PREVIOUSLY: In Unit 15.3, we talked about how to teach
the sub topic "Writing business transaction letters" in Form Three.
IN
THIS UNIT 15.4, we will discuss how to teach the sub topic" Writing argumentative
compositions/essays" in Form
Four.
TOPIC’S INFORMATION
Main Topic: WRITING USING APPROPRIATE LANGUAGE CONTENT
AND STYLE
Sub Topic: Writing argumentative compositions/essays
Periods per sub topic: 8
Class: Form Four
(Also: For Literature in English
Subject, Check out my Literature
in English Blog. Also check
out My Diary for
Diary Writing Inspiration and More!
)
DESCRIPTION
OF THE SUB TOPIC
Argumentative essays are the
types of essays that aim at building students' ability to judge with reasons
and critically make decisions on various pressing matters. This is the speaking
or writing activity in which students have to argue for and against the certain
idea by using strong evidences.
This sub topic can also be
accessed via "Writing argumentative
compositions/essays" in Form Three
SPECIFIC
OBJECTIVE OF THE LESSON
The student should be able to
present contrasting views of a given topic. The student should be able to
understand how to present contrasting views of the same aspect, topic or
subject matter.
- TEACHER’S PREPARATION STAGE
This stage is about
the preparation of the teacher before undertaking the lessons of the particular
sub topic. These are all activities, procedures, materials, teaching aids, and
games prepared by the teacher for teaching a sub topic:
- Putting heads together: Introducing
the topic/lesson properly. Organising how students will be able to get to
know what is the topic/lesson about. It is where teacher makes sure that
students are going to be in his/her train. It includes brainstorming and
familiarisation of the topic/lesson with the students.
This makes students
stay together with the teacher. It is at this stage students can understand
what is going to be discussed in the particular topic.
In this sub topic/lesson, the teacher will guide
students to brainstorm and discuss how they present and defend various
contrasting views on various topics.
- Preparation of English Language Teaching
and Learning Materials. A teacher has to decide on the teaching/learning
materials he/she is going to use.
In this sub topic/lesson, the teacher has to prepare
his/her model argumentative essays. These model essays will make students aware
of the ways used to write and present these kinds of essays.
- Target
Practice. Show or Guide students to the practice of the functions of the sub
topic. A teacher has to show or guide students to the target practice of
the grammatical functions of the sub topic.
In
this sub topic/lesson, the teacher will help students be aware of the
appropriate expressions used when writing or presenting argumentative essays.
Some of these expressions are concessions such as:
Provided that,
In this context,
On the contrary,
On the other hand,
Notwithstanding,
Besides,
Nevertheless,
Yet,
However.
- Context-Based Practice. A teacher
leads students to the discussion on how the target grammatical functions
practised earlier can be applied or integrated into the contexts and
situations. The students are guided by the teacher to apply the learnt
skills in relevant contexts and situations like school and library.
In this sub topic/lesson, people give opposing or
contrasting views on the settings or contexts like school, home, and streets.
For example, in our societies especially our Swahili culture, there are centres
called 'Vijiweni' where people meet
to play games like 'Bao'. In these
centres people discuss various contrasting views about the national or societal
matters.
- Vocabulary Building Practice. At this time,
teacher discusses with the students on the vocabularies and phrases to
apply in the already mentioned contexts and situations.
In this sub topic/lesson, the teacher will guide
students to discuss various vocabularies and expressions such as; I am of the opinion that, I'm against the
opinion, by the way, considering the fact that, on the other hand, however, it
should be remembered that.... It has been observed, etc.
- TEACHING AND LEARNING
PROCEDURES, ACTIVITIES AND GAMES
Guide the students
to the full sub topic/lesson procedures, activities and games for better
understanding of the sub topic by following these activities:
Activity One: Brainstorming. Brainstorming the
sub topic/lesson through oral questions with answers, pair works, and group
discussions of all important concepts to get students on track.
In this activity, the teacher will guide students
to brainstorm and discuss how they present and defend various contrasting views
on various topics.
Activity Two: Teacher’s Demonstration. Teacher's
application of his/models or examples so as to bring the topic/lesson and the
students into the real or common sense of the topic/lesson.
In this activity, the teacher will provide
students with his/her model argumentative compositions/essays on a variety of
issues including; corruption, early marriages, forced marriages, leaders'
responsibility, democracy, and forms of child labour.
