IARJSET ISSN (O) 2393-8021, ISSN (P) 2394-1588

International Advanced Research Journal in Science, Engineering and Technology

ISO 3297:2007 CertifiedImpact Factor 8.066Vol. 10, Issue 4, April 2023
DOI: 10.17148/IARJSET.2023.10401

10th grade Cambridge Examination:

Teaching an academic discussion essay through
differentiated teaching methods
Ybyrayeva Korkem1, Khudaikulova Gaukhar2, Mynbayeva Zhanar3

A Teacher of English language and Global Perspectives at

Nazarbayev Intellectual School of Chemistry and Biology, Kazakhstan1
A Teacher of English language at
Nazarbayev Intellectual School of Chemistry and Biology, Kazakhstan2
A Teacher of Computer Science at
Nazarbayev Intellectual School of Chemistry and Biology, Kazakhstan3

I. INTRODUCTION

The Educational Program of the Autonomous Organization of Education “Nazarbayev Intellectual Schools” (AEO) has
founded NIS-Programme for secondary and high school students. Students of 10th and 12th grades pass exams of the
external summative assessment (hereinafter SA) in accordance with International General Certificate of Secondary
Education (IGCSE) standards. Exam materials for SAs developed jointly with the Council Cambridge assessments for
international education (CCAIE) and are aimed at measuring the functionality of the acquired knowledge and formed
skills of a wide range through the implementation of various types of tasks.

Examination tasks on the discipline of “English language” complies with the International General Certificate of
Secondary Education standards. Exam assignments for the grade 10 cover the content curriculum for grades 9-10. The
format of External Summative Assessment for “English language” covers:
- Listening section (25 points)
- Reading section (25 points)
- Writing section (30 points)
overall 55 points.

English comprehension covers reproductive and productive skills. Reproductive skills consist of listening and reading
tasks, while productive skills are speaking and writing tasks. In terms of complexity and assessment, writing skills require
more time and effort than reproduction skills (Jaashan, 2022). Writing in a foreign language is recognized as an important
skill for education, personal development, and logical thinking capacity (Weigle, 2009).
External Summative Assessment for “English language” Writing Section covers various writing tasks such as magazine
articles, newspaper reports, short stories, academic essays, and formal/informal letters. Writing tasks have different
structures and purposes, so students are confused with different writing tasks. Compared to other writing tasks academic
essay writing comprises six essay types and each one has a certain structure to follow. Academic essay types in the
Cambridge Exam are (1) Opinion essay, (2) Discussion essay, (3) Advantage and Disadvantage (for and against) essay,
(4) Discursive essay, (5) Problem and Solution, (6) Cause and Solution essay.

In term III 10th grade students learnt academic essay writing and its structure. The present lesson study covered a
Discussion Essay.

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 IARJSET ISSN (O) 2393-8021, ISSN (P) 2394-1588

International Advanced Research Journal in Science, Engineering and Technology

ISO 3297:2007 CertifiedImpact Factor 8.066Vol. 10, Issue 4, April 2023
DOI: 10.17148/IARJSET.2023.10401
Lesson research objectives:
1) developing differentiated teaching methods;
2) teaching 10th grade students to write a discussion essay in an academic structure;
3) integrating discussion essay writing with a topic of “City life”.

II. METHODOLOGY

The lesson research was conducted at Nazarbayev Intellectual School of Chemistry and Biology in Shymkent. The
research site is one 10th grade which consists of 12 students. In a group of three teachers conducted three research lesson
cycles to develop differentiated teaching methods and teach students to write an academic discussion essay.

Table 1. Teachers participating in Lesson Study

Teachers Teaching experience Qualification Education background

Teacher 1 30 years Moderator Master’s degree in

Psychology

Teacher 2 20 years Teacher Bachelor degree in

Teacher of English
language

Teacher 3 8 years Teacher Master’s degree in

Inclusive Education

Three teachers have a mix of teaching experience, Teacher A is a senior teacher, Teacher B has long teaching experience
in different educational institutions, Teacher B has 8 years of teaching experience mainly at NIS school system.
The lesson study covered twelve students overall, but three were in main attention, while observing the lesson and
analyzing their final essay assignments. Three students were selected according to their English learning abilities and
results of Summative Assessments Exams of the second term (SAT 2).

