Natasha Natasha

TP 8, Writing
pre intermediate level


In this lesson students will learn how to wite a review on a trip, a hotel stay or a visit to a restaurant.


Main Aims

  • To provide process writing practice of a review in the context of airline, travel, hotel, restaurant feedback.

Subsidiary Aims

  • To provide fluency speaking practice in a review in the context of airline, travel, hotel, restaurant.


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

1. Students look at the suggested pictures and try to guess the topic of the class (writing a review in the context of travel by plane). 2. After that, they talk during 2 min in breakout rooms about this question: When you travel and you liked or disliked something a lot...what can you do to express it? 3. OCFB as a class

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

Students answer the question: Have you ever written a review (in Spanish)? What was it about? to introduce the idea of what a rewiew is. After that, students are presented with a layout of an authentic review and have to match the names of the parts to the actual parts of the review to establish its rhetorical structure through pratical discovery.

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

Students have to look at the text of the review once again and answer the following question: Which words does the author use to express his feelings about the flight? Expected answer: they are going to name the adjectives that appear in the text. On the following slide they will see those adjectives underlined ( poor, condescending, unhelpful, the worst), and have to approach them by answering these questions: What part of speech are these? (nouns, adjectives, verbs)- Adjectives. Are they positive or negative? - Negative. On the following slide students will find an exercise which is aimed at clarifying the meaning of the given adjectives, where the students will have to choose their meaning out of two suggested options. OCFB

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

The summary of the review layout will be shown to the students, together with the review so that they could be aware of this tool. Students will be given the task and the link to the padlet: Task: Write a review about a hotel you stayed, a park you visited, your favorite coffe shop/restaurant, etc. Use the Review Layout Use at least one adjective from the list They will have to write their own review in the padlet. They will have around 20 min to do it, and during this time I will be connecting to their breakout rooms to provide assistance and feedback. In case some of them will finish before this time (I will be able to see it both on padlet and in their breakout rooms), they will receive the following task which is give feedback to their peers on padlet. as everybody has a very different pace, it is hard to predict whether this modification is necessary or not.

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

This time feedback will consist of 2 stages. Stage 1: Students receive a check list (6 questions, each is equivalent to the part presented in the layout) via chat and on the padlet itself, they have to give feedback to their peers' review using these questions and giving an overall rating using the Padlet function for that. Answer YES or NO 1. Does the review have a name of the company/the place? 2. Is the title clear? 3. Is there a reviewer ID? 4. Is there a date? 5. Is the rating included? 6. Are the opinions clear and well developed? Stage 2. DEC together as a group

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