Nada Osama Fouad Nada Osama Fouad

Nada_DEMO_defense essay
Upper Intermediate Adults level


In this lesson, students will learn how to write a defend essay. The class will start by discussing several personalized questions related to the topic "Health: Life expectancy", then brainstorming ideas through controlled activities till reaching the final stage of writing a defend essay.


Abc Handouts
Abc PowerPoint
Abc White Board
Abc Cambridge Academic English Upper-Intermediate Student's Book

Main Aims

  • To provide process and product writing practice of a defend essay in the context of life expectancy

Subsidiary Aims

  • To provide reading for evidence/scanning practice using a text about life expectancy in the context of health


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

- T starts the lesson by brainstorming the meaning of "life expectancy" with class. - T asks ss to discuss the questions on the PPP in pairs. - T nominates few ss for O/C feedback.

Exposure (15-20 minutes) • To provide a model of production expected in coming tasks through reading/listening

Reading for evidence: - T divides class into groups. - T lets ss to identify four main findings from the given table, which gives information about life expectancy at birth. (3 min.) - T lets ss to suggest four factors that might influence the differences in life expectancy from the table. (3 min) - T nominate ss to answer for O/C feedback First controlled practice: - T distributes HO1 and asks ss to read the three extracts and fill out the table for evidence - T revise with ss the in-text and full-text citations - SS finish the task in groups (5 min.) - T nominates ss for O/C feedback Second controlled practice: - T distributes HO2 and asks ss to finish task 2 - SS finish task 2 in groups (5 min.) - T nominates ss for O/C feedback - T highlights with ss the academic language examples (reflection) Third controlled practice: - T distributes HO3 and asks ss to read the extract and in pairs discuss whose views are being contrasted while underlining evidence. - T nominates ss for O/C feedback

Useful Language (6-8 minutes) • To highlight and clarify useful language for coming productive tasks

- T asks ss to match sentences (1-6) to stages (a-d). - T highlights with ss the useful language used from the draft essay. - T elicits and clarifies for ss the defend essay outline.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

- SS start writing and finalizing their essays. - T distributes ss into 2 groups: (gallery walk) Group A will present their essays in gallery walk and group B will rank their essays, then they will shift roles. - T provides support and monitors any language/content errors for a delayed feedback - T asks ss about the highest ranking defend essay while stating justification.

Feedback and Error Correction (2-3 minutes) • To provide feedback on students' production and use of language

- T wrap up and elicit the outline of the defend essay - T writes on board few mistakes and lets ss to correct mistakes for language feedback

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