Instructor: Janzada Course:_ILETS WRITING TASK TWO___________

Textbook:__N/A________________
Weekly Objectives:
1. 1. Students will be able to decipher a thesis statement and find argument for the thesis.
2. 2.Students will be able to write an essay on a topic which will be given at random without prior memorization.

Monday Tuesday Wednesday Thursday Friday

Objective Objective Objectives: Objectives:

•Students will be able to • Students will know •This class will review a  This class will MOCK TEST DAY !
the rules of paraphrase
identify thesis in IELTS • Students will be student’s ability to write review a student’s Objective : students will

writing task Two able to paraphrase the introduction and identify ability to write be able to answer the

•Students will be able to thesis statement in IELTS parts of the body introduction and question given

identify points of writing task one paragraphs parts of the body Warm up activity:

arguments • Students will be •Students will be able to paragraphs Take attendance and ask

•Students will be able to able to identify the type of write the parts of body  Students will be able them about their

find for and against an essay paragraphs to write the parts of portfolio. Talk to them

arguments for the essays • Students will be •Students will be able to body paragraphs about last class and

thorough using techniques able to identify different connect evidence and  Students will be able review their knowledge.

taught in class parts of an essay example with the topic to connect evidence Objective Disscusion:

• Students will know sentence of the body and example with the In IELTS exam, you will

Warm Up activity the part of introductions paragraphs for the FOR topic sentence of the be facing different types

Hello students! How statements of essays and different

many of you like to stay • Students will know body paragraphs for types of questions. To do

up at night? I know I sure how to write an the Against well, you will be

do. Who else? Yes! So, introduction Warm up activity statements required to write an

the others like to wake up Take attendance and ask  Students will be able essay the topic of which

early….I know I sure Warm up activity: them about their portfolio. to write the is unknown to you. Thus,

don’t. Talk to them about last conclusion today we will be writing

Why do you like to wake Take attendance and ask class and review their Warm up activity one essay on our own !

up early Aron? That’s a them about their portfolio. knowledge. Tell them to Take attendance and ask After that I will give you

very good Talk to them about last review previous work them about their amrks on tehs say you

answer….someone who class and review their examples with the help of portfolio. Talk to them have wriiten and this will

likes to stay up late want knowledge. Tell them to a new sheet of questions I about last class and carry 65 percent of the

to give their review previous work will provide in class. review their knowledge. total marks !

views…….That’s great. examples with the help of What I will say: Tell them to review Best of luck students !

okay class, so today this is a new sheet of questions I hello class. Ask them each previous work examples Assessment :

what we will do in class. will provide in class. about their portfolio. Okay with the help of a new 40 minute test question

generate ideas on What I will say: class…. can anyone sheet of questions I will and answer

different topics and build hello class. Ask them each remember what we did in provide in class. Portfolio submission

arguments. about their portfolio. Okay the last class? Ah ha…. What I will say:

does anyone know what class…. can anyone yes. anything else? Yes, hello class. Ask them

an argument is ?Yes, remember what we did in we did that as well. What

that’s right, its your view the last class? Ah ha…. else? Yes! you are correct! each about their

supported by facts. yes. anything else? Yes, now let’s look at the sheet portfolio. Okay class….

so, today we will find we did that as well. What I have given you today. can anyone remember

arguments for and against else? Yes! you are correct! Let’s read the first one out what we did in the last

the same topic. now let’s look at the sheet aloud…. can anyone tell class? Ah ha…. yes.

remember in speaking we I have given you today. me which is the thesis? anything else? Yes, we

played the devil advocate. Let’s read the first one out Yes, you are right. Now did that as well. What

What is that can anyone aloud…. can anyone tell can someone tell me what else? Yes! you are

tell me? Yes, that’s right, me which is the thesis? is the FOR part of the correct!

so today we will look at a Yes, you are right. Now thesis? Yes! and the now let’s look at the

bunch of thesis statements can someone tell me what against one? Yes! Now sheet I have given you

and find arguments for it. is the FOR part of the what is the second thing today. Let’s read the first

