Открытый урок
Учителя английского языка высшей категории
ГБОУ СОШ № 169 с углубленным изучением английского языка
Центрального района
Большаковой Валентины Валентиновны
15 февраля 2012
Тема урока: Формирование умений, проверяемых на ЕГЭ по английскому
языку в разделе «Письмо».
Задачи:
1. Познакомить учащихся с форматом задания ЕГЭ «Письменное
высказывание с элементами рассуждения и требования к его
выполнению».
2. Научить учащихся отбирать материал с учетом темы задания.
3. Сформировать у учащихся умение структурировать текст и добиваться
его связности путем правильного использования средств передачи
логической связи между отдельными частями текста.
Ход урока.
1.T: Today we are going to consider how to write an argumentative essay. Have a
look at the task. Учащимся раздается задание.
You have 60 minutes to do this task.
Comment on the following statement.
Some people think that young people should follow in their parents’ footsteps when
choosing a profession.
What is your opinion? Do you agree with this statement?
Write 200-250 words.
Use the following plan:
- make an introduction (state the problem)
- express your personal opinion and give 2-3 reasons for your opinion
- express an opposing opinion and 1-2 reasons for this opposing opinion
- explain why you don’t agree with this opposing opinion
- make a conclusion restating your position.
How many items are there in the plan?
You should write one paragraph for each item of the plan, so how many
paragraphs will there be in your essay?
You are expected to write an argumentative opinion essay. What is it? (a piece of
formal or semi-formal writing in which we present our opinion on a particular
topic).
Don’t use:
- everyday colloquial language : Why do you…?
- short forms: isn’t
- strong personal language: I am sure
- strong feelings: It is impossible to disagree with me.
What is the topic of this particular essay?
2.T: Let us have a closer look at the plan. You should begin with making an
introduction. It needn’t be long, two or three sentences should be enough.
The first sentence is called a topic sentence. In an objective way it introduces the
topic, for example:
Youth is the time when teenagers choose their future occupation.
The problem of choosing a profession is very important for young people.
Can you think of your own topic sentence?
Pupils give their topic sentences as examples.
T: In your next you are to formulate the two opposing opinions on the issue. The
first one is stated in the task, the other is implied. What are they?
Pupils formulate the opposing opinions.
T: Mind you, you are not advised to use the same vocabulary as is used in the
task. How can you paraphrase follow in their parents’ footsteps (choose the same
professions as their parents). What synonyms can you remember to the word
profession? (occupation, vocation, calling).
T: Try to formulate the opposing points of view one more time, using a different
vocabulary.
Example: Many people believe that children should choose the same profession as their
parents, whereas others are sure that children should not and need not do that.
T: Now write the first paragraph.
Pupils try their hand at writing the first paragraph.
T: Now let’s listen to some introductions.
Pupils read out loud what they have written.
3 T: What do you have to write about in the second paragraph?
T introduces useful vocabulary for giving opinions:
I believe/think/feel that…
I strongly believe…
In my opinion/view…
The way I see it …
It seems/appears to me that…
To my mind…
I (do not) agree that/with…
What is your personal opinion on the problem?
Let’s brainstorm the arguments for the opinion that children shouldn’t follow in their
parents’ footsteps.
Ps suggest arguments, for example:
- all people are different
- some professions have stopped being prestigious or profitable
- a lot of new professions have appeared
- children might not have a calling to this particular job.
T: Now let’s give reasoning and examples for each argument.
For example: All people are different, and parents and children can be alike, but not
identical. Therefore, they inevitably have different tastes, abilities and interests. As a
result, children are likely to find their parents’ professions boring or outdated and be
interested in something different.
Similarly pupils give reasoning for other arguments.
T: Now you have to prioritise the arguments and choose two of them which you find
the most important. While writing you have to structure your arguments. How can
you do that?
T introduces useful vocabulary for listing and making points.
In the first place,
Thirdly,
To start/begin with,
In addition (to this),
Firstly,
Furthermore,
Secondly,
Moreover
T: Now let’s sum up what you have to do with the second paragraph. You should
begin it with the topic sentence stating your opinion. Then you should provide
arguments and reasoning.
Ps write the second paragraph and read it out loud, while the teacher makes
comments.
4 Similarly the third paragraph is discussed.
Useful vocabulary for giving opposing viewpoints:
On the other hand,
In contrast,…
Alternatively,…
Nevertheless,…
However,…
Ps write the third paragraph and read it out loud, while the teacher makes comments.
5 Similarly the fourth paragraph is discussed.
Useful vocabulary for explaining why you don’t agree with the opposing
opinion.
My opinion is that…
As far as I am concerned…
I strongly disagree that/with…
I am totally against…
I couldn’t disagree more
that/with…
I am totally opposed to…
6 T: Now we have come to drawing a conclusion. In your conclusion you have
to summarize the main points. What are they? (two opposing viewpoints on the
problem and your personal opinion).
