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Opinion Essay on Ecosystem Restoration

This lesson focuses on writing an opinion essay about spending more money on restoring local ecosystems, aiming to enhance students' writing skills, collaboration, and self-study abilities. It includes activities such as vocabulary review, group discussions, and peer feedback to support the writing process. Assessment for learning is integrated throughout the lesson to monitor student understanding and provide guidance.

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Phương Anh
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11 views8 pages

Opinion Essay on Ecosystem Restoration

This lesson focuses on writing an opinion essay about spending more money on restoring local ecosystems, aiming to enhance students' writing skills, collaboration, and self-study abilities. It includes activities such as vocabulary review, group discussions, and peer feedback to support the writing process. Assessment for learning is integrated throughout the lesson to monitor student understanding and provide guidance.

Uploaded by

Phương Anh
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

UNIT 10: THE ECOSYSTEM

Lesson 6: Writing – An opinion essay about spending more money on restoring local
ecosystems

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Write an opinion essay to present their point of view on whether we should spend more
money on restoring local ecosystems.
2. Competences
- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion.
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Develop self-study skills;
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 10, Writing
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác [Link]

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Guide students to make an outline before they write.
writing skills. - Encourage students to work in pairs and in groups so
that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and review vocabulary of the previous lessons;
- To set the context for the writing part;
b. Content:
- Jumbled words
c. Expected outcomes:
- Students review some vocabulary of the previous lessons.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Game: Jumble words Words:
- Teacher divides class into 2 groups. 1. R/U/N/A/L/T/A E/I/D/A/S/S/T/R (2 words)
- Teacher shows each jumble word on the screen. 2. N/E/B/A/C/A/L
- If a team can answer the word, students raise 3. L/O/C/A/R F/E/R/E (2 words)
their hands and say BINGO to get the chance to 4. M/O/C/E/Y/S/T/S/E
answer. 5. A/N/R/D/E/A/N/G/R/E C/E/S/I/P/S/E (2 words)
- If Ss have a correct answer, they get one point Answer key:
for their team. NATURAL DISASTER
- The team with more points will be the winner of BALANCE
the game. CORAL REEF
ECOSYSTEM
ENDANGERED SPECIES

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

2. ACTIVITY 1: PRE-WRITING (9 mins)


a. Objectives:
- To help Ss generate ideas about restoring local ecosystems.
b. Content:
- Task 1. Work in groups. Discuss and decide whether the following ideas are for or against
restoring local ecosystems. (p.116)
c. Expected outcomes:
- Students have some ideas about restoring local ecosystems.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS


Task 1. Work in groups. Discuss and decide whether the following ideas are for or against
restoring local ecosystems. (4 mins)
- Teacher has Ss work in groups. Tell them to read the
statements and discuss which of them are for or
Answer key:
against restoring local ecosystems. Ss may refer back
For: 2,4,5 Against: 1,3, 6
to the ideas in the reading (the importance of national
parks in local ecosystems) and listening sections (how
humans can influence the ecosystems).
- Teacher calls on some pairs to share their answers.
- Teacher checks answers as a class.
- Teacher asks Ss to think of more ideas which are for
or against restoring local ecosystems. Write the best
suggestions on the board E.g., The air quality is getting
worse; People hunt wild animals; People are changing
into green living lifestyle.

Useful expressions (5 mins)


- Teacher gives Ss a handout and asks them to classify List of expressions:
the items into correct categories: Introduction, Body, - Introduction
Conclusion + Today, many people argue that …
- Teacher lets Ss work in groups. + From my point of view/In my opinion,
- The groups show their answers on the board. this is/people should …
- The whole class checks the task together. - Body
+ Firstly, the most important reason why
we should/should not … is that …
+ Secondly, we should/should not …
because/as/since … (this) has caused …
That’s why …
+ Finally, … this has led/affected …
- Conclusion
+ In conclusion, I firmly believe that … it
is essential to …
e. Assessment
- Teacher observes Ss’ work and gives feedback.

