Making a case: a class debate and an opinion paragraph
Students study a model opinion piece about phones at school, learn the linking words that organise an argument, hold a mini debate and write their own 100-word opinion paragraph.
At a glance
- From
- Level 3, Bridge English: Week 32, Making a case
- Grammar
- linking: firstly, in addition, however, in conclusion
- Key language
- In my opinion, firstly, secondly, in addition, for example, however, on the other hand, although, in conclusion
- Children make
- A mini debate and a 100-word opinion paragraph.
- Class size
- Works with 10 to 50 children; pair and group steps say how to scale.
Objective
Students organise an argument with clear linking words, respond to an opposing point, and write a structured opinion paragraph.
Success criteria for children
- I can give my opinion and two reasons.
- I can use linking words to organise my ideas.
- I can answer the other side's argument politely.
Timing: 60 minutes
| Minutes | Stage | What happens |
|---|---|---|
| 0 to 6 | Warm-up: agree or disagree? | Four quick statements; students move or vote and give one reason. |
| 6 to 16 | Reading: model opinion piece | Read and identify opinion, reasons, other side, conclusion. |
| 16 to 25 | Linking words | Sort linking words by job; task 1 gap-fill. |
| 25 to 40 | Mini debate | Two sides prepare three points each; timed debate. |
| 40 to 55 | Plan and write | Plan in the grid; write 100 words. |
| 55 to 60 | Exit ticket | Count and circle linking words; one improvement. |
Materials
- Worksheet, pens
- A timer
- An opinion essay (B1) (free, linked from Week 32)
- For and against essay (B1) (free, linked from Week 32)
- Write & Improve (free, linked from Week 32)
Step by step, with teacher talk
0 to 6 minWarm-up: agree or disagree?
- Read: "Homework should be banned." "Summer holidays are too long." "Every school should have a pet." "Breakfast is the most important meal." Students show agree, disagree or not sure, and two give a reason.
6 to 16 minReading: model opinion piece
- Students read the text and answer the questions.
- Label the parts together: opinion, reason 1, reason 2, other side, reply, conclusion.
16 to 25 minLinking words
- Sort the words on the board into: adding (firstly, in addition), contrasting (however, on the other hand, although), concluding (in conclusion), examples (for example).
- Students do task 1.
- Does "however" add a similar idea or a different one? (A different, opposite idea.)
- Can "in conclusion" go at the start? (No, at the end.)
25 to 40 minMini debate
- Motion: "Our school day should start one hour later." Half the class for, half against. Groups of four prepare two reasons and one reply to the other side (5 minutes).
- Debate: one speaker from each side for 1 minute, alternate. Then open floor: anyone can reply using "I see your point, but...".
- Finish with a class vote. Big class: run four small debates at the same time with a student chair in each.
"Attack the idea, never the person. Use 'I see your point, but...'"
40 to 55 minPlan and write
- Students choose a side of the debate motion (or the phones topic) and plan in task 2.
- They write 100 words in task 3, using at least four linking words.
55 to 60 minExit ticket
- See below.
Differentiation
Support
- Give a paragraph frame with the linking words already in place.
- Write 60 words with one reason instead of two.
Stretch
- Write a full for-and-against essay in four paragraphs.
- Use a concession: "Although some people say..., I believe..."
- Swap essays and write a one-paragraph reply to a partner.
Reading passage
An original model text written for this lesson.
In my opinion, students should not use their phones during the school day.
Firstly, phones are a big distraction. If a message arrives in a lesson, it is hard not to look at it, even for a minute. Secondly, break time is for talking and playing with friends. When everyone is looking at a screen, the playground goes quiet. In addition, some students feel left out if they do not have the newest phone.
On the other hand, some parents want to contact their children, for example if plans change after school. However, this can be solved simply: students could hand in their phones in the morning and collect them at the end of the day.
In conclusion, although phones are useful, school is a time to concentrate and connect with people face to face. Phones should be switched off and put away.
Questions
- What is the writer's opinion?
- Give the writer's first two reasons.
- What point from the other side does the writer mention?
- How does the writer answer that point?
- Find the word that shows a contrast in the conclusion.
Printable worksheet
Prints on its own A4 page. Use Print the worksheet above, or print the whole plan and the worksheet starts on a new page. One copy per child, or one per pair to save paper.
Making a case
1. Complete with a linking word.
- , a longer lunch break gives students time to relax.
- , they can join clubs at lunchtime.
- Some teachers worry about lost lesson time. , the school day could start earlier.
- Students could do more sport, football or dance.
- , a longer lunch break would make students happier and healthier.
2. Plan your paragraph.
| Part | My notes |
|---|---|
| My opinion | |
| Reason 1 + example | |
| Reason 2 | |
| The other side says... | |
| My reply | |
| Conclusion |
3. Write your opinion paragraph (about 100 words). Use at least four linking words.
Answer key
Reading passage questions
- Students should not use phones during the school day.
- Phones are a distraction in lessons, and break time should be for talking and playing.
- Parents want to contact their children if plans change.
- Students could hand phones in in the morning and collect them at the end of the day.
- Although.
Worksheet
- 1: Firstly; In addition; However; for example; In conclusion.
- 2 and 3: answers will vary. Check a clear opinion in the first sentence, two reasons, one point from the other side with a reply, and a conclusion.
Exit ticket
Swap paragraphs with a partner. Circle every linking word and write one suggestion: "You could add an example after..." Return it before you leave.
Homework
Write a second paragraph arguing for the opposite side. Which was harder to write, and why?
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- Level 3, Week 32: Making a case (the curriculum week this plan comes from)
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