Show Ss G-Slide with pictures representing ideas from essay and elicit from Ss ideas of what they think the essay is about. Answer: Smoking in Public Places. "We are going to read an article with 2 arguments: 1 argument is that smoking should be allowed in public places. 1 argument is that smoking should be banned in public places. What reasons do you think the author might have to stop smoking in public places? What reasons do you think the author will give to let people smoke in public places?" Elicit from Ss at least 2 possible arguments for and 2 possible arguments against and write them on G-Slide. (ex. smoking is bad for your health and second hand smoke can hurt others vs. people should be given freedom) If there is confusion elicit from students what are public places: (airports, beaches, banks)

"Now we're going to read the essay about smoking in public places." "While you read underline one argument against allowing smoking in public places and highlight one argument for allowing it." Give Ss 3 min to read the text once quickly and find one argument for allowing smoking in public places and one argument against allowing it. OCFB. 1. Layout: "Next we're going to label the sections of the essay. Move the labels to match the colored sentences." Give a demo of the first one. Have students read through the text a second time and label the sections: Argument for, conclusion, arguments against, and introduction. Give about 2 minutes. OCFB. "How many paragraphs did the writer use?" (2) Elicit from Ss what goes in the first paragraph (Introduction and arguments) and second paragraph (arguments and conclusion) 2. Language: On G-Slide show the text with the TL in bold. Have Ss match the TL to: Arguments for and against, Introduction, and conclusion. CCQs: Are these phrases more formal or less formal? (More formal) Would you use them in a presentation or when you're talking with a friend? (Presentation or essay) On the other hand: Does this phrase introduce a similar idea or a different idea? (a different idea) Is the writer changing sides of the argument? (yes) In addition: Does this phrase add a similar idea or a different idea? (similar) Are both ideas on the same side of the argument? (yes) In my opinion: Is this the writer's personal view or what people in general think? (personal view) Can we use it many times in one essay? (No)

1. Writing Preparation: Instructions: "Take 1 minute to choose a topic to write about" Ss choose topic and collect/organize ideas Ask 1-2 Ss what they picked. "Individually take 3 minutes to find 1 arguments for and 1 argument against for the topic you chose" Give demo of writing additional argument on slide. 2. Before Writing: Show Ss their individual slide to write on. T introduces checklist. Encourage Ss to use the target language they learned. ICQs: How many paragraphs should there be? (2) How many minutes do you have to write? (15) 3. Writing: Give Ss at least 15 minutes to write, display timer.

“Now, we are going to check your partner’s work with a checklist.” T demos with a sample writing. Ask Ss a couple of questions from the checklist. Ex. "Does it have a conclusion with an opinion?" (Yes) ICQs: What will you use to check each other's work? Will you just decide or will you use the checklist? (the checklist) Put Ss in pairs in BORs to check each other's writing. Send checklist in chat. Post - OCFB T conducts OCFB following up on the writing task. Show excerpts from peoples writing. Compliment Ss on good writing and feedback. Elicit from Ss whether items from the checklist are missing and how to fix it. Highlight sentences where they made a mistake. Have Ss discuss ways to reformulate it.