to peer assess their work for 3 minutes. This will then be followed up by OCFB to ensure students have understood correctly.

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

Students for this task will be given a checklist which in pairs they will use to peer assess each others work and analyse areas of strength and weak points. They will have 5 minutes for this task. This will be followed by OCFB and any DEC as needed.

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