You should use the appropriate links to introduce the conclusion.
Useful vocabulary for introducing a conclusion.
To conclude,
All things considered,
To sum up,
Taking everything into
In conclusion,
account/consideration
All in all,
Time permitting, pupils practice writing a conclusion.
7 Summing up.
T: As a result of today’s lesson you should have a clear idea how to write an
argumentative opinion essay. Moreover, you have a first draft of your essay.
Your homework will be to write a second draft. After you have done it, check
the following:
Organization.
 Does your piece of writing follow the given plan?
 Does your introduction state the topic clearly and give the two opposing
viewpoints?
 Have you used a different paragraph for each item of the plan?
 Does the second, third and fourth paragraphs start with a topic sentence?
 Are there supporting sentences to justify your arguments?
 Does the conclusion summarize the main points?
Language.
 Have you used an appropriate style?
 Have you used advanced vocabulary?
 Have you used appropriate linkers to connect ideas?
 Are there any spelling, grammar or punctuation mistakes?
Список литературы.
1. Alderson, I. C., Clapham C., Wall D. 1996. Language Test Construction and
Evaluation.
2. Cambridge Preliminary English Test 2. Examination papers from the UCLES,
Teacher’s book, CUP, 1997.
3. FCE Writing Skills Seminar.
4. Heaton, J. B. 1998. Writing English Test. Longman.
5. Hedge T. Writing, OUP, 1993.
6. Hughes, A. 1989. Testing for Language Teachers. Cambridge: CUP.
7. Van Ek, J. A. 1990. The Threshold level in European Unit – Credit System for Modern
Language Learning by Adults. Strasbourg: Council of Europe.
8. Е.Ф. Прохорова и др. Учебно-методическое пособие к курсам подготовки
экзаменаторов. Письмо. Москва, «Уникум-Центр» 2003.
9. Е.Ф. Прохорова и др. «Технология подготовки учащихся к ЕГЭ по английскому
языку» СПбАППО,2007.
10. Результаты ЕГЭ по английскому языку. Аналитические отчеты предметной
комиссии РЦОКОИТ, 2007-2011 г.г.
Рекомендации для учителей.
 Формировать у учащихся умение внимательно читать задание и выделять
существенную информацию, которая должна быть отражена в работе;
 Знакомить учащихся с разными видами заданий по письму и их форматами;
 Добиваться, чтобы учащиеся понимали разницу и различали форматы
письменного рассуждения «за» и «против» и высказывания собственного
мнения;
 Формировать умение писать работы заданного объема
 Формировать умение следить за логикой высказывания, отбирать аргументы и
факты в поддержку своих мыслей;
 Формировать умение употреблять средства логической связи между частями
текста;
 Формировать умение планировать работу в соответствии с поставленной задачей
и подбирать нужные слова, чтобы сделать высказывание более выразительным;
 Предупреждать, чтобы не списывали готовые выражения и части текста из
задания;
 Формировать навыки самоконтроля, обращая внимание учащихся на
необходимость при проверке работы сосредоточить свое внимание в первую
очередь на тех проблемных областях, где обычно допускается больше всего
ошибок: порядок слов, видовременные формы глаголов, наличие глагола-связки,
местоимения, предлоги, артикли, пунктуационное завершение каждого
предложения;
 Формировать орфографические навыки учащихся, обращая внимание на те
правила орфографии, где допускается особенно много ошибок.
1. I believe/think/feel that…
I strongly believe…
In my opinion/view…
The way I see it …
It seems/appears to me that…
To my mind…
I (do not) agree that/with…
2. In the first place,
To start/begin with,
Firstly,
Secondly,
Thirdly,
In addition (to this),
Furthermore,
Moreover
3. On the other hand,
Alternatively,…
However,…
In contrast,…
Nevertheless,…
4. My opinion is that…
As far as I am concerned…
I strongly disagree that/with…
I am totally against…
I couldn’t disagree more that/with…
I am totally opposed to…
5. To conclude,
To sum up,
In conclusion,
All in all,
All things considered,
Taking everything into
account/consideration
Checklist for Argumentative Opinion Essay.
Organization.
 Does your piece of writing follow the given plan?
 Does your introduction state the topic clearly and give the two opposing
viewpoints?
 Have you used a different paragraph for each item of the plan?
 Does the second, third and fourth paragraphs start with a topic sentence?
 Are there supporting sentences to justify your arguments?
 Does the conclusion summarize the main points?
Language.
 Have you used an appropriate style?
 Have you used advanced vocabulary?
 Have you used appropriate linkers to connect ideas?
 Are there any spelling, grammar or punctuation mistakes?