What is a thesis ? A thesis thesis? Yes! and the you should do? Absolutely. one out aloud…. can

is a piece of information against one? Yes! Now Feel free to use any one of anyone tell me which is

on which you will be what is the second thing the techniques and sort the thesis? Yes, you are

asked to provide your you should do? ideas. Can someone tell me right. Now can someone

opinion on. Now let’s Absolutely. Feel free to how to paraphrase the tell me what is the

look at some examples…. use any one of the thesis for the first one? AGAINST part of the

techniques and sort ideas. Yes! Absolutely right? thesis? Now what is the

Objective Discussion: Great job at remembering And what parts make up an second thing you should
Okay class! Let’s talk everyone. essay? Correct again! and do? Absolutely. Feel free

about why we are learning Now, let’s look the part how do we write an to use any one of the

to argue! As you know just beneath the thesis introduction? Yes!!!!!!! techniques and sort

the second task in IELTS statement. Yes, that line. Great job at remembering ideas? Now, let’s talk

writing is an essay and What does the first one everyone. about the parts of the

you would need to write says? Yes, it says to body paragraph. What

an essay on a topic on the provide a solution for the Objective Discussion: are they? Correct again!

spot that will be given to given problem. Now, let’s Great job at

you. As the topic is look at the second one? It In IELTS exam, you will remembering everyone.

unknown to you, you can asks us if we agree with be facing different types of

not memories it but you the statement or not? So, essays and different types Objective Discussion:

have to develop are these the same type of of questions. To do well,

arguments for it. To do questions? Exactly, they you will be required to In IELTS exam, you will

that, you need to know are different. identify for and against be facing different types

how to generate these Objective Discussion: arguments and then write of essays and different

arguments. Today, we In IELTS exam, you will body paragraphs on these types of questions. To do

will learn how to find be facing different types of parts. In today’s class we well, you will be

arguments on different essays and different types will look at the structure of required to identify for

topics based on our of questions. To do well, body paragraphs. We will and against arguments

knowledge of everyday you will be required to look at each part and learn and then write body
life! How will we do it? identify the type of essay how to write an essay’s paragraphs on these

We will learn three so that you can write it body paragraph for the parts. In today’s class we

different methods of well and get your desired FOR statements. will look at the structure

generating ideas scores. We will first take a Remember in essays, you of body paragraphs and

brain dump, WH look at the types of an might be asked to give conclusions. We will

questions, Spider essay and then from your opinion and to do look at each part and

diagrams models essays we will be well in those essays you’re learn how to write an

okay! Can anyone tell me learning the parts that for arguments must be essay’s body paragraph

what IELTS writing task makes up an essay. After strong! for the against

two is? Yes, that’s right. that, we will be learning woo! it’s a lot of work! statements. Remember in

It’s an essay. What will how to write a proper but, we need to do it essays, you might be

we be doing today? Yes, introduction-based n the together so that we can asked to give your

that’s right! and why are type of essay we have. For obtain the marks we want opinion and to do well in

we doing this! Yes, good writing a good strong to get! so, a quick review! those essays you’re for

job! now that all of us are introduction one needs to What will we learn today? arguments must be

one the same page lets have the basic skills of Yes, body paragraph and strong!

dive into it! paraphrasing. So, we will its structures! what else? woo! it’s a lot of work!

Model and Instructions: review the rules of good work listening to me but, we need to do it

Show them a topic on the paraphrasing you learned everyone! together so that we can

board. Tell them which in high school grammar Model and instruct: obtain the marks we
part is thesis and why? classes. • show them a model want to get! so, a quick

Show them a few more woo! it’s a lot of work! essays’ body paragraph review! What will we

examples and ask them to but, we need to do it and describe its parts learn today? Yes, body

define what the thesis is together so that e can • Teach them how to paragraph and its

in each. obtain the marks we want identify positive arguments structures! what else?

Ask them for the FOR to get! so, a quick review! and effects from the ideas Yes, how to write

statement and the Against What will we learn today? they had generated in conclusion. good work

statement from the thesis. Yes, types of an essay! previous classes listening to me everyone!

Show them the method what else? Yes, you are • Describe what a Model and instruct:

for forming WH questions right! And yes! That as topic sentence is • Teach them how

on the given topic. Ask well! and what will we ask them to write one and to identify negative

them to answer what? review? Yes, the rules of have them read it out a arguments and effects

who? where? how? why? paraphrasing! good work loud based on previous from the ideas they had

depending on the question listening to me everyone! ideas they had generated in previous

and with their feedback brainstormed classes

sort the ideas into for and model and Instructions 1: • Describe what • Describe what a

against category. supporting details are topic sentence is and ask

Show them how to brain (example and evidence) them

dump ideas and organize • Students will be • ask them to write ask them to write one

them in for and against shown a list of rules in the one and have them read it and have them read it out
categories. Ask them to projectors out a loud based on a loud based on previous

tell some good things • Give them a few previous ideas they had ideas they had

about the topic and list examples. brainstormed brainstormed

them. Ask for examples • Have them answer • Teach them how to • Describe what

of how and why it is good the few questions from the write a concluding supporting details are

and list them. Do the projector it’s to check sentence (example and evidence)

same thing for the understanding and correct • Make them write and ask them

opposite view. them one and read aloud • ask them to write

Show them how to draw Guided Practice and less one and have them read

spider diagrams and sort guided Practice: 1: Guided Practice: it out a loud based on

ideas. Show them how to • Have students form • Have students form previous ideas they had

draw a spider diagram. groups and pass a list of groups and pass a list of brainstormed

