Урок английского языка в 10 классе

Урок английского языка в 10 классе

Написание эссе «За» и «против».

учитель английского языка

гимназии №1 г. Североморска

Класс для проведения урока – 10

Возраст учащихся – 16-17 лет

Используемые материалы – учебник для учащихся «Английский в фокусе» 10 класс.

Авторы: , Дж. Дули, , В. Эванс

Модуль 4

Тема урока. Написание эссе «За» и «против».

Цели :

1. формировать у учащихся письменную коммуникативную компетентность

2. формировать у учащихся навыки письма в организации и презентации содержания эссе «За» «против»

3. развивать умения учащихся анализировать и планировать параграфы

4. развивать ответственность и учебную деятельность учащихся

Задачи:

1. учить логическому делению параграфов

2. учить определять тематические предложения и писать подходящие аргументированные предложения

3. продолжить формирование навыка работы в парах

Class for the lesson implementation – 10th

Age of pupils – 16-17

Materials used – Spotlight. Student’s Book 10. Virginia Evans, Jenny Dooley, Olga Afanasyeva;

Module 4

Topic of the lesson 1 – a for-and-against essay

New language of the lesson – organizing for-and-against essays and presenting for-and-against essays content

The aim of the lesson :By the end of the lesson pupils will be able to understand paragraphs function, identify topic sentences and write appropriate supporting sentences.

Goals:

1 to form pupils’ writing communicative competence.

2 to form pupils’ writing skills in organizing for-and-against essays and presenting for-and - against content

3 to develop thinking skills in analyzing and paragraph-planning.

4 to develop pupils’ responsibility and activity.

Tasks :

1. to teach a logical division of the paragraphs.

2. to develop students’ working skills in pairs.

3. to teach pupils to identify topic sentences and write appropriate supporting sentences.

Lesson procedure

№ of activity	Description of activity of the lesson	Aim of the activity	Patterns of interaction	Time
1 Opening	Greetings	Introduction to the lesson	T: Good morning! How are you? Get ready for the lesson. The topic of today’s lesson is writing a for-and-against essay. You will learn to understand paragraphs function, use linking words and phrases, write topic and supporting sentences. Let’s get down to work.	2min
2	Leading-in	To get the pupils’ interest and attention	T: I’d like to speak to you about city problems caused by cars. One of them is air and noise pollution. What are your proposals? P1: Despite the fact that cars have made our lives more convenient, I believe that it is important to reduce the use of cars on our roads and in city centers. P2: I agree with you. More and more families today have two and even three cars. They cause traffic jams and air pollution. P3: As far as I’m concerned, I disagree with these proposals as it would be inconvenient for people because cars are faster and more comfortable. P4: I believe, it would be better for car manufacturers to produce new environmentally friendly cars.	7min
3 Main Body	For-and-against essays theory. Ex.1, p.72	To introduce for-and-against essays.	T: Read the theory box and answer the following questions: - What does an argumentative essay (for/ against) present? - How many paragraphs should a good argumentative essay (for/ against) consist of? - What does an introduction present? - What does a main body present? - What does a final paragraph present? - Where should personal expressions such as I believe or I think be used and why? Possible Answers: -For-and-against essays present the advantages and disadvantages (or pros and cons) of a topic. - A good argumentative essay should consist of four paragraphs. - An introduction presents the topic without giving an opinion. - A main body should consist of two paragraphs. The points for, with your justifications, appear in one paragraph and the points against, with your justifications, appear in another paragraph. - A final paragraph ( conclusion ) should sum up the arguments and give a balanced consideration or your own opinion. - Personal expressions like I believe or I think should only be used in the final paragraph where you can give your opinion. T: Where can we find this type of writing? P: For-and-against essays are found in articles in newspapers and magazines as well as in school assignments.	30 min
4	Reading the rubric. Ex.2a),p. 72 Pair Work	To analyze and understand the rubric	T: Read the rubric and find the key words. · Ss work in pairs. Suggested Answer Key key words: banning traffic from city centers, teacher, write essay, school magazine, arguments for and against. T: Answer questions 1-3. Work in pairs. Suggested Answer Key I am writing the essay to examine arguments for and against banning traffic from city centres for the school magazine. Formal style. Points to include: reduce traffic jams(pro), reduce accidents (pro), reduce air and noise pollution (pro), cars faster and more comfortable (con), crowded public transport (con), public transport follows fixed routes (con). T: Will you add more ideas? P: safer for pedestrians (pro), quieter for people who live there (pros).
5	Matching the paragraphs with the headings Ex.2b), p.72	To form paragraphs function recognition skills.	T: Read the essay and match the paragraphs with the headings. · Allow pupils time to read the essay. · Explain any new vocabulary. · Ask pupils to give reasons for their choices. · Check pupils’ answers. Answer Key presenting the topic arguments for and justifications arguments against and justifications writer’s opinion
6	Writing main body paragraphs. a) Going through the Study Skills box . p.72 b) Topic and supporting sentences. Ex.3, p.73 c) Matching topic to supporting sentences. Ex.4, p.73. d) Writing supporting sentences. Ex.5,p.73.	a) To discuss the concept of topic sentences. b) To form the skill of identifying topic sentences and supporting them with justifications. c) To form the skill of matching the topic sentences with their supporting ones. d) To practise producing supporting sentences.	T: Read a topic sentence theory and answer the following questions: What should main body paragraphs begin with? What is the function of a topic sentence? What is a topic sentence followed by? What sentences provide examples to support the topic sentence? Suggested Answer Key: Main body paragraphs should start with a topic sentence. A topic sentence introduces or summarises the topic of the paragraph. A topic sentence should be followed by supporting sentences Supporting sentences do. Explain the task and allows time to find the topic sentences in the text. Ss then find the supporting sentences and suggest alternatives. Answer Key Topic sentences: There are many positive aspects to banning cars from city centres. On the other hand, banning cars totally from city centres would have its disadvantages. Supporting sentences To begin with, it would help to drastically reduce air and noise pollution. Firstly, it would be very inconvenient for millions of people. Alternatives To start with, it would reduce traffic jams. To begin with, it would make shopping awkward. Explain the task. Allow Ss time to complete the task individually. Check Ss’ answers. Answer Key 1C / 2A / 3B / T: Read the topic sentences and write appropriate supporting sentences Read out the topic sentences. Ss write supporting sentences in pairs. Ss exchange sentences with another pair and check for mistakes. Suggested Answer Key Most importantly, recycling helps reduce waste. Firstly, natural habitats are being destroyed.
7 End	Homework assignment. Workbook Ex.1-2, p.33	Homework instructions	T: Write topic sentences for the following supporting sentences.	2min
8	The final part of the lesson	To evaluate a lesson.	T: Let me try to sum up. - Did we achieve the aims of the lesson? - Did you have any difficulties? - You worked well during the lesson. I’ll give you a 4 ( a 5 ). Thank you for the work. The lesson is over.	4min