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]
Trang 1UNIT 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 do sth, self-confident, casual clothes #
uniform, freedom of choice
5’
I WARMER: Brainstorming
Think of the words related to “uniform”
- hot
- blue and white
- boring
- proud
- not comfortable
- Explains how to do - 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 do sth /in'kri/: động
viên ai đó làm điều gì đó
- self-confident /'self'knfidnt/ (adj): tự tin
- casual clothes /'kwl klouz/ #
uniform /'jnifm/: thường phục # đồng phục
- freedom of choice /'frdm f is/: tự
do 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 do 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: 6
Date:
Uniform
Trang 2e 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 do
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 5
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
- Read the outline B carefully
Trang 3c 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:
………
………
………
………
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