T gets students talk about their favorite movies: "what is your favorite movie? Why?" Ss are sent to breakout rooms to talk about their reasons why they like that movie.

T provides a review of Titanic which ss are going to read, while they read they have to outline the content of each paragraph by answering a google form "you will have 4 minutes to read and answer" "do not read for detail but just to get the idea of the content" When they finish T sends them to breakout rooms to discuss their answers. T and Ss analyze the structure of the critic. T tells ss that this structure can be changed in any way they would like but T emphasizes on the introductions "The introduction is really important because it is what catches the attention of the reader".

T outlines the structure of the critic and discuss about the content of each stage. Then, T leads Ss to focus on the part in which the autor describes the movie and extracts the TL: It is flawlessly crafted, intelligently constructed, strongly acted and spellbinding. T provides MFP work on those four language items. Meaning: Ss will arrange the words with their respective image and definitions. Form: Ss will arrange the words to their respective form. Pronunciation: T elicitis pronunciation from each word. CCQs: Where is the stress?

T instructs ss to make their own critic: First T provides an original and simpler model of a critic for Ss to quicly analyze the structure, when they finish T asks Ss to structure their critic in any way they want but T emphasizes again on the introduction. Also, T asks Ss to use at least three adverbs in any stage they would like. T provides a list of adverbs and adjectives to help them while they write. "you will have 8 minutes to write your own critic about your favorite movie"

T provides a model of peer-correction to the students. In this activity they have to outline the content of each stage and how successfully they reached the standards. DEC is carried out in the end by extracting errors from the actual writings from Ss.