After being given
these model argumentative essays, students have to read these compositions
silently. The teacher can supervise this reading activity so that to check the
students' participation.
Teacher's Model:
Read Model essays, CLICK Argumentative Essay Samples.
The teacher to
guide students to discuss the arguments presented in the composition used. Here
the teacher can use the comprehension questions to help students discuss the
ideas presented in the model essays.
Activity Three: Students’ Demonstration. Showing students
how models like that of a teacher can be applied by them. Here students need to
be guided on how to use given expressions, structures, vocabulary, and phrases
or similar ones.
In this activity, the teacher asks students to be
in pairs. While in pairs, students can be guided by the teacher to do the
following tasks:
To select topics on
which they have to write argumentative compositions;
To brainstorm the
main ideas they will have to include in the compositions.
To write the first
draft.
Other Students’ Activities. The teacher to
guide students to edit their draft focusing on the content of the topic. The
teacher guides students to go through their drafts and correct several
grammatical, spelling and punctuation errors. In this activity, the teacher may
ask students to exchange their works for more perfect checkout.
Activity Four: More Writing Activities: Taking/leading
students to the real situations or contexts where they can apply what they have
mastered. Here speaking, reading or writing activities are involved.
In this activity, the teacher gives students
more writing activities so that they can master the argumentative writing
skills.
Activity Five: Winding up the topic/lesson. Here teachers
summarise the topic/lesson by emphasizing the importance of the sub
topic/lesson and suggesting other related aspects of the sub topic/lesson.
In this activity, the teacher can display on a
noticeboard the finished compositions for other students to read.
Additional Activity: As a teacher, what other
activity can be applied in this sub topic/lesson? You can always drop your
alternative activity or activities to this article so as to improve teaching
and learning of O Level English (OLE)
GRAMMAR PRACTICE:
Concessions
These are expressions
like; on the contrary, on the other hand, etc.
For more
Concessions on Writing, Common Concessions Used in
Argumentative Essays
REFLECTION
Our societies are
full of arguments on various contexts. People also raise various arguments on
various topics especially the hot topics of the societies. All arguments and
people who present them may become weak or strong according to the mode of
presentation.
Ask students where
they commonly find arguments. Ask them to mention some of the hot topics they
once came across in their experiences. Ask them to discuss in groups or pairs
about the topic they often experience. Once they find some common topics, a
teacher may guide them to discuss or arrange a debate. However, this activity
of selecting some common topics will show them that arguments are relevant in
their societies as well.
ASSESSMENT
The teacher should
use relevant assessment tools like oral questions, drills, games, exercises,
pair works, group works, and assignments so that to check if a student is able
to present contrasting views of a given topic.
ASSESSMENTS
Assessment #01: Debate work
Present an argument
like: 'Schools should have no holidays'. Divide the class in two sides and
allow them to contribute from each side. It's just a debate! This will test
them if they can express contrasting views. Encourage them to apply correct
expressions. There should be a winner.
Assessment #02: Debate work
Also a teacher may
give students the task of writing an argumentative essay like: 'Private schools
and government schools both have blessings and curses'. This question can also
test them.
Note: You can give students more individual works,
pair works, and group works to facilitate their interaction and understanding
of the sub topic or lesson. As English language teacher you have to give students
more works to do. Because language is meant to be largely spoken and written,
the teacher should rely on written exercises and notes. Instead students have
to learn English language by vigorously exercising individually, in pairs, and
in groups.
SUMMARY/CONCLUSION
Summarise the sub
topic by telling the students the importance of having argumentation skills in
life. Allow them to provide their views if they have. Tell them that
argumentation skills can help them in various fields like in an interview, public
speaking, and in other areas.
NOTE: These stages explained above are not
necessarily covered in a single lesson of single or double period. Remember
that this is the guide for teaching the whole sub topic which has periods
ranging from 6 to 20. So, the teacher's task is to divide these stages
according to the total number of periods for a particular sub topic.
WHAT IS YOUR
OPINION?
This article is
about how to study and teach "Writing argumentative
compositions/essays" in Form
Four. As a student or teacher, what is your opinion on how to study and
teach this sub topic/lesson?
Your opinion is
worth and I believe that it can make these materials better for our own
consumption.
You are Welcome!
Tags
'O' LEVEL ENGLISH (OLE)
Form Four
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How to Teach
How to Write
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