For-and-against essay

Unit:4

Organic and non-organic worlds

Teacher’s name:

Kulybekov Aidar

Date:

1

Lesson 41

Grade: 10 V

Number present: absent:

Theme of the lesson:

Organic Food. Writing a for-and against essay.

Learning objectives(s) that this lesson is contributing to:

10.6.8 - use a variety of future active and passive and future continuous forms on a wide range of familiar general and curricular topics;

10.6.13 - use a growing variety of past modal forms including must have, can’t have, might have to express speculation and deduction about the past on a wide range of familiar general and curricular topics

10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;

Lesson objectives:

• Identify starting and ending techniques of for-and against essay.

• Modify, present, practice and substitute linkers.

• Generate for-and against essay

Value links:

Respect each other.

Part of the lesson

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Teamwork

Organization moment :

1.Greeting.

2. Organization moment.Give them numbers and ask them to divide into 3groups.

I-first group

II -second

III–third

In differentiation part t «Flexible pace learning» method was used to give students a choice in order to make them interested in learning process.

“wishes” method helps to start the lesson with good wishes to each other.

T o develop Ss speaking skills and create friendly atmosphere.

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

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Envelop with numbers.

Pre-learning

«Brainstorming» method

Teamwork

Revision of previous lessons materials with the help of the teacher.

Differentiation:

“Verbal support”

T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support.

Ss give their possible answers. After that T introduces the aim and theme of the lesson.

Questions:

1.which source is commonly used in your country?

2. What biofuel

made from?

3 Which renewable energy source is better for the environment?

Revise the previous lessons material.

Ss refresh their mind before starting new theme.

Descriptor:

-answer the

questions.

Encourage Ss who answer the questions

Students Book

Middle of the lesson

Presentation part.

Teamwork.

“Analyze”

Read the Writing Tips box aloud and introduce the type of writing, content, layout and useful language.

Ask Ss to read through the rubric, identify the key words and answer the questions.

Check Ss' answers around the class

to analyze a rubric and identify starting and ending techniques

Differentiation:verbal support

Exercise 1, p 56

1. a for-and-against essay

2. formal

3. a-1,3,4,5,7

b- 2,6,8

Exercise 2, p56

The writer addresses the reader directly and uses a rhetorical question to start the essay. Then a quotation is used to end the essay.

Descriptor

-give right answers

Whiteboard

Students Book

Poster

Give Ss time to read the model again and match the paragraphs to their content.

To analyse a model for content and structure

Exercise 3,p 56. Match questions with paragraphs

1. Present the topic.

2. gives the arguments for the topic.

3. gives the arguments against the topic.

4. gives the writer’s opinion.

T praise active Ss with phrases such as: “Good job!

Well done!”

Whiteboard

Students Book

Poster ex 2 p 54

Ex 2

CD track 2.1

Teamwork

Whiteboard

Students Book

Ex 3, 54

Individual work

Writing task

Ask Ss to read the examples in the box on linkers.

•Then explain the task and give Ss time to complete it.

•Check Ss' answers and then ask them to suggest suitable alternative from the box.

to present, practice and substitude linkers

Differentiation: practice method is used to assess Ss writing

Exercise 4, p 57. Replace linkers in bold in the text with alternatives.

1. to begin with, for example

2. some people feel that, because.

3. in contrast, for instance

Descriptor:

-find the right answer

- pronounce the words correctly.

Whiteboard

Students Book

Poster

Read the sentences and put them in order to form a cohesive paragraph.

to order sentences into a paragraph and identify the topic sentence

Differentiation: flexible pace learning

Exercise 5, p 57. Put the sentences in the correct order. Which is the topic sentence?

Descriptor:

-can find right answer

Whiteboard

Students Book Poster

Work in pairs.

“Analyze”

Ask Ss to read through the rubric, underline the key words and answer the questions.

Explain to Ss that it is very important to read the rubric carefully so that they include all the points mentioned.

to analyze a rubric

to develop critical thinking

Differentiation: read and understand, identify the key words, answer the questions

Exercise 6, p57. Read the rubric, underline the key words, and answer the questions.

1. a for-and-against essay, students.

2. 1- present the topic, 2- the pros of biofuels, 3 – the cons of biofuels, 4- my opinion.

3. I could begin with a rhetorical question and end by addressing the reader.

4. 1B (in favor)

2C (against)

3A (in favor)

5. gives own answers.

-identify key words correctly

-give correct answers

-read without mistakes

Whiteboard

Students Book

Poster

Explain the task and give Ss time to write their essay using the plan and their answers to Ex. 6. Then ask various Ss to read their essays aloud.

Remind Ss to use linkers.

To write a for-and-against essay

Ss develop Ss writing skills

Differentiation: “memory” is used to identify their memoraziation

Exercise 7, p 57.

Follow the plan below and write an essay.

Students write an essay.

Descriptor:

-write without mistakes

-write sentences connected with theme

Whiteboard

Students Book

Poster

End of the lesson.

Reflection

Individual work:

The One-Minute Papers method was used as a reflection. It provides the opportunity to the students to provide a quick reflection on what they learned by responding to questions.

Ss answer the questions like : What is the most important issue discussed today?

What did you find difficult to comprehend?

What are some questions you would like to explore further?

To know how many Ss got the theme.

To make appropriate modifications that would enhance students’ learning engagement and performance

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Students Book