3. ACTIVITY 2: WHILE-WRITING (16 mins)


a. Objectives:
- To help Ss practise writing an opinion essay on restoring local ecosystems.
b. Content:
- Task 2. Write an opinion essay (150-180 words) presenting your point of view on whether we
should spend more money on restoring local ecosystems. Use the ideas in Task 1 and the outline
below to help you (p.116)
c. Expected outcomes:
- Students can write a complete opinion essay on restoring local ecosystems.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS


ACTIVITIES
Task 2. Write an opinion essay (150-180 words) presenting your point of view on whether we
should spend more money on restoring local ecosystems. Use the ideas in Task 1 and the
outline below to help you.
Suggested answer:
- Teacher asks Ss to study the outline or
Today many people argue that we should spend more
they may refer to the structure in Unit 2. money on restoring local ecosystems. From my point of
view, this is a great idea for the following reasons.
- Teachers puts Ss into groups and have
Firstly, the most important reason why we should invest in
them brainstorm ideas for their essays. restoring ecosystems is that we are already suffering from
Encourage Ss to use the ideas in 1 and the impact of its damage. Both air and water pollution have
think of reasons to support their view. increased and are affecting our health.
Secondly, habitat loss has caused the disappearance of
- Teacher sets a time limit for the task. many plant and animal species. This has affected the
Walk round the class to give further balance of local ecosystems since all living things play an
important role. When plants or animals die out, the food
support if needed. chain may also break down. That is why we should spend
more money on protecting and restoring all wildlife.
- When Ss finish writing, the teacher
Finally, much of our local forest has been cut down to
gives them time to check their own make space for houses and farm land. This has led to
essay. more natural disasters in the region. For example, floods
have become more common. They destroy people’s
houses, fields and crops every year. To prevent damage
from natural disasters, we should spend more money on
planting more trees and restoring our forest.
In conclusion, I firmly believe that it is essential to spend
more money on restoring local ecosystems. Investing in
nature conservation will help create a healthy and stable
living environment for future generations.

e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-WRITING (12 mins)


a. Objectives:
- To do a cross-check and final check on students’ writing.
b. Content:
- Students exchange their writing for peer review.
c. Expected outcomes:
- Students can evaluate others’ work as well as improve their own pieces of writing.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
CROSS-CHECKING Writing rubric
- Teacher has the pairs swap and give feedback on each 1. Organization: …/10
other’s writing. Teacher shows a writing rubric to help Ss 2. Legibility: …/10
do the peer review. 3. Ideas: …/10
- Ss do the task as required. 4. Word choice: …/10
- After peer review, Ss give the writing back to the owner 5. Grammar usage and
and discuss how to improve it. mechanics: …/10
- and gives feedTeacher then chooses one piece of TOTAL: …/50
writingback on it as a model.
- Teacher chooses some useful or excellent words/ phrases/
expressions/ word choices Ss have used to give
suggestions to other Ss
- Teacher chooses some typical errors and corrects the
whole class without nominating the Ss’ names.

e. Assessment
- Teacher observation on Ss’ performance, provide help if necessary.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.

b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Communication and Culture.

Board Plan
Date of teaching
Unit 10: The ecosystem
Lesson 6: Writing – An opinion essay about spending more money on restoring
local ecosystems
*Warm-up

- Task 1. Work in groups. Discuss and decide whether the following ideas are for or
against restoring local ecosystems.
* Useful expressions
-Task 2. Write an opinion essay (150-180 words) presenting your point of view on
whether we should spend more money on restoring local ecosystems.
* Peer-review
*Homework
“Assessment for learning"” happens throughout the lesson where ongoing, formative
assessment is used to check students’ understanding and guide learning. It's not just at the end
but during the learning process.

Where it appears in the lesson:


1. Warm-up (Jumbled words game)
- Type: Informal assessment
- Technique: Observation
- Tool: Game activity + Teacher's notes
- Purpose: Check prior vocabulary knowledge; identify who needs review

2. Activity 1: Pre-writing

- Type: Formative assessment

- Technique: Group discussion, Q&A, brainstorming

- Tool: Teacher observation + Board writing

- Purpose: Assess understanding of "for/against" ideas + guide discussion

3. Activity 2: While-writing

- Type: Ongoing formative assessment

- Technique: Monitoring, providing feedback while students write


- Tool: Teacher walking around, individual guidance

- Purpose: Check progress, give scaffolding support

4. Activity 3: Post-writing (Peer review)

- Type: Peer assessment (a form of AfL!)

- Technique: Rubric-based peer evaluation

- Tool: Writing rubric

- Purpose: Help students reflect, give/receive feedback, and improve writing

5. Consolidation

- Type: Reflection (another AfL technique)

- Technique: Class sharing

- Tool: Discussion

- Purpose: Help students self-assess and summarize what they’ve learned

Techniques used for AfL:


- Observation

- Questioning

- Peer feedback

- Scaffolding

- Rubric-based assessment

- Student reflection

Tools used:
- Jumbled words game

- Brainstorming board

- Group discussion

- Writing rubric
- Teacher’s oral and written feedback

- Student self/peer reflection

=> Assessment for Learning is embedded throughout the lesson via formative, ongoing
techniques like teacher observation, peer review, and discussion to check understanding and
help students improve as they go.

Common questions

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The lesson plan includes activities such as a warm-up game to review relevant vocabulary, followed by pre-writing discussions to generate ideas for and against ecosystem restoration. These activities emphasize collaborative brainstorming, helping students create outlines and form structured arguments. The while-writing task specifically guides students through the composition of an opinion essay using provided outlines and ideas. They receive ongoing formative feedback from peers and teachers to refine their drafts .

Strategies include structured brainstorming sessions to generate ideas about ecosystem restoration's benefits, discussions that highlight pollution and biodiversity loss impacts, and guided writing tasks with feedback. These strategies are effective as they reinforce learning through repetition, involve active participation and collaborative discussions, and provide clear frameworks for articulating complex ideas .

The lesson plan effectively integrates environmental education with language skills by using the topic of ecosystem restoration as the content for opinion essays. This approach reinforces students’ understanding of environmental issues while simultaneously developing vocabulary, grammar, and writing coherence. It also fosters critical thinking, as students must form evidence-based opinions on environmental policies, thereby bridging content knowledge and language proficiency .

The lesson plan addresses human impacts through pre-writing discussions that encourage students to consider how air quality, deforestation, and pollution affect local ecosystems. The intended educational outcome is to deepen students' understanding of environmental issues, promoting informed opinions on ecological restoration while enhancing their capacity to articulate these ideas effectively in writing .

The lesson plan provides useful expressions categorized by introductory, body, and concluding phrases essential for opinion essays. Phrases like "Today, many people argue that...", "Firstly, the most important reason...", and "In conclusion, I firmly believe..." help students articulate structured arguments. These expressions ensure clarity, cohesiveness, and logical progression, crucial for effective essay writing .

Anticipated outcomes of using pair work and group discussions include enhanced idea generation, improved communication skills, and collaborative problem-solving abilities. These activities foster a supportive learning environment where students can share diverse perspectives, thus enriching their understanding and ability to construct balanced, well-informed arguments in their writing .

Peer feedback and assessment for learning are integral to the lesson plan, fostering a reflective learning environment where students critically evaluate each other's work. This peer assessment encourages engagement, self-reflection, and constructive criticism, allowing students to identify shortcomings and strengths in their writing. Such practices are embedded throughout activities, ensuring ongoing development through feedback rather than summative evaluation alone .

The lesson plan's structural guidance aids the organization by providing a clear outline and categorized expressions for essay sections. This framework helps students systematize their arguments logically, ensuring each point builds upon the last. The structured approach supports fluid transitions between arguments and reinforces coherence and cohesion in writing, critical for persuasive essay construction .

National parks serve as crucial habitats for diverse flora and fauna, preserving biological diversity and maintaining ecological balance. This importance underlies arguments for investing in ecosystem restoration, as parks help mitigate pollution and natural disasters while supporting biodiversity. Such benefits make a strong case for directing more funds towards restoring these vital environments .

Teachers anticipated underdeveloped writing skills among students, potentially hindering their ability to craft coherent essays. To address this, the plan suggests guiding students to outline their ideas before writing and encouraging collaborative group work, which promotes peer learning. Additionally, providing targeted feedback during and after writing exercises helps students improve over time .

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