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Board Race. There are 8 questions. All of the questions are from pages 70, 71, 72 and 73. Work as a team to find the answers in your book. Then write the answer on the board. Only one team member may go up to the board at a time. You may not bring this piece of paper or your textbook with you to the board. The first team to get the correct answers to all 8 questions up on the board will get a prize.
1. What is the most common question type in Writing Task 2?
2. What are the two ways you can respond to an agree or disagree Task 2 questions?
3. What percentage of the Writing score is Task 2 worth?
4. How much time should you spend on Writing Task 2?
5. How many words should you write for Writing Task 2?
6. Statements and opinions need to be supported by what?
7. True or False: You should take a few minutes before writing to note down your points to support your position.
8. You should allow a few minutes at the end to do what?
Answers:
- What is the most common question type in Writing Task 2?
“agree or disagree”
- What are the two ways you can respond to an agree or disagree Task 2 questions?
Look at both sides of the argument, or take only one side of the argument
- What percentage of the Writing score is Task 2 worth?
Two-thirds
- How much time should you spend on Writing Task 2?
Two-thirds of your time: 40 minutes
- How many words should you write for Writing Task 2
250
- Statements and opinions need to be supported by what?
facts, examples, arguments
- True or False: You should take a few minutes before writing to note down your points to support your position.
True
- You should allow a few minutes at the end to do what?
Read through and check your essay.
I TOTALLY AGREE
SMOKERS KNOW THE RISK OF SMOKING SO WHY SHOULD SOCIETY PAY THE BILL?
I DON’T THINK THIS ARGUMENT IS VALID BECAUSE…
I DISAGREE WITH THIS TOO, BECAUSE…
TO SUMMARISE
I COMPLETELY DISAGREE WITH
IS IT RIGHT FOR SMOKERS TO PAY, WHILE DRUG ADDICTS AND ALCOHOLICS RECEIVE EXPENSIVE MEDICAL TREATMENT FREE?
THE PROBLEM WITH THIS ARGUMENT IS THAT…
IN GREECE FOR EXAMPLE, WE PAY 70% TAX ON CIGARETTES
IN CONCLUSION
DO WE REFUSE TO GIVE MEDICAL TREATMENT TO SOMEONE WHO HAS A CAR ACCIDENT DRIVING DANGEROUSLY WITHOUT A SEATBELT? OF COURSE NOT.
IN GREECE FOR EXAMPLE, WE PAY 70% TAX ON CIGARETTES
THE GOVERNMENT USES SOME OF THAT MONEY TO FINANCE THE HEALTH SERVICE, SO WHY SHOULDN’T I GET FREE HEALTH TREATMENT? … THAT IS LOGICAL.
WHO IS GOING TO PLAY GOD AND DECIDE WHETHER A PARTICULAR LIFESTYLE IS “GOOD” OR “BAD”? AND WHO IS GOING TO DECIDE WHETHER YOU LIVE OR DIE?
Teacher’s script:
1. Personal experience to support your opinion (In Greece for example, we pay 70% tax on cigarettes.)
2. Phrases to express agreement/disagreement with the essay question (I totally agree with this statement that…I completely disagree with the idea that…)
3. Signpost words to indicate final paragraph (To summarise, In conclusion)
4. opposing an argument (I don’t think this argument is valid because… I disagree with this too, because….The problem with this argument is that…)
5. question (with answer) that supports your opinion (Do we refuse to give medical treatment to someone who has a car accident driving dangerously on the motorway without a seatbelt? Of course not. The government uses some of that money to finance the health system, so why shouldn’t I get free health treatment?...That is logical.)
6. open question that supports your opinion. (Smokers know the risk of smoking, so why should society have to pick up the bill? Who is going to play God and decide whether a particular lifestyle is “good” or “bad”? Who is going to decide whether you should live or die?)
7. question (with answer) that supports your opinion (Do we refuse to give medical treatment to someone who has a car accident driving dangerously on the motorway without a seatbelt? Of course not. The government uses some of that money to finance the health system, so why shouldn’t I get free health treatment?...That is logical.)
8. Phrases to express agreement/disagreement with the essay question (I totally agree with this statement that…I completely disagree with the idea that…)
9. opposing an argument (I don’t think this argument is valid because…I disagree with this too, because….The problem with this argument is that…)
10. open question that supports your opinion. (Smokers know the risk of smoking, so why should society have to pick up the bill? Who is going to play God and decide whether a particular lifestyle is “good” or “bad”? Who is going to decide whether you should live or die?)
11. Personal experience to support your opinion (In Greece for example, we pay 70% tax on cigarettes.)
12. Signpost words to indicate final paragraph (To summarise, In conclusion)
Exam strategy.
1. Read the question:
Governments around the world spend too much money on treating illnesses and diseases and not enough on health education and prevention.
Do you agree or disagree with this statement?
2. Decide if you agree or disagree with the statement.
Circle one
I agree I disagree
3. Note down several points to support your position.
(Notes: You don’t need to write full sentences. Key words and phrases are fine here. Also, during the brainstorming phase, you will probably think of more ideas than you will use. That’s okay. Think of as many points as you can, and then only select the best 2 or 3 to use in your essay.)
points to support my position
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4. Write down one or two opposing arguments (that is, arguments against your position). You will mention these arguments in order to attack them.
opposing arguments that I will mention, and then attack
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Outline. Use the four-paragraph structure that we looked at in 4C.
