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UNIT 3: ARGUMENTATIVE - PERSUASIVE ESSAY (Continued) Subject: Writing Skill Course book: Writing 2 Students: Second year students. Achieved knowledge Target Students have already known the process of writing an essay, the format of an argumentative - persuasive essay. Students practise the first three steps in writing an argumentative-persuasive essay I. The aims: 1. Knowledge: - Enhance students' knowledge of the writing process - Generate students' understanding about the national entrance examination, its advantages, disadvantages in order to evaluate whether to be for or against the issue. 2. Skill: develop the skill of analysing topic, brainstorming and making an outline for an argumentative-persuasive essay II. Preparation: 1. Teaching aids: - Students: course books, Ao papers, pens. - Teacher: course book, video clip, computer, projector 2. Teaching methods: - Presentation. - Discussion. - Question - Answer 1 III. Procedure: Time Content Teacher’s activities Students’s activities Teaching aids 3 mins. 1. Task 1: Revising the writing process: - How many steps are there in a writing process? What are they? 7 STEPS IN WRITING PROCESS 7 STEPS IN WRITING PROCESS 1. 1. Analysing the topic Analysing the topic 2. 2. Brain-storming and grouping ideas Brain-storming and grouping ideas 3. 3. Making an out-line Making an out-line 4. 4. Writing the rough draft Writing the rough draft 5. 5. Peer editing Peer editing 6. 6. Revising the draft Revising the draft 7. 7. Proof-reading the final draft Proof-reading the final draft - What is the format of the outline for an - What is the format of the outline for an argumentative-persuasive essay? argumentative-persuasive essay? PART I: INTRODUCTION PART I: INTRODUCTION Thesis statement: Thesis statement: PART II: BODY PART II: BODY 1. 1. First argument or reason to support your First argument or reason to support your position position : : Topic sentence: Topic sentence: - Supporting idea 1: - Supporting idea 1: - Supporting idea 2: - Supporting idea 2: …… …… 2. 2. Second argument or reason to support your Second argument or reason to support your position position : : Topic sentence: Topic sentence: - Supporting idea 1: - Supporting idea 1: - Supporting idea 2: - Supporting idea 2: ……. ……. 3. 3. Third argument or reason to support your Third argument or reason to support your position position : : Topic sentence: Topic sentence: - Ask sts to revise the writing process and the format of the outline. - Show the process and the outline - Answer the questions - Review from screen - Computer - Projector 2 - Supporting idea 1: - Supporting idea 1: - Supporting idea 2: - Supporting idea 2: …………. …………. 4. 4. Opposing Viewpoint Opposing Viewpoint : : - Opposing point to your argument (counter- - Opposing point to your argument (counter- argument) argument) - Your refutation to the opposing point. - Your refutation to the opposing point. +Supporting idea 1 +Supporting idea 1 + Supporting idea 2 + Supporting idea 2 PART III.: CONCLUSION PART III.: CONCLUSION Summary of main points or reasons/ Restate thesis Summary of main points or reasons/ Restate thesis statement statement 7 mins. 2. Task 2: Lead-in - Which country is it? - Who can you see in the clip? - What are they doing? - What is the clip about? - What do you comment about it? - Ask sts to watch a video clip and answer questions. - Watch the clip and answer the questions - Video clip - Computer - Projector - Can you compare with the situation in Vietnam? - Do you remember your entrance examination to Hung Vuong university?Tell the whole class about your experience. - Introduce the topic: "Should entrance examination be compulsory for students to enter a university in Vienam?" Ask students to talk about the situation in Vietnam and their own experience of the entrance examination to Hung Vuong university. - Introduce and write the topic on the board. - Answer the questions basing on their own knowledge and experience. - Write the topic on their notebook. 3 mins. 3. Task 3: Analyse the topic - What are the key words or phrases of the topic? They are: entrance examination, compulsory, enter a university, Vietnam. - What is the requirement of the topic? To agree or disagree with the entrance examination to a university in Vietnam. - Ask Sts to read the topic carefully and analyse the key words/phrases. - Ask sts about the requirement of the topic. Read the topic and underline the key words/phrases. - Answer the question 3 15 mins. 4. Task 4: Brainstorming and grouping ideas Possible answer: A. Agree: - not enough places for all students, over 250 universities, 800.000 students. - They motivate students study harder: exams make people better at the subject, content tested in exams are random, so people study everything, since it affects grades, people study harder; there is competition, people study harder - They cause stress, allowing people to better deal with challenges (an extremely useful ability). - Seclect best students: the university graduates will be trained for contribution to society in future, best students should be given privilege to pursue . B. Disagree: - Stress for students: learn hard, exam often in sumer, hot, exhausted, nervous - Stress for parents: worried about the results of their children, Some parents do everything they can to support their children - Corruption: Leaking of exam content, bribery, and other abuses are still being constantly exposed - Regional discrimination: Students from contryside or remote areas get bonus marks. - Exams don't properly assess people's grasp of the subject. You can get higher/lower marks than you deserve. - It is impossible to test every aspect of a subject within the short exam time, if a student is lucky and what he studied for is tested, he will score higher. - It is impossible to set the questions at the same difficulty every year, if it is easier, he will score - Divide the class into 2 sections, one agree with the compulsory of the entrance examination, the other disagree with the point of view. - Ask students in each section work in groups of three or four to write down the words/phrases/questions about the topic and then group the ideas - Check with the whole class. Write on the board all the words/phrases that students find out. - Ask students from section A to add more ideas for section B if they can and vice versa. - Divide the class into 2 sections: section A and section B. Each section is then further divided into groups of three or four. - Work in groups to write the idea they have got on the topic then group them in main points - Representative of each group present their result. 4 higher. - Base on the marks to evaluate and classify student levels may lead them to the wrong way in studying. They may try any way to get high marks even cheating… - Exams are unfair to all students. High marks in the exams really do not reflect exactly how much knowlege student have got. 12 years of studying but assess the result of only 3 subjects in one and a half day. - Exams waste alot of money of citizen and the government. People from countryside take their children to big cities to take exam. Most of them are peasants, so taking 7 to 10 days off and prepare a majority of money to come to big cities is really a big problem. - Universities have to organize exam, not enough room and teachers, they have to hire. However, students registered but not come, so waste a lot of money. 15 mins 5. Task 5: Making a simlpe outline The outline should follow the format as guided: - The thesis statement: - Argumentative point 1 - Argumentative point 2 - Argumentative point 3 - Counter-argument and refutation - Sumary of the main points or restatement of the thesisment - Ask sts to work in groups of three or four to group ideas to make an outline. - Groupwork; write on A0 paper and display the results. - Representative of each group present the results. - A0 papers; - Pens 2 mins Cosolidation: Sumary what have done during the lesson. Summarize what have learnt during the lesson. Listen and review. 5 6 . as guided: - The thesis statement: - Argumentative point 1 - Argumentative point 2 - Argumentative point 3 - Counter-argument and refutation - Sumary of. writing an essay, the format of an argumentative - persuasive essay. Students practise the first three steps in writing an argumentative- persuasive essay I.