Action 11 Module 5 " Letters to the editor" lesson plan

Unit 5 Work and inventions

Lesson 56

Teacher name:

Date:

Grade: 11

Number present:

absent:

Lesson title

Writing: Letters to the editor

Learning objectives

11.2.7.2 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics, including some unfamiliar topics

11.3.3,1 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics

11.5.4.1 - use style and register to achieve an appropriate degree of formality in a wide variety of written genres on general and curricular topics

Lesson objectives

Learners will be able to:

-identify why the speakers used particular words or phrase

-perform a persuasive discourse based on cause-effect pattern

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Revise the vocabulary from the previous

Lead – In

.

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

• Learners remember previous lesson vocabulary

Determines the topic and purpose of the lesson

Students say different words from the picture

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- can tell the time

Point 1

Assessment criteria

- Learners have met the learning objectives if they can talk about

Pictures

worksheet

Picture

Middle of the lesson

Presentation part.

30 min

Ex: 1 P: 70

• Give Ss time to read through the Writing Tip and tell them that this information will help them to write a letter to the editor successfully. Then ask Ss to read the rubric and underline the key words. Then elicit answers to the questions from Ss around the class.

Ex:2 P: 70

• Give Ss time to read the model and the list of phrases A-H.

Then have Ss replace the underlined phrases in the model with suitable alternatives from the list.

Check Ss' answers.

Ex:3 P: 71

• Ask various Ss to express their opinions on job fairs using the ideas in the model letter and their own ideas as well as the useful language.

Ex:4 P: 71

• Ask Ss to read the rubric and answer the questions.

Check Ss' answers around the class.

Ex:5 P: 71

• Explain the task and give Ss time to match the reasons and the examples/results.

Then ask Ss to expand their answers into full sentences using phrases from the Useful Language box.

Elicit answers from Ss around the Class.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils read the rubric and underline the key words.

ANSWERS

1 the editor and readers of the science magazine

2 to explain my views on the points raised in the article and give reasons for my opinions

3 formal style

4 2-3-first second/third viewpoints with examples/ reasons/results

Pupils read the model. The underlined phrases are in the wrong register. Replace them with their correct formal equivalents.

ANSWERS

1 F 2 H 3 A 4 G 5 D 6 C 7 B 8 E

•Pupils answer the question. Tell the class

ANSWERS

Personally, I don't think that job fairs have become obsolete. Considering the fact that the provide an excellent opportunity for jobseek... to make connections and for employers to evaluate potential candidates, it's obvious that they have value. I say this because we all know the value of a first impression and human interaction.

•Pupils read the rubric and underline the key words.

ANSWERS

1 I am writing to the editor of a science magazine.

2 I will write in a formal style because I am writing to someone I do not know.

3 B because it is the most formal and polite

•Pupils match the viewpoints to the result.

ANSWERS

1 b 2 c 3 a

Descriptor:

- read the rubric

- underline the key words.

Total: 2 point

Self assessment

Descriptor:

- read the model text.

- underlined phrases are in the wrong register

Total: 2 point

Descriptor:

- answer the question

- tell the class

Total: 2 point

Descriptor:

- read the rubric

- underline the key words

Total: 2 point

Descriptor:

- match the viewpoints to the result

Total: 1 point

-Make CCQ questions Yes / No

Card

Worksheet

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Home task: Ex: Writing a letter to the editor

Poster Success