• To warm up, ask, What is an argument? (a set of reasons that show that something is true or untrue, right or wrong) If necessary, contrast making or building an argument with having an argument, the latter referring to people disagreeing. Say, In this lesson, we will be practicing building arguments in an argumentative essay, to persuade someone to our point of view.
• Ask, Do you know how we build an argument? Call on Ss for ideas, such as present the problem, state your
position, discuss the reasons for your position, offer evidence, and acknowledge opposing arguments and disprove them. Write Ss’ answers on the board.
• Call on a volunteer to read the social media message aloud. Invite Ss to glance at the article title (Why should I apologize?). Ask, Based on Artur’s comment, what might the article suggest? (that there are other people out there who also don’t apologize) Say, The article is likely an argumentative essay. What might it be arguing? (why apologizing is important)
1 BEFORE YOU WRITE
• Call on a volunteer to read the text about argumentative essays for the class. Clarify any unknown vocabulary, such as refute (to prove that a statement or idea is not correct) and dismiss (to refuse to consider someone’s idea or opinion).
• Ask, Why is it a good idea to include opposing arguments in the essay? (to further strengthen one’s argument, demonstrating that all sides were considered)
• Then ask, Have you ever written an argumentative essay? If yes, what did you argue? Call on Ss to share.
Ask, Were you successful in persuading the reader?
• Read the instructions and target question. Invite Ss to predict some benefits of apologizing. Write these on the board. (For example, By admitting wrongdoing, the person clears the air with the other person.)
• Have Ss look at the picture. Ask, What does this picture evoke for you? (For example, noise, anger, yelling, frustration, stress) Ask, What do the tangled lines symbolize? (arguments coming out of the people’s mouths)
• Have Ss follow along in their books as you read the essay aloud for the class. Clarify vocabulary as needed, such as reciprocal (referring to a situation in which two people or groups do or give the same things to each other) and humble oneself (to act or express oneself in a way that shows that one knows one has done something wrong or has behaved too arrogantly).
• Return to the ideas on the board. Ask, Are any of these benefits of apologizing mentioned in the article?
OPTION In small groups, have Ss take turns reading the essay aloud. Ask them to switch with
every paragraph.
EXTENSION Present an additional scenario on the board: What if a person apologizes and the other person does not accept the apology? Point to the illustration and say, This scenario could be depicted with the two people turned back to back, with arms crossed. In pairs, have Ss discuss situations they’ve been in or observed where one person apologized, but the other person did not want to forgive him or her. Have them discuss how this affects people’s ability to move on from an argument.
• Read the instructions and target questions. Write on the board: often / sometimes / never. Poll the class by asking, How often do you apologize? In pairs, have Ss discuss.
• Then bring the class together and have Ss discuss situations when an apology shouldn’t be given. Invite Ss to share opinions, agreeing or disagreeing. Invite them to share examples to make their point.
EXTENSION Point to often / sometimes / never on the board. Ask, Do you usually accept apologies and forgive? Poll the class. Ask, Is it difficult for you to forgive? Why or why not? Do you feel powerful holding a grudge? Does forgiving clear the air and make you feel better? Invite all Ss to share ideas.
• Before Ss read the essay again, have them look at the chart. Ask, Are there more benefits or drawbacks to apologizing in this essay? (benefits) To successfully argue a point, should there be more supporting arguments or opposing arguments? (supporting, as there are here)
• Have Ss fill in any answers they remember from the first reading. Then tell them to reread the model and complete the chart.
• Circulate and assist as needed.
• Go over the answers as a class.
The person receiving the apology can let go of anger and heal; they see the wrongdoer as an empathetic person. They may realize they also need to apologize.
The person giving the apology can let go of feelings of guilt. They can strengthen the relationship by showing that they value the other person’s feelings.
PAIRS Read the model again. Complete the chart.
Benefi ts of apologizing Possible drawbacks of apologizing
The receiver of the apology can move past and feel for the wrongdoer.
Some people think it makes them
look .
The receiver may realize that he / she also .
Some people think apologizing
might make them .
The person apologizing can let go of and the relationship.
2 FOCUS ON WRITING
Read the Writing Skill. Then reread the model. Underline the conjunctions and conjunctive adverbs. Are they being used to support the writer’s point of view or to refute opposing arguments?
3 PLAN YOUR WRITING
Choose one of the topics below. You will write an argumentative essay explaining and supporting your point of view on the topic. Create a chart like the one in 1D to organize your ideas.
• Which is preferable: being an empathetic leader who listens to employees’ ideas, or being an authoritative leader who sets clear goals and guidelines for workers?
• Which is preferable: breaking up with someone while the person is going through a diffi cult time, or waiting until things are better for that person?
PAIRS Discuss your ideas. I prefer leaders who are authoritative.
4 WRITE
Write a fi rst draft of an argumentative essay on the topic you described in 3A. Remember to use conjunctions and conjunctive adverbs strategically. Use the essay in 1B as a model.
