Luis Ángel Luis Ángel

Upper-intermediate level


In this lesson, students will practice their writing skill by producing their own critic of a movie, for this, they will work with a model and they will practice MPF on the target langugae which are adverbs and adjectives to be critical and give their personal opinion.


Main Aims

  • To provide process and product writing practice of a critic review in the context of movies

Subsidiary Aims

  • To provide clarification of adverbs and adjectives in the context of describing movies


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

T gets students talk about their favorite movies: "what is your favorite movie? Why?" Ss are sent to breakout rooms to talk about their reasons why they like that movie.

Exposure (6-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

T provides a review of Titanic which ss are going to read, while they read they have to outline the content of each paragraph by answering a google form "you will have 4 minutes to read and answer" "do not read for detail but just to get the idea of the content" When they finish T sends them to breakout rooms to discuss their answers. T and Ss analyze the structure of the critic. T tells ss that this structure can be changed in any way they would like but T emphasizes on the introductions "The introduction is really important because it is what catches the attention of the reader".

Useful Language (10-12 minutes) • To highlight and clarify useful language for coming productive tasks

T outlines the structure of the critic and discuss about the content of each stage. Then, T leads Ss to focus on the part in which the autor describes the movie and extracts the TL: It is flawlessly crafted, intelligently constructed, strongly acted and spellbinding. T provides MFP work on those four language items. Meaning: Ss will arrange the words with their respective image and definitions. Form: Ss will arrange the words to their respective form. Pronunciation: T elicitis pronunciation from each word. CCQs: Where is the stress?

Productive Task(s) (12-15 minutes) • To provide an opportunity to practice target productive skills

T instructs ss to make their own critic: First T provides an original and simpler model of a critic for Ss to quicly analyze the structure, when they finish T asks Ss to structure their critic in any way they want but T emphasizes again on the introduction. Also, T asks Ss to use at least three adverbs in any stage they would like. T provides a list of adverbs and adjectives to help them while they write. "you will have 8 minutes to write your own critic about your favorite movie"

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

T provides a model of peer-correction to the students. In this activity they have to outline the content of each stage and how successfully they reached the standards. DEC is carried out in the end by extracting errors from the actual writings from Ss.

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