Francesca Silvano Francesca Silvano

TP7 Lesson
Pre-Intermediate level


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Main Aims

  • To provide process and product writing practice of a movie review in the context of cinema and film.

Subsidiary Aims

  • To provide clarification, review and practice of language used to write about a movie in the context of cinema and film


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

T introduces the topic. “Today we will practice the art of writing a film review". T shares Google presentation link in the Zoom chat and makes sure all Ss can open the presentation. T shares the screen, then continues with a discussion: “What is your favorite movie genre? Who is your favorite actor or actress? Do you have an all-time favorite movie?" T nominates students to share answers the questions during OCFB.

Exposure (5-7 minutes) • To provide a model of production expected in coming tasks through reading/listening

T instructs Ss to move on to the next slide of the presentation. “You will now quicky read this film review of "Midnight in Paris". While reading, focus on the key points: 1) Main information 2) Setting 3) Protagonist 4) Audience reaction 5) Awards You have 3 minutes for this task. ICQ: Are you writing your answers or just reflecting?". After the 3 minutes passed, T instructs Ss to move on to the next slide of the presentation. Ss will be asked to fill in the key points of the film review. T nominates students to share answers during OCFB.

Useful Language (5-7 minutes) • To highlight and clarify useful language for coming productive tasks

T guides students to a discovery of meaning, appropriacy and form of phrases used to write a film review (please see language analysis sheet). A deductive approach will be utilized in that Ss will promote their own understanding by discovering the meaning, appropriacy and form of the given phrases in breakout rooms before OCFB. Color coding will be used to highlight each aspect and to aid Ss in the retention of the material. “Now let’s discover meaning, appropriacy and form of a few phrases that we can use to write a valuable film review".

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

T instructs Ss to move on to the following slide of the presentation. "Now it's your turn to write a film review. Pick a movie of your choice, perhaps one that you saw recently, or one you particularly enjoyed. Then you have 20 minutes to write a film review for it, making sure to include: -Main info on the film (title, genre, director) -Info on the setting (place, time) -Info on the protagonist (who, actor) -Info on audience reaction and awards If time allows, embellish your review with a photo of your film, and don't forget your bread and butter: your (accurate) grammar and (rich) vocabulary. ICQs: Are you just taking notes about the film or writing a full review? How much time do you have?" (See demo of the writing task in the column on the left).

Feedback and Error Correction (5-7 minutes) • To provide feedback on students' production and use of language

T instructs Ss to move on to the following slide of the presentation. "Now let’s help each other out so we can have perfect film reviews! In paired breakout rooms, read each other’s review and analyze it based on the following checklist: -Does the review have all the needed info about the movie? (1 point) -Is the grammar accurate? (1 point) -Is the vocabulary rich? (1 point) Will we have a 3-point review? Let’s go see!" T sends Ss to breakout rooms for checklist review. T monitors the groups closely and takes notes on any areas of confusion in meaning/form and within the context. Ss return to the main room. T provides Ss with feedback on content and/or language based on the monitoring of the task. 3-point reviews will be rewarded and the writers will be offered a job as a film critic for the New York Times! Then T thanks Ss for their time and hard work, and says goodbye.

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