T. tells students to think of an actor or a film they have watched.Then she shows a photos some films and ask students some questionnaires to answer. They discuss in pairs about a film or book they have seen or read in the breakout rooms. T. nominates 1-2 students for feedback about what their peers said.

(a)Formulic Language To highlight and clarify useful language for coming productive tasks T. gives instructions and demos the task.This is a review of a film about King Kong.T. asks students to read and identify the parts of the review.T.shares a link of a worksheet to the chat box and asks students to answer the questions. T. tells students to tell the class to share their answers of the activities they have done. T.shows PPP to show answers. (b) PARTS OF THE MODEL. T.again gives instructions and demos the task: learners respond to CCQs How do you start a review? The tiltle of the film or book And how do you finish?(with a conclusion and opinions) Can you use these phrases to write to a friend or to your manager? (Neutral) T tells the instructions, shares a link worksheet to learners to write the correct language use in the context in via Google docs. Students work individually and share their answers in the chart box. Teacher shows a PPP for feedback.

T. asks students to brainstorm ideas to write their own review. To their friends about a (short) film / book they have seen or read. T. shows a PPP, shares a link of google slide template to students, she shares her screen and demo how they can use and write their review on via Google slides. In addition, include some useful expressions to look at and start writing.

Students exchange their review with a partner and use the checklist below to access it: 1.Layout organization(how many paragraph) 2.Content (use of the topic) 3.Language(Did he use the expressions given?) Teacher nominates students to say whether there were any mistakes in the review and also to comment the activities their colleagues have done.