With their help and questions (different for questions (different for • Teach them how

opinion fill in the form each group) to paraphrase each group) to write to write a concluding

and against part of the • Then have one introduction and body sentence

diagram with reasons and person from each group to paragraphs • Make them write

effects. read aloud all the questions • Then have one one and read aloud

Finally, tell them to and answers. person from each group to • Teach them how

choose a side and discuss • Give students read aloud their work and to summarize ideas and

with them why they chose feedback have students give them write conclusion
that side based on feedback in details • Show them

arguments points they Model and Instructions • Give students examples

chose. part two: feedback • Have them

Guided Practice and less Project essay topics on the Independent practice: answer with their own

guided Practice: board and discuss its Make students write a lines

Group the students into differences body paragraph on the for

groups of three and give Explain the difference statement for which they Practice and less

them a topic list of IELTS between the questions and had written introduction in guided Practice:

question and have them difference between the previous class • Have students

identify the thesis different essays give feedback so that they form groups and pass a

statement (different ones Ask students to answer can improve and correct it list of questions

for each group) thee samples and give for portfolio (different for each group)

After that have them them feedback Assessment: to write body paragraphs

present in front of the Guided Practice and less and conclusion (use

class on what part is the guided Practice: From yesterday’s previous days guided

thesis and have them Form groups of 4 and ask assessment introduction practice sheets)

describe the sides them to figure out the type question write body • Then have one

mentioned in the thesis of essay given paragraphs person from each group

change the groups and have them tell the class Students will then to read aloud their work

have one third of the which essay is what type highlight different parts of and have students give
groups work on brain and why the body paragraph them feedback in details

dumping technique to Model and instructions Students will discuss the • Give students

generate ideas, one third part three reason they believe that the feedback

of the groups work on Show students model arguments that used are for Independent practice:

spider diagram technique essays arguments Make students write a

to generate ideas, one Explain the three body paragraph on the

third of the groups work components in an essay against statement and

on WH techniques to (introduction, body conclusion for which

generate ideas paragraphs and conclusion) they had written FOR

After that have the groups Explain the parts of an BODY PARAGRAPH in

present to the class and introduction the previous class

with the help of whole tell them how to use give feedback so that

class have them sort the paraphrase for wring the they can improve and

ideas into categories of introduction correct it for portfolio

FOR and AGAINST Guided Practice and less Assessment:

Independent Practice: guided Practice:

Give students a list of give them a list of topics From yesterday’s

three IELTS writing Task and have the write assessment body

one Questions. introductions I groups of paragraphs write the

Have them Identify the two second body paragraph

Thesis Statement after that have them Homework: Edit the and conclusion

Make them use WH change groups and read independent practice work Students will then

question tactic for one their introductions to new and add it to the portfolio highlight different parts

topic, for the next one partners of the body paragraph

make them use brain Individual Practice: Students will discuss the

dump and then for the last show a list of two reason they believe that

topic ask them to generate questions and have the arguments that used

ideas using spider students write introduction are for arguments

diagram for both of them using Students will highlight

Have them sort ideas for paraphrasing and other parts of their won essay

each in FOR and Against parts discussed in class and highlight them

Crieterias Give them in class

Lastly, have them present feedback

their work in class and Assessment

give term feedback ( both • Give students a list

by students and teacher) of topics and have them

*make sure to use warm write the introductions for

language and teacher talk each of them

while giving them Homework: Edit the

feedback independent practice work

Assessment and add it to the portfolio Homework: Edit the

Part one : independent practice

• Give students a work and add it to the

list of IELTS task two portfolio

questions and have them

identify the thesis

statement

• Have the students

identify the points of

arguments from the same

thesis statement

• Have them find

arguments for and against

the thesis using technique

taught in class and give

them marks. This test will

carry 65 percent of the

total marks for the module

Homework: Have the

 students submit a

portfolio of the

independent practice done

in class and check if they

took the feedback given

and edited their work

accordingly. The portfolio

will carry 35 percent of

the total marks for the

module.

