Greet SS then show a pic and elicit 'life expectancy' from SS. Ask SS to think of different factors that affect life expectancy. Provide an example. Divide SS to pairs. Allow 2 mins then elicit a factor from each pair.

Refer to the table in (ex. 1.1a) and ask SS to identify the four main findings. Elicit responses. and discuss the possible reasons behind each factor. --- Highlight that each reason needs to be backed up by an evidence. Demonstrate with the first extract. Then refer to the extracts in (ex 1.2b). Divide SS into pairs (A and B) each reading extract. Then ask SS to report the main idea of each extract in pairs and decide which ones could be used. TIP: (jigsaw reading: Student A extracts 1-5, Student B extracts 6-9)

Present a claim for ss to initiate a discussion on different claim and essay types. Follow-up with those CCQs: How do we defend this claim? (using evidence) Where do we get it from? (sources) What do we need? (in text citations) ICQs: Can we take the sources from your mind? (no) Do we need academic sources? (Yes) Can we take the sources from wikipedia? (No) Do we defend our claim only? (No) Do we have to mention the other claim? (yes) Which claim do I support as right? (Mine) Which claim do I defend against? (Opposing) Then elicit the outline of a defense essay from SS. After that, demonstrate the outline in detail to the class.

Refer to the idea of counter-claim as a way of refutation to express disagreement. Change pairs and distribute the HO to SS. Explain that these are the different stages of making a counter-claim. Then ask them to think of the correct order of these stages. Allow 2 mins. Present the correct order . Reuse the stage cards, by asking SS to match them to the useful language. TIP: this could be repeated to the sentences (if needed)

Refer ss to the writing task. Concept-check that the claim is about defense essay. Ask SS to highlight key-words in the claim. Allow time (---) for the writing task. Monitor and assist weaker SS.

While-writing: monitor discretely to take notes of common writing mistakes. post-writing: feedback and error correction, followed by a discussion about the difficulties they had with the task.