Table 2. Students observed by teachers

Students Grade Results of SAT 2 English level

Student A 10 Excellent (85%) Upper-intermediate

Student B 10 Excellent (88%) High Intermediate (B2)

Student C 10 Good (69%) Low Intermediate (B1)

ACTION PLAN

The lesson study consisted of three lesson cycles and each cycle had four major stages to follow. The following action
plan clearly describes each stage:

Stage 1: Teaching Discussion essay structure via differentiated method

1.1 Initial meeting of LS group to determine what it is that you want to improve.
1.2 Joint planning of first research lesson (Lesson plan 1)
1.3 Teach and observe first research lesson (Observation list)
1.4 Interviewing pupils

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 IARJSET ISSN (O) 2393-8021, ISSN (P) 2394-1588

International Advanced Research Journal in Science, Engineering and Technology

ISO 3297:2007 CertifiedImpact Factor 8.066Vol. 10, Issue 4, April 2023
DOI: 10.17148/IARJSET.2023.10401
1.5 Post RL 1 discussion and initial plans for RL2

Stage 2: Analyzing sample essays and learning new vocabulary about “City life”
1.1 Joint planning of second research lesson (Lesson plan 2)
1.2 Teach and observe second research lesson (Observation list)
1.3 Interviewing pupils
1.4 Post RL 1 discussion and initial plans for RL3

Stage 3: Planning and writing a discussion essay

1.1 Joint planning of third research lesson (Lesson plan 3)
1.2 Teach and observe third research lesson (observation list)
1.3 Interviewing pupils
1.4 Post RL 1 discussion and summarizing overall findings.
1.5 Write up/present what you have discovered. Conduct a public research lesson.

FINDINGS AND DISCUSSION

Stage 1
Teaching Discussion essay structure via differentiated method
Teachers discussed learning objectives and planning of the first lesson. The lesson plan covered two learning objectives
such as
- 10.W4 use style and register to achieve appropriate degree of formality in a growing variety of written genres
on a range of general and curricular
- 10.W5 develop with support coherent arguments supported when necessary by examples and reasons for a wide
range of written genres in familiar general and curricular topics.
The lesson lasted 40 minutes and covered three major activities such as
Lead-in: welcoming students, explaining the lesson objectives, and handing out four essay samples (opinion, discussion,
problem and solution, advantages and disadvantages) to distinguish the essay structures.
Main part: Teacher explains “Discussion essay” question types and planning structure.

PPT 1. Whole class activity.

Students should highlight key words in the statement and instruction.

PPT 2. Discussing common mistakes in writing Discussion essay

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International Advanced Research Journal in Science, Engineering and Technology

ISO 3297:2007 CertifiedImpact Factor 8.066Vol. 10, Issue 4, April 2023
DOI: 10.17148/IARJSET.2023.10401

PPT 3. Discussion essay structure

- Teacher divides students into small groups in accordance with their information perceptions (visual, auditory,
kinesthetic). The VAK Learning Styles Model is one of differentiated teaching methods, students feel comfortable in
working with similar ones. Students should go through the sample essays and make Discussion essay structure. Finally,
each group presents their papers.
- Teacher shows and explains Academic Discussion essay structure.
- Students should compare their structures, find differences and similarities.
This activity covers two lesson research objectives (1) using VAK learning style and developing differentiated teaching
style and (2) teaching students to follow an academic essay structure.

Conclusion: Reflection on the lesson

Students reflected on the lesson and answered the following questions:
- What did you enjoy about that lesson?
- What did you learn? (What can you do now that you could not do? What can you do better? How is it better?)
- What aspect of the teaching worked best for you?
- If the same lesson is being taught to another group what would you change? Why would you change that
aspect?

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 IARJSET ISSN (O) 2393-8021, ISSN (P) 2394-1588

International Advanced Research Journal in Science, Engineering and Technology

ISO 3297:2007 CertifiedImpact Factor 8.066Vol. 10, Issue 4, April 2023
DOI: 10.17148/IARJSET.2023.10401
Student A reflected as “I enjoyed the group activity because I had a chance to practise English with peers. I learnt about
Discussion essay, I liked it. Essay writing is difficult for me, but when I know the strategy, it is less challenging. I would
suggest giving more samples with common mistakes. I guess we make many common mistakes at first time”.
Student B responded as “I liked the lesson, it was as usual. I do not like writing; it requires many things like vocabulary,
structure, grammar, and even handwriting. I like the lesson because it was clear without complicated examples and
structures. I think I can manage writing Discussion essay. I would like to analyze more high scoring essays”.
Student C briefly stated, as “I was a bit nervous because when Teacher said “Discussion essay” It takes a lot of effort and
preparation to write a good essay for me. I learnt the essay structure; it will be helpful in the exam. I would like to have
more group work, when I discuss with group mates I fell less anxious.”
Teachers fill the lesson observation list.