Instructor: ___Mariah Durrant____________      

Course:__beginner__________            

Weekly Objectives:

1. Be able to identify family members

2.State what family members like to do. (hobbies from last week)

Monday Tuesday Wednesday Thursday Friday

Objectives Objectives Objectives Objectives Objectives

Learn vocabulary for family. Identify words Dad, Look at a picture of a Have students be Students able to
Mom, Sister, family and be able to able to write about write sentences
 
Brother, Baby, Pets, answer the question their family using a about what their
Be able to sing family member song for kids by super English kid from Cat, Dog, and who is in this family? family picture as family likes to do
youtube Goldfish. Also state what the done in class. using hobby
family likes to do. vocabulary from last
    Identify people in
Example: look at a week.
their family and
 warm ups Have the ability to picture of a family
what they like to  
read This is my swimming and be
Have the family member song playing as students come into class. do.
family by Gina and able to say: “This is Recall vocabulary
Greet students as they come in. stop the music and welcome
Mercer Mayer. the mom. This is the   from past week and
students to class.
dad. This is their son. have students be
   warm ups
  This is their daughter. able to use the hobby
 warm ups They like to swim.” Start with a story vocabulary to
 objective discussions
about family. Have describe what
Have a Powerpoint  
Tell them that we are learning about family this week. Show them a a family photo with hobbies their family
up of my family. Ask
picture of my family and explain who is in the picture. Tell them we Write what their all the vocabulary like.
students what is
are learning the vocabulary for family today. family likes to do up on the board
this? Answer: It’s a  
together. and go over
 instruction and model family. Ask them
previous Present to their
who is in a family.  
  vocabulary and partner their family
   warm ups learn new. and what each family
 
members hobby is.
 objective Have students get out Ask students to
 
discussions their family pictures work in pairs and  
  and the paragraph tell each other who
Today we are going  warm ups
guided they wrote about their is in their family.
to learn the words:
family. Have each Review vocabulary
Talk about the vocabulary words in the song with a partner. Dad, Mom, Sister,  
student partner up from this week and
Brother, Baby,
  and tell their partner  objective last week by using a
Sister-in-law,
about their family discussions matching game with
Read the lyrics to the song and figure out what words they don’t know Brother-in-law, from what they wrote the word and pictures
then get together with their partner and figure out the meaning of the Niece, Nephew, last class.
Tell students we
to match the word.
unknown words. Cousin, Son, are going to be
Vocabulary: Mother,
Daughter, Pets, Cat,   building on telling
  Father, Brother,
Dog and Goldfish.   about their family
Have students get out Sister, Me, Older,
 less guided   their hobby by using last weeks Younger,
vocabulary from last hobby vocabulary Grandmother,
Put students into groups and have them listen to the song and By the end of class
week and review with to tell what each Grandfather, Aunt,
practice singing as a group and write down all the vocabulary words. you will be able to
their partner the family member Uncle, Cousin,
read This is my
  vocabulary list. likes to do. playing soccer,
family by Gina and
football, baseball,
Have all students practice singing together with you three times. Mercer Mayer.    
sewing, hiking,
Teach them the vocabulary in sign language so that they can use
 instruction and  objective discussions  instruction and running, swimming,
them to help remember the vocabulary.
model model tennis, volleyball,
Tell students that at
  playing video games,
Tell them this is my the end of class they Teach:
reading, singing,
 assessment  family. This is my will be able to identify
Have a picture of bowling, listening to
dad, my mom, my who is in a family and
Have students sing family member song for kids by super English kid my family up on the music, and playing
brother and my two what a specific family
from youtube all together as a class. board. Ask guitar.
sisters. likes to do (hobby
students what it is
  vocabulary).  
  they answer a
  family. I tell them  objective
Read the book This
about my family. discussions
is family by Gina and  instruction and model
Explain new
Mercer Mayer to Today in class we
Show pictures of vocabulary and
students and ask are working on
families having a review old
them to listen stating what hobbies
picnic, swimming, vocabulary.
our family members
  playing basketball,
  have. We just played
hiking and other
guided the matching game
activites. Have Model:
with all of our
Have students tell students recall their
Show three student vocabulary words we
their partner who is hobby vocabulary
examples of their need to know. Here
in their family. Have from the previous
family pictures and is my family. I want
each group write week and talk about
what they have you to be able to
who is in the family what each family likes
written about their point out family
in the book. Have to do.
family. Hand out members and say
one student dictate
  student examples. what they like to do.
the sentences one
For example this is
student write the Pronunciation:  
my brother. He likes
sentences and one
Have students listen to play football.
person to check the to a recording of the Question:  
sentences for teacher pronouncing
What is your family  instruction and
grammar and sentences pertaining
like? Who is in your model
spelling. to family and then
family?
record themselves Hold up my family
 