5 AFTER YOUR FIRST DRAFT
PEER REVIEW Read your partner’s essay.
• Does the introductory paragraph clearly state the topic and the writer’s point of view?
• Do the fi rst two body paragraphs provide suffi cient supporting ideas?
• Does the third body paragraph successfully explain and refute opposing arguments?
• Are conjunctions and conjunctive adverbs used strategically throughout?
• Is there an appropriate balance of supporting ideas and opposing arguments?
• Does the concluding paragraph reaffi rm the writer’s point of view?
REVISE Write another draft, based on the feedback you got from your partner.
PROOFREAD Check the spelling, grammar, and punctuation in your essay.
Then read it again for overall sense.
Writing tip
Find the right balance between supporting ideas and arguments to refute. If you have far more supporting ideas than arguments to refute, then you may not have much of an argument to make. If the balance is too equal, you might have a diffi cult time persuading others of your point of view.
WRITING SKILL Use conjunctions and conjunctive adverbs strategically
In an argumentative essay, you can use subordinating conjunctions and conjunctive adverbs strategically to support your own point of view and to refute opposing arguments.
Subordinating conjunctions like however, in fact, and although can be used to refute an argument. Conjunctive adverbs like moreover and furthermore add weight to your argument. Phrases like needless to say make your statements sound unarguable.
UNIT 7 87 I CAN WRITE AN ARGUMENTATIVE ESSAY.
UNIT 7 T-87
2 FOCUS ON WRITING
• Bring Ss’ attention to the Writing Skill. Read it aloud.
Write the following paragraph on the board and call on Ss to identify which conjunctions and conjunctive adverbs support the point of view and which refute opposing views: Forgiving releases us from the feeling of resentment toward a person who has wronged us. Moreover, it allows us to move on without anger.
Although it may seem that forgiveness only helps the wrongdoer to feel better, it also provides many benefits to the forgiver. (support: moreover; refute: although)
• Read the instructions. Have Ss reread the model and find the various examples of conjunctions and conjunctive adverbs, indicating if they support the writer’s point of view or refute opposing arguments.
• Have Ss compare in pairs. Then go over any questions with the class.
EXTENSION Refer Ss to the essay on page 26 in Unit 2. Tell them to scan it for conjunctions and conjunctive adverbs that support and refute arguments.
3 PLAN YOUR WRITING
• Read the instructions aloud. Call on volunteers to each read one of the possible topics, starting the information in each bullet with Which is preferable….
• In pairs, have Ss discuss the topics to elicit ideas.
• Then, individually, have Ss choose a topic.
• Focus on the Writing tip and read it aloud. Make sure Ss know that far more means many more. Return to the chart in 1D. Ask, How many supporting ideas are there?
(3) How many arguments to refute are there? (2) Does this seem like a good balance? (yes)
• Tell Ss to use the chart in 1D as a model for their ideas.
Circulate and assist as needed.
• Call on a volunteer to read the example aloud.
• Then have Ss discuss their ideas in pairs and make additional notes in their charts.
4 WRITE
• Read the instructions aloud. Tell Ss they will use the notes in their chart from 3A to write the first draft of their essay.
• Remind Ss to use the essay in 1B as a model.
Encourage them to follow a similar structure, where paragraph 1 states the writer’s point of view, paragraphs 2 and 3 present arguments to support
this point of view, paragraph 4 presents opposing arguments that are then refuted or dismissed, and paragraph 5 reaffirms the writer’s point of view.
• Circulate and assist as needed. Ask Ss if they have followed the instructions and used conjunctive adverbs to support their argument.
5 AFTER YOUR FIRST DRAFT
• Read the questions in the peer review list aloud. Say, Make sure you answer each one of these questions carefully based on the information in your
partner’s essay.
• Arrange Ss in mixed-level pairs. Ask them to exchange and read each other’s texts.
• Give Ss plenty of time to complete their peer review.
Remind them to focus on content first. Point out that they will read for spelling, grammar, and punctuation in later drafts.
• Circulate as Ss work and provide help as necessary.
Monitor that Ss’ feedback is correct and constructive.
• When Ss have answered all the questions, ask them to give the essay back to its author.
• Have Ss give each other feedback. Encourage them to ask clarification questions if there is information that is unclear.
• Give Ss time to go over their partner’s feedback and make corrections and revisions.
• Invite volunteers to share with the class any suggestions that were particularly useful.
• Have Ss read their texts individually three times:
first for spelling, then for grammar, and finally for punctuation.
• If many edits were made, encourage Ss to rewrite a clean version of their essay.
EXIT TICKET Ask Ss to refer to their essay to briefly retell a partner the supporting ideas and the opposing arguments. Ss may refer to their written essay, but challenge them not to look at the text too much while talking to their partner. Monitor. Listen and take notes on areas for review and extra practice in later lessons.
anger empathy
needs to apologize repair / strengthen
guilt
lose authority weak
Paragraph 2:
Moreover; support the writer’s point of view.
