TP7 - LP - Writing - AF
Upper Intermediate level
To provide product writing practice of a movie review
To provide practice of descriptive words in the context of a movie review
Procedure (38-47 minutes)
I show the Ss a series of images that spell out or represent the title of a popular movie. Ex: an image of a spider and the image of a young man = Spider-Man The image of a generic princess, a snowman, and a "cold" emoji = Frozen An image of God (from Michelangelo's Creation of Adam) and an image of a father = The Godfather An image of a cruise ship, a young couple in love, an iceberg, and a sad emoji = Titanic
I present the Ss with one last pictorial game: a scientist, a dinosaur, and a fearful emoji This serves to introduce the topic of my model review: Jurassic Park I show them my review of Jurassic Park and have them read it. They first read it for gist: I ask them to come up with a good title for the review (the key here is that it indicates that the review is positive)
I highlight the descriptive words. Five of the words are adjectives while three, though descriptive, are movie genres. I begin with the adjectives, which are all positive, and elicit their opposite from the Ss. Example: Entertaining = boring; excellent = terrible; well crafted = poorly crafted I then present the last three words--adventure, horror, comedy-- and elicit that these are genres. I then elicit a definition of genres in the context of movies (or books). I elicit further examples of movie genres. Example: drama, romance, science fiction, fantasy For focus on structure I elicit the number of paragraphs, the tense and point of view (first person present), and the function of each paragraph.
I explain that they will now need to write their own movie review. It will be 50 to 75 words. It will contain three paragraphs. It will be written in the first person present. The first paragraph should introduce the movie and their opinion (did they like it or not). The second paragraph should describe the movie (what happens, the plot). The third paragraph should elaborate on their opinion (why did they like it or not like it). I give them 2 to 3 minutes to prepare. I then send them a Word doc that includes the instructions listed above along with space to write their review. I give them 10 minutes to write. I then put them into BORs in pairs (preferable) or groups of three. I have them read each other's reviews silently. I provide them with a list of questions to help them check their peer's work.
OCFB and DEC