saying those   picture to show
Have students make sentences. Students students. Have them
I would keep the
a mind map of their will then listen to their get out their family
lesson
family with family recordings and photos as well. This
conversational by
being the center and compare them with is my family (Show
asking questions
each person in their the teachers and picture of my family).
about what the
family branching off. figure out what they This is my mother.
students inferred
This will be used need to fix to sound My mother likes to
from the examples
and built upon in the more like the sew. This is my
shown to them. I
next lessons as well teachers. father. My father likes
would make this
to play soccer. This
    sticky by having
is my brother. My
them use their
Grammar activity: guided brother likes to play
family pictures to
basketball. This is my
Write this sentence Have students listen apply the
sister. My sister likes
on the board: “This to the video who’s in vocabulary and
to read. This is me. I
is my           .” a family by Robert concepts learned.
like to swim. We are
Review the grammar Skutch read by
guided going to be working
and have students Rachel’s Mom on
on writing sentences
practice saying with youtube. Have them Review vocabulary
about our family and
their partner five listen for the previously learned
what they like to do.
sentences using this vocabulary words in class while using
then share our
grammar principle. from last class. my family photo.
sentences with our
Example: This is
Example: This is my (intensive listening partners.
my… wait for
mom. This is my activity)
students to say  
dad. This is my
Have students listen mother, father,
brother. This is my guided
to how the reader, sister, brother, etc.
sister. This is my
Rachel’s Mom, He/she likes to… Have students get
family.
pronounces each wait for students to into groups and
vocabulary word and say draw, paint, practice introducing
  compare it to how play soccer, swim, their families and
they pronounce it or eat, etc. telling what each
Writing activity
how their classmates family member likes
 
Have students write pronounce it. to do. just like I
about who is in their Have students pull demonstrated for the
 
family. out their family instruct and model
Have students create photos and get in portion. Have each
Example: This is my
a mind palace to be pairs and to tell group of 4-5 students
family. This is my
able to talk about their partner about take 15-20 minutes
mom, dad, brother,
their family and what their family using to present to their
and baby sister. My
they like to do. Give their photo. I will group and talk about
family has one pet.
them an example of walk around and what each person did
Our pet is a dog.
my family. “I walk in help as needed. well and what ways
  the door and my they could improve.
 
mother is in the
 less guided  
kitchen reading a  less guided
Intensive Reading: book. I go into the  less guided
Have students write
living room and my
Split into groups 1-4 their own essay Have students write
father and brother are
with 4 students in about their own about their families
there. My father is
each group. Have family. Have them and what each family
playing the guitar and
group 1 read part 1 write about how members hobby is
my brother is playing
of the book and many people are in like we have been
video games. Then I
group 2 read part 2 their family, who is practicing in groups.
walk down the hall
and group 3 read in their family and 4 Give students 15
into the bathroom and
part 3 and group 4 sentences about minutes to finish this
my sister is doing her
read part 4. After 15 each family activity. Students will
make up.” Explain
minutes when each member. have their family
this will help to
group is done pictures to help them
remember each  
reading have the introduce their family.
family member and
students get into  assessment 
what they like to do.  
groups so that each
Have students
group has a student    assessment 
present their family
from group 1, 2, 3,
 less guided in class using the Have students
and 4. Have each
essay they wrote present their families
person describe Take the paragraph
what was in their that they wrote last about their family and their family
part of the book and time about who is in and their family members hobbies in
talk about what their family and write picture. front of the class.
makes up a family. what their family likes Have them show
 
to do together. Write their family picture
 
5 sentences about Have students take and use the
 assessment  things their family a vocabulary quiz sentences they wrote
does together. on the family and to tell about their
Have each student
hobby vocabulary. families to the class.
present their family  
picture to the class    
Speaking activity:
using the sentences
Homework: Homework:
they wrote. Get into groups of 5-6
students and practice Have students edit Have student
 
presenting who is in their essay they practice their
  their family. Give wrote in class and presentation with
feedback to other practice presenting family members or
Homework:
students to help them their essay. friends at home.
As homework with their presentation
students read
 
through This is my
family by Gina and  assessment 
Mercer Mayer and
Have students look at
answer these
5 pictures of families
questions:
and answer the
  questions: “Who is in
this family? What
Who is in this
does this family like to
family?
do together?”
 
 
What pets does this
Homework:
family have?
Look at pictures of 5
 
new families and
write who is in a
 family.

Homework:   

Practice singing the song at home.