Stage 2
Analyzing sample essays and learning new vocabulary about “City life”
Teachers discussed learning objectives and planning of the second lesson. The lesson plan covered two learning objectives
such as
- 10.W5 develop with support coherent arguments supported when necessary by examples and reasons for a wide
range of written genres in familiar general and curricular topics.
- 10.R7 recognise typical features at word, sentence and text level in a wide range of written genres, including
some which focus on unfamiliar topics
The lesson lasted 40 minutes and covered three major activities such as
Lead-in: welcoming students and explaining the lesson objectives. Asking students to write collocations about “City
life/Urban life” on the board. Introducing the lesson topic.
Main part:
- Pre-task activity: Introducing vocabulary on the topic “Cities vs. Countryside”.
The vocabulary handouts are of two types (a) collocations with definitions in English for high-achieving students and (b)
collocations with translations into Russian and illustrations for low-achieving students. The task is differentiated based
on students’ English levels.
- Task: Students read and discuss one good sample discussion essay on the topic
“Some people think it is better for children to grow up in the city, while others think that countryside is more suitable for
them. Discuss both views and give you opinion”
- Post-task: Pair work. Students should compare the sample essay and the discussion essay structure, find out
topic sentences and ideas, examples; Analyze the grammar structures and topic-specific vocabulary.
Conclusion: Reflection on the lesson
- Students reflected on the lesson and answered the following questions:
Student A replied as “I like when we discuss a topic vocabulary; it helps to learn new words in context. Then I liked
sample essay reading and analyzing, because I can learn by heart some sentence structures and use them further. The
lesson was perfect, I don’t have any suggestions”.
Student B said, “The lesson was great. Now I am more confident that I can write SA paper easily. I know the essay
structure, topic vocabulary, and grammar structure. Sample essay analysis in pair was a great idea, we discussed and
analyzed it”.
Student C reflected as “I liked the vocabulary list; it is to learn new words with translations. Sometimes I cannot write a
good essay because I simply do not know topic words. I felt embarrassed while working in pairs, because my class mate’s
English level is upper-intermediate. I would suggest next time to sit with my level student”.
- Teachers fill the lesson observation list.

Stage 3
Planning and writing a discussion essay
Teachers discussed learning objectives and planning of the third lesson. The lesson plan covered two learning objectives
such as
- 10.W4 use style and register to achieve appropriate degree of formality in a growing variety of written genres
on a range of general and curricular

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 IARJSET ISSN (O) 2393-8021, ISSN (P) 2394-1588

International Advanced Research Journal in Science, Engineering and Technology

ISO 3297:2007 CertifiedImpact Factor 8.066Vol. 10, Issue 4, April 2023
DOI: 10.17148/IARJSET.2023.10401
- 10.W5 develop with support coherent arguments supported when necessary by examples and reasons for a wide
range of written genres in familiar general and curricular topics.
The lesson lasted 40 minutes and covered one major activity such as
Lead-in: welcoming students and explaining the lesson objectives. Students are expected to write a discussion essay.
Main part:
Pre-task activities: Students are given 5 minutes to revise all learnt materials and vocabulary. Question-Answer session
with a teacher (5 minutes)

Task: Students should write a Discussion essay on the given topic within 180-220 words

“It is thought by some that it is better to live in the city while others believe that life is better in the countryside.
Discuss both views and give your opinion”
Follow the structure and write your essay plan here. Teacher will check your planning as well.
1) Introduction
1st sentence – paraphrase the statement
2nd sentence – outline both sides and give your opinion
2) Negative viewpoint
1st sentence – topic sentence
2nd sentence – explain why
3rd sentence – example
4th sentence – state why you disagree (your opinion)
3) Positive viewpoint
1st sentence – topic sentence
2nd sentence – explain why
3rd sentence – example
4th sentence – state why you agree (your opinion)
4) Conclusion
1st sentence – summarise main points
2nd sentence – give your opinion

Grading criteria according to the International General Certificate of Secondary Education:

- Organization [6 points]
- Communication [6 points]
- Lexical resource [6 points]
- Grammar range and accuracy [6 points]
- Content [6 points]

Conclusion:
Student A

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International Advanced Research Journal in Science, Engineering and Technology

ISO 3297:2007 CertifiedImpact Factor 8.066Vol. 10, Issue 4, April 2023
DOI: 10.17148/IARJSET.2023.10401

