Organization of an argument: ask students to look at the first chart on page 18 and answer the following questions?. What is the purpose of an argumentb[r]
(1)UNIT 2: CLOTHING LESSON 5: WRITING
Aims: To help the students know how to write a good argument in English.
Objectives: By the end of the lesson the students will be able to know what to write and how to write in an argument
Skills: Speaking, Reading, Writing
Teaching aids: book, poster, model writing. Languages:
Grammar: firstly, secondly…., I think…., My opinion is….
Vocabulary: be proud of, encourage sb to sth, self-confident, casual clothes # uniform, freedom of choice
TIME PROCEDURE T’S ACTIVITIES STS’ ACTIVITIES
5’
I. WARMER: Brainstorming
Think of the words related to “uniform” - hot
- blue and white - boring
- proud
- not comfortable
- Explains how to - Write the words which relate to the topic
20’ II. PRE- WRITING:
1. Pre-teach vocabulary: - to be proud of /bi praud f/: tự hào
- to encourage sb to sth /in'kri/: động viên làm điều
- self-confident /'self'knfidnt/ (adj): tự tin - casual clothes /'kwl klouz/ #
uniform /'jnifm/: thường phục # đồng phục
- freedom of choice /'frdm f is/: tự lựa chọn
Slap the board: 2. Set the scene:
We are going to write and argument of wearing uniform or casual clothes
3. Organization of an argument: ask students to look at the first chart on page 18 and answer the following questions
a What is the purpose of an argument? b How many parts you write? c What are they?
d What is the purpose of “introduction” what language issued?
- Follows the steps for presenting vocabulary
- Gives the common idea of the lesson - Asks the students to answer the questions
- Listen and observe what the teacher does
- Listen
- Answer the questions Period: 12
Week: Date:
(2)e How can you present series of arguments? What language is used? f What is the purpose of “conclusion”?
What language is used? Key:
a To persuade the readers to believe or something
b Three parts They are introduction, series of arguments and conclusion
c To let the readers know the writer’s point of view It often begins with: My opinion is,……./ I think……
d We present arguments in a logical way, give examples where possible It often begin with: firstly; secondly; thirdly;… finally
e It’s used to sum up with the argument It often begins with: Therefore,/ in
conclusion…
4. Analyzing an argument :
Ask the students to read outline A and the passages on page 18 and answer the questions
a How many paragraphs are there?
b Which paragraph is the introduction? How can you know? Can you begin the
introduction with another word or phrase? c How many arguments are there? How can
you know? Are these arguments against or for the topic?
d Are there any examples to support the arguments? Tell me the examples?
e How does the conclusion start? Can it start in a different way?
Key: a
b 1; begins with “I think”; My opinion is… c 3; begins with ‘Firstly; secondly; finally”;
for the topic d Yes
e Therefore; In conclusion 5. Group-work:
Ask the students to look at outline B and answer the questions
a What’s the topic? (casual clothes) b How many arguments are there? (4)
- Gives the correct answers
- Be along with the students to analyze the model argument
- Asks the students to read the outline B
- Take notes
- Look over the model writing with the teacher
(3)c How many paragraph will there be in your argument? (6)
10’
III. WHILE- WRITING: Write it up
- Students write the argument, using the Outline B page 19
- Gives time for the students to write
- Write the argument
9’
IV. POST- WRITING: Sharing and comparing
- Gives the model writing
- Asks the students to share their writing
- Share the writing with partners
1’ V.- Rewrite the exposition in their notebook.HOMEWORK: - Gives home assignment. - Take notes Notes : Model writing: