Genre of Argument and Discussion 2
Goals:
- Identify and analsye how nominalisations are used in essays
- Identify and analsye how the passiv voice is used in essays
- Apply these features in a writing task
Lesson Plan
This is Part 2 of the lesson on Argument and Discussion.
Make sure you have the handout from Part 1.
In the first lesson, you looked at how information is organised through discourse structure. In this lesson, you will examine choices of language and register.
Activity 1
Ask learners to re-read paragraph 3 and give them five minutes to find any examples of the same word being used for a different grammatical form or function (don't worry if they struggle with this, as they will be given examples in the next task).
Look at the two example sentences in the next slide. Ask the learners how the word 'jab' is used differently. Use the buttons to give feedback on their answers. Ask the learners to explain how they knew (try discusisng in paris or groups first), and then give feedback through the answers on the next slide. Check to see if any learners are already familiar with the term nominalisation.
In the next few slides, the learners are exposed to another example to consolidate their understanding. Check to see if learners can explain how they can tell when the word is used as a noun or verb. The criteria in the glossary may be useful here.
Next, look at the final example. This is to demonstrate that some words change through suffixes when they become a noun.
Activity 2
Ask the learners to do Activtiy 2 independently. They re-read the text and look for more examples of words that are nominalised and used more than once in the text. Leave the buttons as clues to help. Once the learners have finished, ask them to compare answers and then click the buttons to reveal.
Extension:the two words used as adjectives first and nouns later are dangerous (line 2)/dangers (line 11), and healthy (line 2)/health (line 15).
Activity 3
In Activity 3, the learners move on to a different feature: the passive voice. Ask the learners to read the two example sentences and use the bullet-points to discuss the differences. Use the next two slides to demonstrate and discuss how the passive is formed and when it's used.
In the next slide, learners work independently to find the four other examples of the passive voice. Leave the buttons as hints as learners look for the examples, and then share their answers. Press the buttons to reveal the answers.
Finally, look at the example sentence, and discuss why the author might chose to use the passive voice instead of the active. Use the next slide to feedback on answers.
Activity 4
Finally, ask the learners to try a writing task to demonstrate their knowledge. Help the learners choose a topic, and then use the bullet-points and writing hand out to help them plan. Once finished, they can use the criteria to swap and evaluate each other's work.
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