Organization: 5/6 Communication: 4/6 Lexical resource: 6/6

Grammar range and accuracy: 4/6 Content: 5/6
Overall: 5
The introduction is well-structured, the second sentence outlines main ideas which are discussed in the main body one
and two.
The main body one consists of four sentences according to the Discussion essay structure. Student A revealed the sub-
theme of “countryside” with two arguments of “unpolluted sources such as fresh air and water” and “social pressure”.
The main body two explores the sub-theme of “urban life”, however, it is not clear and eligible because of Student A’s
handwriting. Grammar range is good enough with present tenses, modal verbs, and linking words.
Conclusion part consists of two sentences and summarizes all main points. Lexical resource is excellent, collocations are
according to the topic.
Student B

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International Advanced Research Journal in Science, Engineering and Technology

ISO 3297:2007 CertifiedImpact Factor 8.066Vol. 10, Issue 4, April 2023
DOI: 10.17148/IARJSET.2023.10401

Organization: 5/6 Communication: 5/6 Lexical resource: 4/6

Grammar range and accuracy: 5/6 Content: 5/6

Overall: 5
The introduction is clear, but does not outline main ideas of the whole essay.
The main body one consists of four sentences according to the Discussion essay structure. Student A revealed the sub-
theme of “country life” with two arguments of “organic food fortified with vitamins” and “more physical activities”.
Explanation sentence is simple and does not fully explore the argument. The example is relevant, and the final sentence
is a good concluding remark.
The main body two explores the sub-theme of “urban life”, the paragraph is well-structured and well-linked with
arguments.“High-quality education in city” is a string argument, example is relevant.
Conclusion part is unclear; it reveals more of personal position rather than summarizing the topic. Handwriting is clear,
convenient to read and understand. Lexical resource is for Intermediate level, hardly could see vocabulary learnt in the
lesson. Grammar range is impressive.

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 IARJSET ISSN (O) 2393-8021, ISSN (P) 2394-1588

International Advanced Research Journal in Science, Engineering and Technology

ISO 3297:2007 CertifiedImpact Factor 8.066Vol. 10, Issue 4, April 2023
DOI: 10.17148/IARJSET.2023.10401
Student C

Organization: 5/6 Communication: 4/6 Lexical resource: 6/6

Grammar range and accuracy: 4/6 Content: 4/6
Overall: 4
The introduction is well paraphrased, but outline of main arguments are not clear.
The main body one explores the argument clearly. Vocabulary range is impressive as Student C integrated all learnt
collocations. Compound adjectives are well-used, grammar range and accuracy are good.

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 IARJSET ISSN (O) 2393-8021, ISSN (P) 2394-1588

International Advanced Research Journal in Science, Engineering and Technology

ISO 3297:2007 CertifiedImpact Factor 8.066Vol. 10, Issue 4, April 2023
DOI: 10.17148/IARJSET.2023.10401
The main body two explores the sub-theme of “rural life”, the paragraph is well-structured and well-linked with
arguments. Examples are simple, next time Student C should provide more generalized examples and not be stuck on
local issues.
Conclusion part is too generalized; there is an attempt to make a summary, however, some new ideas have appeared. .

CONCLUSION

The current lesson study cycle reveled that joint lesson planning is a practical and applicable instrument to develop
teaching practices. Integrating differentiated teaching methods such as VAK learning style, group work, pair work,
English level-based activities revealed positive results in students’ understanding of the topic.
Joint lesson planning and post lesson discussions were useful in planning “Discussion essay structure” and preparing
lesson materials. Teachers’ observation lists, interviews with students/reflections contributed in identifying strength and
weakness of teaching. Besides, observations revealed that Student C felt uncomfortable in pair work, because the
classmate was a high-achieving student. In the following lessons, a pair work should be organized well. Students should
be divided based on their personal interests/preferences and English levels.
Integrating the topic of “Discussion essay” and “City life” worked well, 10th grade students were able to manage the essay
task. Overall, out of twelve students six received 5 points, three got 4 points, reaming three students received 3 points.
Essay structuring, organization, and content were done in a high level; students became aware of the Discussion Essay
structure and paragraphing.

REFERENCES

[1]. Jaashan, H. M. S. (2022). Teaching figures of speech as a productive skill and its influence on EFL learners' creative
writing. Journal of Language and Linguistic Studies, 18.
[2]. Weigle, S.C. Assessing writing // Cambridge University Press: United Kingdom, 2002.

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