Hrvatska akademska i istraživačka mreža - CARNET

Znanstveni upitnik

Znanstvena

Metodički upitnik

Metodička

Stručni upitnik

Stručna

Tehnički upitnik

Tehnička

Ankica Šarić

Helga Kraljik

This lesson introduces students to the structure and language of an argumentative (for-and-against) essay at B2 level. Through discussion, collaborative activities, thesis-building exercises, and guided writing tasks, students learn how to present balanced viewpoints, organize arguments effectively, and use linking words appropriately. The lesson develops critical thinking, academic writing, and exam-writing skills while preparing students for common essay tasks in language examinations.

Nastavnička priprema

To activate prior knowledge, the teacher presents a controversial statement such as "Social media activism is enough to create change in society." Students move to one of four corners of the classroom (Strongly Agree, Agree, Disagree, Strongly Disagree) and discuss their reasons with classmates. Groups share their ideas while the teacher records arguments for and against on the board. This activity introduces the concept that most issues can be viewed from multiple perspectives.

Students work in small groups with the Argumentative Essay Structure infographic. They identify the purpose of each paragraph, locate the thesis statement, analyse topic sentences, and discuss common mistakes. Each group creates a simple visual summary or mind map and presents one important rule for successful argumentative writing. This discovery-based activity helps students understand essay organization before writing their own texts.

Using the thesis-writing worksheets, students identify key concepts in essay prompts and practise paraphrasing them using more formal B2-level language. They then combine opposing viewpoints using contrast linkers such as whereas, while, and although to create balanced thesis statements. Finally, students evaluate their work using a thesis checklist and provide peer feedback.

Students first sort linking-word cards into categories (Addition, Contrast, Examples, Result, and Conclusion). Afterwards, they participate in a speed-dating activity where they rotate partners and discuss which linking word best completes a series of sentence prompts. Students must justify their choices and explain the function of each linker.

Students complete a gap-fill version of a model argumentative essay about social media. Using a word bank, they select appropriate linking words to complete the text and then compare their answers in pairs. After checking the solutions, students identify the purpose of each linker and discuss how linking words help create cohesion and logical flow within an essay.

Working in pairs, students receive a debate topic and an argument-planning grid. They brainstorm at least two arguments for and two arguments against the topic and support each argument with explanations or examples. Students are encouraged to ask follow-up questions such as Why?, How?, and Can you give an example? to strengthen their reasoning.

Students individually select an argumentative essay topic and create a detailed essay plan consisting of an introduction, two body paragraphs, and a conclusion. They include a thesis statement, topic sentences, supporting arguments, and linking words. The lesson concludes with a brief gallery walk or peer-review session where students provide feedback on each other's plans using a simple checklist.

Students write a complete argumentative essay (200–250 words) based on the essay plan created in class and self-assess it using an essay-writing checklist.

Mastering the Argumentative Essay

Mastering the Argumentative Essay

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