I will put up some famous movie posters. I will model some answers to the questions: "Which is your favourite film here?" "Why do you like it?" "Are there any films here that you don't like?" I will then split them into pairs and get them to answer. I will finally get them to feedback some of their answers in OCFB.

Students will have 5 minutes to suggest the genre of the movie Jaws based on the text. After that, we will discuss the text.

I will then give the students a list of labels that go with the text, for sections such as: Film Title, Rating, Introduction etc etc. We will do the first together. I will give them 4 minutes to map them to sections of the text. They can then check their answers in pairs before OCFB.

I will explain to students that film reviews use neutral tones rather than overly casual or formal tones. I will give them some examples of informal, neutral and formal exponents of the same function, and explain the differences to them. I will then put a phrase on the board and get them to choose if it is neutral, formal or casual. I will then give out a sheet where they select whether a phrase is formal, neutral or casual. Some will be multiple. They will have five minutes, then a minute to check in pairs, then OCFB.

I will tell students it is now time for them to write their own review. They will only need to write a couple of sentences maximum next to each section which we previously defined. They can choose any movie they like, a TV series, or they can imagine one. They can copy sentences from the original text if they need, the main thing is that they write. I will move between students and provide help when they need it.

Students will be told to discuss what they wrote in their review, and why they chose to do so. I will model discussion with one of the students, and then pair them up and give them four minutes. I will then elicit some ideas in OCFB.

I will mark the Ebert review against the checklist, modelling assessing it. I will hand out the checklist, and get students to swap reviews. They will go through the checklist and mark if the review they are reading has met the criteria.

NOTE: I will only undertake this activity if there is sufficient time. I will take erroneous sentences relevant to the target language that they produced in the session, and write them on the board, but I will also write a correct sentence on the board amongst them. I will ask them if each is correct or incorrect. If the sentence is incorrect, I will invite them to come up to the board and correct it. I will close by asking if there is anything they want to clarify and thanking them for their time.