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TP7 Writing
Upper intermediate level

Description

In this lesson, students learn about writing skills for argumentative essay where they have to express for and against arguments about a topic related to animal rights.

Materials

Abc Book "Cutting edge" 3rd edition
Edit?usp=sharing?size=16&default=html Google slides
Edit?size=16&default=html Google documents
Edit?size=16&default=html Google documents

Main Aims

  • To provide product writing practice of a 'for' and 'against' essay in the context of animal rights

Subsidiary Aims

  • To provide practice of linkers and transitions words in the context of essay writing
  • To provide scan reading practice using a persuasive essay dealing with animal rights

Procedure

Warmer/Lead-in (0-5 minutes) • To set lesson context and engage students

Teacher says hello to students and shows the first slide of the presentation. Altogether, students need to share ideas and answer questions related to animal welfare. - What do you think about animal welfare? Is it necessary? - How many situations can you think of where animals are used for entertainment (zoos, dolphins show, bullfights, etc…)? - Can you think of any arguments for or against using animals for entertainment? Students will openly share their ideas as a group.

Layout (5-13 minutes) • To analyze and/or identify elements of layout that provide coherence and cohesion in the text

Teacher changes slide and give instructions to students. They have to click on a link to open a google document with an essay. They should read the essay and then match the vocabulary with the definitions. Then they should identify each part of the essay and highlight it with different colors. Students will have 5 minutes and work in Bor.

Useful language (17-27 minutes) • To analyze and/or identify language conventions in the text

The teacher shows the following slides where students need to analyze the highlighted words in the text. Students need to find the meaning of the various transitions words in 3 min in Bor. Then they will share their answers openly. Then, the teacher will proceed with the form and appropriacy of each word for 7 minutes.

Parallel writing task (18-23 minutes) • To practice the layout and language conventions previously seen in writing some writing exercises

Students will work in Bor to fill gap with the vocabulary from the previous slides and fill up the gap with the most appropriate words. Open class feedback.

Free writing (23-37 minutes) • To produce a similar text based on the sample for fluency purposes.

Students will work individually (in an assigned space on google slides) to produce their own essay on one of the given topics: Should hunting be banned? Should the government encourage people to become vegetarian? Should experiments on animals be banned? Should wild animals in circuses be prohibited? Are zoos a good thing? They need to follow the essay layout seen during the lesson and some transitions words from the lesson. They have 15 minutes. CCQs: Are you writing an essay with arguments for or against? How many minutes do you have? How many paragraphs should you write? The teacher observes and notes the biggest mistakes to present them during the feedback.

Feedback and Error Correction (37-45 minutes) • To provide feedback on students' production and use of language

Students will do a peer evaluation with the help of a checklist. Teacher will conduct feedback on the language.

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