I. Clearly state your agreement/disagreement and rewrite the question in your own words
II. Briefly state the opposing argument, and attack this position
III. List your arguments to support your position
IV. Briefly summarise your arguments and re-emphasize your opinion
You don’t need to write full sentences in an outline. Just briefly write down some key words or phrases.
I.
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II.
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III.
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IV.
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Exercise B page 71
Work with a partner. Provide support for statements 1-5
1. It’s more important to spend money on Aids research than cancer research_____________________
____________________________________________________________________________________.
2. I think that smokers often have colds____________________________________________________
____________________________________________________________________________________.
3. It’s generally understood that senior businesspeople suffer a lot from stress ____________________
____________________________________________________________________________________.
4. Waiting lists to undergo surgery are too long______________________________________________
____________________________________________________________________________________.
5. I believe that people who do not vaccinate their children are irresponsible _____________________
____________________________________________________________________________________.
Watch the video, and answer these questions:
Who provides health care in England?
How is it paid for?
How much do you have to pay for most services?
Who is eligible for free health care?
What do you think about this system?
Watch the video, and answer these questions:
Who provides health care in England?
How is it paid for?
How much do you have to pay for most services?
Who is eligible for free health care?
What do you think about this system?
Watch the video, and answer these questions:
Who provides health care in England?
How is it paid for?
How much do you have to pay for most services?
Who is eligible for free health care?
What do you think about this system?
Do you remember these sentences? Match the words in bold to the definitions below.
I don’t think this argument is valid because they are using many more health services than non-smokers, but pay the same amount in taxes.
In many countries people buy cigarettes on the black market at a very low price, and so the government receives not money in taxes.
In fact, they should be contributing to the health care of non-smokers too, as passive smoking causes major health problems
I support governments that have banned smoking in public places too.
smokers should not receive free treatment for smoking-related illnesses
Is it right for smokers to pay, while drug addicts and alcoholics receive expensive medical treatment for free?
The government uses some of that money to finance the health service
Who is going to play God and decide whether a particular lifestyle is “good” or “bad”?
Definitions
_____________________ a person who is unable to give up the habit of drinking alcohol very often and in large amounts
_____________________ illegal trading of goods, either because the government forbids them from being bought and sold, or to avoid paying taxes.
_____________________ to provide the money needed for something to happen
_____________________ to act as if you are in total control of something. This is especially used in matters of life or death.
_____________________ (MEDICAL CARE) the use of drugs, exercises, etc. to cure a person of an illness or injury
_____________________ people who cannot stop doing or using something, especially something harmful
_____________________ someone's way of living; the things that a person or particular group of people usually do
_____________________ the unwanted breathing in of other people's cigarette smoke, especially by people who do not smoke
_____________________ to forbid (= refuse to allow) something, especially officially
_____________________ an argument that is based on truth or reason; able to be accepted
Name
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Joel Swagman
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Date / Time of obs
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14/07/2015
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Class code
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H1AX-I1-1508
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No. of students
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16
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Main aim
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Give students an alternative way to write an “Agree or Disagree Essay”.
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Subsidiary aims
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Vocabulary
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Materials
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Textbooks, Prize for board race, fly swatters, SWAT cards, blue tac
Handouts: Board race questions, P. 71 exercise B handout, Vocabulary handout, Health care video questions, Outline form
PowerPoint Presentations: Board race feedback, Vocabulary on p.70, Health Care video questions, Exercise C&D feedback
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Signposting
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Mostly use PowerPoint for providing students with visual of written answers.
However, the homework at the end of class will be clearly written on the board.
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Timetable fit
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Last writing lesson out of 4 writing lessons in the textbook. One week before the end of the term.
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Anticipated problems (lateness, class size, dynamics etc.)
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Solutions
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1). Very few students will be present at the beginning of class
2) Some students have a tendency to work individually even when told to work in pairs
3). Some of the vocabulary in exercises 2A&2B (vaccinations, surgery) the students may not understand
4). Students may not understand the concept of public health care, on which the model essay questions are based
5). Students may long sentences instead of outlining during the production time.
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1). Opening activity (Board race) is a warmer that is not necessary to do in order to understand the rest of the lesson
2). Give students a handout to write the answer on. Give only one handout to two people, forcing the students to work in pairs.
3). Deal with this briefly by showing pictures on PowerPoint and eliciting correct words.
4). Show a short video on the British NHS service
5). Remind students about note form using CCQs
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Fill out this section ONLY if you are teaching a skills lesson.
Which specific skills will the learners practice? e.g. skimming for main ideas, identifying distractors, note taking etc.
Practice supporting opinions with ideas, facts, or arguments
Useful language for Task 2 essays (in conclusion, I completely disagree with the idea that…, et cetera)
Useful rhetorical devices for Task 2 essays (open questions that support your position)\
Alternative structure for Task 2 essays in which the opposing arguments are mentioned and then refuted in the second paragraph
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Potential learner problems with skills
Different than the Vietnamese style of writing. May be difficult for students
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Possible solutions
Focus on the model essays from the book to provide students with a clear model of the structure.