Paragraph 3:
Furthermore, Needless to say;
both support the writer’s point of view.
Paragraph 4:
However, In fact, Although; all refute opposing arguments
www.frenglish.ru
GET STARTED 1 PROBLEM SOLVING
CONSIDER THE PROBLEM Couples break up for many different reasons. Review the data and answer the questions.
Reasons for Breaking Up
Loss of love 51%
Stress 33%
Incompatibility 21%
Lack of preparation for a relationship 20%
Money problems 14%
Having grown apart 10%
Lack of communication 8%
Problems with partner’s family 7%
Employment problems 3%
Look back through the unit. Check (✓) the things you learned. Highlight the things you need to learn.
Speaking Objectives
Talk about the art of persuasion Talk about
a breakup Discuss
monopolies
Vocabulary Words related
to persuasion
Conversation Negotiate
Pronunciation Stress in
pronouns and auxiliary verbs
Listening
Recognize stress on key words
Note-taking Take notes in
different colors
Discussion Signpost
Reading Scan for data
Language Choices Negative
gerunds and infi nitives Perfect gerunds
and infi nitives Reported
speech
Writing
Use conjunctions and conjunctive adverbs strategically
What will you do to learn the things you highlighted?
Review the Writing Skill:
Use conjunctions and conjunctive adverbs strategically.
Notes Done
2 REFLECT AND PLAN
1. Which reason for breaking up means that the couple is not well matched?
2. How many reasons for breaking up deal with fi nances?
3. Which reason for breaking up is similar in meaning to “loss of love”?
THINK CRITICALLY Should couples attend training sessions for marriage? Consider arguments for and against marriage training. Talk about them with a partner.
FIND A SOLUTION Consider the data, the problem, and possible solutions in small groups.
Step 1 Brainstorm Think of a list of questions that would help couples decide if they are suited to marry each other.
Step 2 Evaluate Choose the best 3–5 questions. Consider questions that help identify each partner’s most important issues and concerns.
Step 3 Present Explain your list of questions to the class.
PUT IT TOGETHER PUT IT TOGETHER
1 PROBLEM SOLVING
• Read the problem aloud.
• Direct Ss’ attention to the bar chart. Call on volunteers to read the labels.
• Tell Ss to use the information in the chart to answer the questions.
• Go over the answers as a class.
• Read the target question. Then have pairs discuss.
• Circulate and assist as needed. Prompt with questions if Ss get stuck. Ask, Why might it be beneficial to learn about marriage before getting into it? OR Do you really think marriage is something that can be taught in a course?
• Bring the class together and have pairs report their ideas.
EXTENSION Create two debate teams: one in favor of training sessions for marriage (affirmative group) and one against (negative group). Instruct Ss to compile their arguments. Bring the class together and give the affirmative group 2 minutes to present their case. Then allow 2 minutes for the negative group. Next give both teams 2 minutes to prepare rebuttals or counter-arguments. Invite the negative side to present their rebuttal first. Then let the affirmative side speak. Encourage Ss to respond to specific points made by the opposing team. Judge which team has made the stronger argument and declare a winner of the debate.
• Divide the class into groups. Have each group choose a timekeeper, a note taker, and a reporter. Give a time limit.
• For step 1, tell the group to think up a list of questions for couples to answer to determine their suitability for each other.
• For step 2, have groups evaluate the questions and agree on 3–5 of the best ones.
• For step 3, ask the reporters to present their group’s best questions to the class. Remind groups to be specific. Leave 2–3 minutes for questions and comments after each presentation.
2 REFLECT AND PLAN
• Have Ss complete the checklists individually. Circulate and answer any questions. Encourage Ss to look back at each lesson in the unit.
• Have Ss highlight the things they need to study or practice more and compare their checklists in pairs.
• Have Ss work individually to think about what might help them learn the topics they highlighted. Refer individual Ss to specific handouts, app practice, workbook pages, etc., to help them master any problem areas. Encourage them to make a study plan.
• If Ss feel confident about all of the topics in this unit, encourage them to think of other topics they need to learn.
• Then invite Ss to walk around and compare their ideas for learning different topics.
incompatibility two
having grown apart
Possible answers: For: Yes, better training would likely lower the rates of divorce and lead to the better care of children. Against:
People should be allowed to make their own decisions and no training will make people better at getting married; despite most people taking driving tests, there are still high rates of accidents on the road.
GET STARTED
89
EDGAR VELA
@EdgarV
Did you hear about the new restaurant on the moon? Great food but no atmosphere.
Read the unit title and learning goals. Almost everyone enjoys humor. What kind of humor do you enjoy most? Why?
Look at the photo. It is an example of anthropomorphizing, which means giving human qualities to a nonhuman thing. Why does this make the photo humorous?
Read Edgar’s message. Do you think this joke is funny? What type of audience might fi nd this funny?
LEARNING GOALS
In this unit, you talk about humor talk about laughter
discuss the art of joke telling read about the funniest jokes write an opinion essay