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Beginning of the
lesson
6
mins
|
Greeting
Checking
homework
Teacher checks
homework.
Warm-up
With books closed, write
footballers’ salaries on the board and elicit the meaning. Ask: Do
you think footballers should be paid a lot of money for what they
do? Elicit some opinions.
Write For and Against on the
board and list arguments under the two headings as students give
them.
Tell students they
are going to learn how to present arguments for and against in a
discussion essay.
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Students greet
Teacher.
Read
homework
Answer the questions
and give opinions.
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Verbal
evaluation
|
Board
|
|
Middle of the
lesson
35
mins
|
Presentation
ex.1
Explains the
activity.
Answers
1 The writer is against
footballers getting enormous salaries, but thinks they should be
paid well.
2 Yes, the writer gives both
sides of the argument. 3 For high salaries: need to pay high
salaries to get good players; TV advertising attracts a large
amount of money to clubs and football players should get some of
this money.
4 The writer’s opinions are in
the last paragraph. Footballers should be paid well, but they could
earn half of their current salaries and still be well
paid.
Ex.2
In a weaker class, allow
students to find the key phrases in the text. In a stronger class,
encourage students to complete them from
memory.
If necessary, ask students to
translate the phrases into their own
language.
ANSWERS
1 for 2 against 3 arguments 4
other 5 in 6 favour
Ex.3
Focus on the table and words
in the box to make sure that students understand everything. Elicit
an example of one contrasting discourse maker and one
summarizing.
Answers
Adding: in addition,
furthermore, also, what’s more
Contrasting: although, but,
however, on the other hand, even though
Summarizing: all in all, to
sum up, in conclusion
Ex.4
Teacher explains the
activity.
ANSWERS
1 In addition 2 Although 3
What’s more 4 However 5 On the other hand 6 all in
all
Ex.5
Read the task with the
class.
Tell students to
check their work, and check they have used paragraphs and discourse
markers correctly, and have used may, might, could and should
correctly. When marking writing activities give feedback on
appropriate style and coherence of the text as well as on
accuracy.
|
Students read the model text
and answer the questions
Students complete the key
phrases. Then read the model text and
check.
Students copy and complete the
table.
Students can work in pairs to
choose the correct words in sentences 1–6.
Students think and
plan their essays individually. Students write their essays. This
can be set for homework.
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Verbal
evaluation
FA
FA
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Board
Pupils’ book
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Ending of the
lesson
4
mins
|
Self-assessment. How well do I
understand?
4 - I can do this and explain
it to someone else.
3 - I understand and can do
this by myself.
2 - I need more
practice.
1 - I don't understand this
yet.
Giving the
hometask: write 5 sentences about what
they had or hadn’t done before arriving at school
today.
|
Choose number how they
understand the lesson.
Write down
homework.
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Self- assessment
Cards
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05 Қазан 2023
428
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