Give students a handout for brainstorming and outlining that will guide them through writing this structure
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LESSON PLAN
Time / Interaction |
Stage Name and Aim (why)
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Procedure
(what you and / or students and/or TA will do)
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Observer comments
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7 min
(8:30-8:37)
Ss—textbook
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Name
Board Race
Aim
Focus students attention on important information on the IELTS test
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The teacher divides the students into groups of 3 or 4. The teacher reminds students of the rules for the board race (elicit this if possible). Only one student from each team can go at a time, and when a student goes up to the board, they cannot bring any books or notes with them.
Students compete in a board race to answer questions about pages 70-73 of the book. Teacher awards prize for the first team to finish. The first team to finish gets a prize.
Class feedback is on PowerPoint
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2 min
(8:37-8:39)
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Name
Vocabulary
Aim:
Briefly deal with some vocabulary which may interfere with the next exercise (e.g. vaccination)
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Teacher directs the attention of students to the vocabulary on page70. Teacher puts up pictures on PowerPoint, and has students match words/phrases to the pictures
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8 min
(8:39-8:47)
Ss--textbook
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Name:
Introduce supporting statements and opinions
Aim:
To get students familiar with the concept of supporting their opinions with statements.
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Students match statements in section A with supporting statements. In section B, students make up their own reasons.
Have students do this in pairs. Give them a handout so that they can write down their answers together.
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5 min
(8:47-8:53)
Ss--Video
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Name:
Introduce concept of Public Health Care system
Aim:
To get students familiar with the concept of public health care so that they can better understand the model essay question.
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Show Youtube video on NHS in England
Give students questions beforehand (on handout)
Questions:
Who provides health care in England? (The British Government)
How is it paid for? (By taxes)
How much do you have to pay for most services? (they are free)
Who is eligible for free health care? (anyone planning to stay permanently in England)
Be sure to elicit the meaning of eligible.
How do you feel about this system? (students’ own opinion)
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5 min
(Flexible activity. Only use if I’m ahead of schedule)
Ss--Ss
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Name:
Introduce model essay question
Aim:
To get students thinking about what the model essay question will be for this essay.
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Direct students attention to the question. Have students brainstorm their ideas for and against.
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3 min
(8:53-8:56)
Ss---Textbook
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Name:
Skim the model essay
Aim:
To get students to do a gist reading of the model essay.
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Direct students attention to essays on page 72, and the question on the bottom of page 71.—4 part A. Skim the essays, and decide if they agree or disagree with the essay question.
Teacher sets 1 minute time limit
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5 min
(Flexible activity. Only use if I’m ahead of schedule)
Ss---Worksheet
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Name:
Deal with new vocabulary from new essay
Aim:
to deal with vocabulary from the essay which is potentially new for students
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Teacher gives students vocabulary sheet. Students work on it.
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5 min
(8:56-9:01)
Ss—textbook
Feedback:
Ss---Powerpoint
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Name:
Focus on essay organization
Aim:
To get students to notice the structure of the essay
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Teacher directs students to complete exercise C
Feedback via PowerPoint
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7 min
(9:01-9:08)
Ss—Textbook
Feedback:
Ss---PowerPoint
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Name:
Focus on writing features
Aim:
Focus students’ attention on phrases from the text that use essay writing features
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First do it as per the book.
Do feedback via Powerpoint.
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10 min
(9:08—9:18)
(Flexible. Activity. Cut this activity if I’m running over time. Also possibly move to the end if it looks like timing may be questionable)
T—Ss
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Name:
Slap game
Aim:
Receptive practice of Essay writing features
Also useful in varying students activity patterns—getting them up and moving around and waking them up.
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Teacher reads out features, and students slap the corresponding phrase. In 4 teams
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10 min
(9:18-9:28)
Ss---Ss (pairwork)
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Name:
Production
Aim:
Give students freer production practice
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Teacher gives students handout to guide them through the brainstorming and outlining processes. Students are assigned to work with a partner. Teacher first guides them through agreeing or disagreeing. (They must decide with a partner). Then teacher encourages them to brainstorm ideas for and against.
Teacher reminds students to jot down ideas in note form with CCQs. “Do you have to write full sentences? What can you write?” Teacher gives time for students to brainstorm ideas (5 minutes) and then directs them to create outline on the back of the handout. Again, teacher reminds students do use outline form with CCQs
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2 min
(9:28-9:30)
T---Ss
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Name:
Assign Homework
Aim:
Give students further controlled practice (from workbook) and freer practice (write essay) at home.
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Teacher assigns Workbook for unit 8 as homework. Reminds students that answers are in the back.
Also gives vocabulary handout as extra homework.
Also the writing from page 73 is given as homework. Due date is negotiated with class. Teacher reminds students (hopefully elicits) the procedure for written homework. 1st draft is Hand written and under time pressure (40 minutes). They have the option of self-correcting first draft and revising a second draft for feedback. Otherwise teacher will correct first draft.
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