matthew kaplan matthew kaplan

Writing Reviews
upper intermediate level

Description

In this lesson students will gain an understanding and practice of writing a short movie or series review.

Materials

Edit?usp=sharing?size=16&default=html Google Slides-lead, gist, MF
Viewform?usp=header?size=16&default=html GoogleForm - identify sections
Edit?usp=sharing?size=16&default=html GoogleDoc.model and free writing

Main Aims

  • To provide process writing practice of a review in the context of movies or TV series

Subsidiary Aims

  • Students learn functional language for giving reviews in the context of movies
  • Students practice reading for gist through discovering reviews through a model and from checking peer writing samples

Procedure

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

In this stage I will share the slide with movie posters and TV series ads and have the students discuss what they see. They will answer if they have seen these shows and liked them or not. Then they will go to BORs for 3 minutes to tell each other about other movies or shows they have recently seen.

Exposure (5-7 minutes) • To provide a model of production expected in coming tasks through reading/listening

Gist-In this stage I will share the slide with a model review of stranger things. Ss will have a minute to read it and answer to Gist Qs. They will answer the Qs in an open forum. Intensive - Next I will share the google form with them that includes the model once again. Now they will 3 minutes in BORs to read it again and answer 6 questions that have them match the proper section to its description. After completion we will discuss disagreements in an open class. Answer Key- 1. 1 / 2. 3 / 3. 2 / 4. 6 / 5. 4 /6. 5

Useful Language (6-8 minutes) • To highlight and clarify useful language for coming productive tasks

In this stage we will return to the side show. First we will discuss if the review is POSITIVE or NEGATIVE and Ss will identify the positive language in a table, then openly they will discuss if a review can be negative and then suggest negative language to put in the second column of the table. Meaning- Next Ss with look at the slide for meaning in which they will together match 4 meaning A-D to phrases 1-4. Answer Key: 1. C 2. A 3. D 4. B From: Ss will move on to the next slide in which they will see 4 sentences with gaps. They will together choose the correct grammar from from choices A-D to complete each sentence. Answer Key: 1. B 2. C 3. D 4. A

Productive Task(s) (10-15 minutes) • To provide an opportunity to practice target productive skills

in this stage I will share a google doc with the students containing the model and assigned blank pages. Students will have a minute or two to think about a movie or show they want to review. Then they will 10-12 minutes to write a review. It doesn't have to long, but they will try to include an intro, a few positive or negative points depending if they liked it, and one counter point, as well a final recommendation for the reader.

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

Students will rotate with partners in BORs to read each others reviews and discuss off they included all the sections of a simple review.

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