Unit

Exercise and sport

Teacher’s name

Date

Grade 9A,B,V,G

Number present

Number absent

Theme of the lesson

A discussion essay

Learning objectives(s) that this lesson is contributing to

9.5.1.1 plan, write, edit and proofread work at text level with little or no support on a range of general and curricular topics;

Lesson objectives

-study a model discussion essay.

-learn key phrases for discussion essay.

-learn about discourse markers.

-write a discussion essay.

Planned timings

Teacher’s activities

Students’ activities

Evaluation

Resources

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.

Students greet Teacher.

Read homework

Answer the questions and give opinions.

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.

Verbal evaluation

FA

FA

Board

Pupils’ book

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.

Self- assessment Cards