Page 23 - ENGLISH PORTFOLIO

and write their mind-map and introductions to their essays. For summary and

integration, learners will check their peer’s work for assessing. For homework, learners
will then have to finish up their essays at home and bring the books the following day.

WHAT FOR
Aims:

- acquire the language skills necessary to communicate accurately and

appropriately considering audience, purpose and context;
- listen, speak, read/view and write/present the language with confidence and

enjoyment. These skills and attitudes form the basis for lifelong learning;
- express and justify, orally and in writing, their own ideas, views and emotions

confidently in order to become independent and analytical thinkers;

- use their Additional Language as a means of critical and creative thinking: for
expressing their opinions on ethical issues and values; for interacting critically

with a wide range of texts; for challenging the perspectives, values and power
relations embedded in texts; and for reading texts for various purposes, such as

enjoyment, research, critique.

At the end of the lesson, learners should be able to:

- describe what makes up an argumentative essay, and essays in general
- apply what they have learnt about argumentative essay writing onto writing their

own essays;

HOW

Lesson Invitation (5 mins)

Teacher’s role Learner’s role (possible answers)
- ask learners to explain what an - an essay is a form of writing that

essay is, giving out factors that elaborates on a given topic/ it is a

make up an essay long text that has an introduction,
- ask the types of essays they know paragraphs that form a body, and a

- put emphasis on the essay that will conclusion.
be focused on: ask what they know

about argumentative essays

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