Giáo án Writing

Ss activate prior knowledge about world festivals and recognise the difference between a fact and an opinion, which prepares them to write an opinion essay.

Ss look at five statements on the board, decide whether each one is a fact or an opinion, and then answer the question: 'Is a world festival always a good way for young Vietnamese people to learn about other cultures? Why?'
Sample statements:

• 'Many countries hold festivals to celebrate their traditions.'
• 'Festivals are the best way to learn about other cultures.'
• 'Young people in Vietnam can join some world festivals in big cities.'
• 'Costumes are the most important part of a festival.'
• 'Students should try to understand why a community celebrates.'

Ss identify statements 1 and 3 as facts; statements 2, 4 and 5 as opinions. Ss' answers to the question may include: 'Not always, because some people only focus on costumes and buying things' or 'Yes, if people learn the reasons behind the celebration and respect it.' Key ideas are written on the board for use later in the lesson.

Ss identify the parts of the model opinion essay and explain how each part contributes to the message.

Ss read the model opinion essay in the textbook and work in groups of four. Each group finds the following items and writes them on a poster:

• the opening sentence that introduces the topic;
• two supporting details;
• the counter-argument (a sentence that begins with 'However');
• the recommendation for schools;
• the closing sentence that states the writer's view.
  Worksheet 1, Part A is used for this task.

Ss' poster for the model essay:

• Opening: 'World festivals can broaden young Vietnamese people's understanding when they are introduced thoughtfully.'
• Supporting details: 'Learning why another community celebrates can develop curiosity and encourage respectful questions.' and 'Creative activities may also bring students together.'
• Counter-argument: 'However, a festival can become an expensive trend if participants focus only on costumes or purchases.'
• Recommendation: 'Schools should therefore provide context, acknowledge variation and offer a comfortable alternative for pupils who do not wish to join.'
• Closing: 'In my view, the strongest benefit is not copying another culture, but learning to compare experiences with care and respect.'

Ss explain the uses of a/an, the and the zero article and apply them correctly in the context of the model essay.

T presents the language resource on articles. Ss find examples in the model and decide which article is needed. Ss look at the following phrases from the model and explain the choice:

• 'an expensive trend'
• 'an unfamiliar celebration'
• 'the whole identity of a country'
• 'Festivals bring people together'
• 'the United Kingdom' (or 'the United States')
  Worksheet 2, Part A is used for this task.

Ss' explanations:

• 'an expensive trend': a is used before a non-specific singular count noun; an is used because 'expensive' begins with a vowel sound.
• 'an unfamiliar celebration': an is used before 'unfamiliar' because it begins with a vowel sound.
• 'the whole identity of a country': the refers to a specific, shared item in context (the identity of one country), while a country is non-specific.
• 'Festivals bring people together': the zero article is used because the noun is plural and refers to festivals in general.
• 'the United Kingdom' and 'the United States' take the, while most other country names have no article.
  Key rule: do not use a/an before uncountable nouns such as information.

Ss recognise and pronounce the diphthongs /ɔɪ/, /aɪ/ and /aʊ/ accurately in words and in a short sentence.

T models the three diphthongs with the words choice (/ɔɪ/), time (/aɪ/) and crowd (/aʊ/), and then the word lively (/aɪ/) and outside (/aʊ/). Ss repeat in chorus and individually. Ss then read the sentence 'We enjoyed the lively crowd outside.' and check that they glide within one syllable and pronounce the final consonants clearly (so choice does not become joy and crowd keeps its /d/).

Ss sort the words into three groups:

• /ɔɪ/: choice
• /aɪ/: time, lively
• /aʊ/: crowd, outside
  Ss read the sentence 'We enjoyed the lively crowd outside.' with clear diphthongs and correct final consonants.

Ss apply their understanding of the model essay to answer questions about purpose, audience, opening, supporting details and closing.

Ss complete the analysis questions in Worksheet 1, Part B:

1. State the purpose and audience of the essay on 'A multicultural world'. Support your answer with one detail.
2. Explain how the opening introduces the topic and identify the opening sentence.
3. Select two useful details from the model and explain why they are better than saying only that the topic is important.
4. Write a three-sentence summary using only information in the model.
5. Choose one sentence from the middle of the model and explain what it contributes to the message.
6. Read the opening and closing aloud and explain one difference between their functions in the essay.

Model answers for T's reference (accept equivalent wording):

1. Purpose: to argue for thoughtful cultural learning while discussing costs, stereotypes and voluntary participation. Audience: young Vietnamese readers and school organisers considering world festivals. Detail: 'Schools should therefore provide context...' shows the audience what action to take.
2. Opening sentence: 'World festivals can broaden young Vietnamese people's understanding when they are introduced thoughtfully.' It establishes the specific subject before the supporting details.
3. Two useful details: 'Learning why another community celebrates can develop curiosity and encourage respectful questions.' and 'In my view, the strongest benefit is not copying another culture, but learning to compare experiences with care and respect.' Both give specific information or conditions, unlike a general claim that the topic is important.
4. Summary (three sentences): 'World festivals can broaden young Vietnamese people's understanding when they are introduced thoughtfully. Learning why another community celebrates can develop curiosity and encourage respectful questions. In my view, the strongest benefit is not copying another culture, but learning to compare experiences with care and respect.'
5. Middle sentence: 'It may even reinforce stereotypes when one practice is presented as the whole identity of a country.' It adds concrete information to the opening and supports the writer's caution.
6. The opening introduces the topic; the closing states the writer's view and final message.

Ss write a short opinion essay on the impacts of world festivals on young Vietnamese people, with a clear message, specific support and an appropriate register for the intended audience.

Ss write a short opinion essay on the topic 'impacts of world festivals on young Vietnamese people'. The essay must include:

• an opening sentence that introduces the topic;
• two specific supporting details (use only real or clearly labelled examples, not invented results);
• one counter-argument beginning with 'However';
• one recommendation for schools or young people;
• a closing sentence that states the writer's view.
  Ss use the planning outline and check their draft against the model structure and the article and pronunciation points.

A short opinion essay in the target register, for example:
'World festivals can help young Vietnamese people understand other cultures when they are explained clearly. For example, a school talk about the reasons behind a celebration can encourage students to ask respectful questions. However, a festival can become an expensive trend if participants focus only on costumes or buying things. Schools should therefore give students background information and let them choose whether to take part. In my view, the best outcome is learning to respect other traditions without giving up our own.'
Evaluation checklist: clear message, two specific details, one counter-argument, recommendation, closing, correct articles, and clear diphthongs when read aloud.