Upper Intermediate level
By the end of the lesson, learners will have practiced and developed their writing fluency in the context of a short formal film review.
Learners will also have practised reading for general understanding (gist) in the context of a short film review about the film Titanic.
Learners will also have understood and used language related to describing plot, giving opinions and making recommendations in the context of formal film review.
Procedure (39-45 minutes)
-T displays jamboard pictures related to film reviews and rating -T asks "What is a film critic?" -T asks, "What is the purpose of a film review?" -Learners discuss their ideas in OCFB, 2 mins. -T asks concept checking questions if students are unsure of what 'critic' means or what the purpose of a film review is. CCQ: Is a film critic a person who says bad things about movies or a person who judges how good a movie is? (Judges how good a movie is) CCQ: Does a film review tell you how the movie ends? (No) CCQ: Is a film review for people who have seen the movie or for those who are thinking about seeing the movie? (thinking about seeing) -Scripted transition: Now let’s read a film review.
-T puts google site one link in chat box, asks learners to open link, checks learners have it. Instructions: Read the text quickly and decide: Is the review positive or negative? -T demos clicking on the answer. -You only have 1 minute. You only have to do the first exercise, by yourself. -ICQ: Do you need to understand every word? (No, just answer the question) -Learners read and answer individually, 1 min. -T conducts OCFB, asks why. -T scrolls down to second exercise. Instructions: Choose the correct paragraph to match the information in the question. T demos: For example, question 1, Which section describes the plot and characters. Is it paragraph 1,2,3 or 4? (2) -You have 1 minute to answer questions 2, 3 and 4. -Learners read and answer individually, 1 min. -Instructions: Ok, check your answers in groups. -Learners check answers in breakout rooms, 1 min. -T conducts OCFB. -Scripted transition: Now let's look more closely at the features of a film review.
-T puts google site 2 link in chat box, asks learners to open link, checks learners have it. -T says After this, you will write your own film review, so make sure you take notes about the paragraphs and useful language. -T says Look at the words in blue, what tense is normally used in a review? (simple tense) -T says Look at the words in red in paragraphs 2 and 3, what kind of language helps you describe the story and your opinion? (adjectives and adverbs) - T scrolls down to exercise. - Instruction: answer these questions in BOR with partners. You have 2 mins. You do not need to submit your answes. -T gives demo. ICQ: Are you working individually or in pairs? (in pairs) ICQ: Do you need to press submit (No) - Learners match expressions to correct meanings (4 choices), and choose the correct part of speech that follows the fixed part of the expressions (4 choices). - T conducts OCFB and elicits meaning of more challenging phrases through synonyms: what's a synonym for 'impressive'? (grand, awe-inspiring, excellent, outstanding) what's a synonym for 'drawback'? (disadvantage, weakness, problem, flaw, issue) - T elicits potential substitutions for unfixed parts of the expression "Finding Nimo is an ideal movie for ___ (children and adults) who enjoy ____(animated comedies with a little bit of adventure) APPROPRIACY -T asks CCQs. CCQ: Is the language in the review mostly formal or informal? (formal) CCQ: Are all film reviews formal? (No, some are casual) CCQ: Is this review more like a professional newspaper article or a casual blog post? (professional) Does the review ever use the first person pronoun “I”? (No) Any ideas why? (makes it seem more professional, suggests less personal opinion and more accepted fact). -scripted transition: now you're going to prepare to write your review.
PREP FOR WRITING: - T scrolls back up to top of the page - Instructions: Choose a movie that you enjoyed watching and write notes on your own paper about your ideas. You will have 5 minutes to make your notes. You can search the internet for any information that you don't know, such as the name of the director or actors. T show demo note doc, models google search. ICQ: Will you make notes about paragraph 1 or all four paragraphs? (all four paragraphs) ICQ: Do you need to write full sentences or key words? (Key words) ICQ: How long do you have? (5 mins) -T says If you have any questions you can private message me in the chat. -Learners write notes -T monitors chat, keeps track of timing, gives 2 min time reminder. -T writes each student's names on individual google slides in prep for writing review activity. WRITING: -T puts google slides link in chat box, asks learners to open link, checks learners have it. Instructions: You will have 12 minutes to write your review. You can ask me for help by sending me a private message in the zoom chat. -T demos clicking slide, highlights name, demos writing movie title, changing star rating. Remember to follow the structure of the paragraphs in the example and use the bolded language expressions. -T shows how each slide has been assigned to a student. - T says I will write comments in this box at the bottom of your slide. ICQ: How much time do you have? (12 mins) ICQ: Where can you find information about what to include in each paragraph? (on the google site page) ICQ: What should you do if you want help? (private message in zoom chat). - Learners write reviews. -T monitors slides progress, gives feedback, suggestions, help in the comment boxes -T monitors chat, keeps track of timing, gives time reminders (5mins and 1min). -T preps breakout rooms for peer checking activity When time is up, T says great work everyone. Scripted transition: now you'll get a chance to read one of your peer's reviews.
-T scrolls down to last slide, peer checklist. - Instructions: Read your partner’s review, think about what you enjoyed and use the list to give them feedback on the task. You will have 4 mins. Make sure you take turns to talk. -T demos feedback For example, if Monica is in the breakout room with me, I read Monica's review. Then I give her feedback: Wow, Monica, I like how you summarised the story in your review - it's really great. I see that you gave all the required information and organised it well into 4 paragraphs. But I noticed you use some contractions which might make it too informal. And I think I found a an error here... ICQ: Which review will you read? (the review of the person in your breakout room) ICQ: Will you give feedback by writing or by speaking? (speaking) -T I will post a link to the same checklist on a google doc, so you can have it open at the same time as your read your partners review. -Learners give peer feedback in BORs (4 mins) -T monitors and broadcasts 1 min warning. -T conducts OCFB, nominates one student, says 'Tell me about your peer's review, what was it about? -T gives positive feedback about good language use, suggests some reformulation, corrections.