Lesson 1: Introduction

Objectives:
 Understand the format of the IELTS Writing test.
 Learn about the assessment criteria.
 Recognize common challenges in IELTS Writing.
 Set personal learning goals for writing improvement.

I. Overview of the IELTS Writing test

The IELTS Writing test is divided into two tasks:
Task 1:
 Academic module: Write a report by interpreting and describing visual information such as
graphs, charts, tables, maps, or diagrams.
 Time recommendation: Spend about 20 minutes.
 Word count: Write at least 150 words.
Task 2:
 Write an essay in response to a point of view, argument, or problem.
 Time recommendation: Spend about 40 minutes.
 Word count: Write at least 250 words.
Note: Task 2 carries more weight in your overall writing score than Task 1.

Exercise 1: Familiarize yourself with the test

 Activity: Visit the official IELTS website or trusted IELTS preparation sites.
 Task: Find examples of Task 1 and Task 2 questions.
 Discussion: Share with the class what types of questions or visuals you found.

II. Understanding the assessment criteria

Your writing is evaluated based on four main criteria:
1. Task Achievement (Task 1) / Task Response (Task 2):
o Task Achievement: How well you fulfill the requirements of the task (e.g.,
summarizing key features, reporting data accurately).
o Task Response: How well you address all parts of the question, present a clear
position, and support ideas with reasons and examples.
2. Coherence and Cohesion:
o Logical organization of information.
o Effective use of paragraphs.
o Use of linking words and phrases to connect ideas (e.g., first, furthermore, however).
3. Lexical Resource:
o Variety of vocabulary used.
o Accuracy and appropriateness of word choice.
o Spelling accuracy.
4. Grammatical Range and Accuracy:
o Variety of sentence structures used (simple, compound, complex).
o Correct use of grammar and punctuation.
Exercise 2: Match the criteria
Match each assessment criterion to what it evaluates.
Assessment Criterion Evaluates
1. Task Achievement/Response A. Use of linking words and paragraphs
2. Coherence and Cohesion B. Variety and appropriateness of vocabulary
3. Lexical Resource C. Addressing all parts of the task/question
4. Grammatical Range & Accuracy D. Variety and correctness of grammar and punctuation

III. Common challenges in IELTS Writing

 Misunderstanding the question: Not addressing what the question is asking.
 Incomplete task response: Missing parts of the task or going off-topic.
 Limited vocabulary: Repeating the same words or using words inaccurately.
 Grammatical errors: Frequent mistakes that make understanding difficult.
 Poor organization: Ideas are not logically ordered; lack of paragraphs.
 Time management issues: Not finishing both tasks within the allotted time.

Exercise 3: Self-assessment questionnaire

Answer the following questions honestly to assess your writing skills.
1. Have you practiced writing essays in English before?
2. What do you find most challenging about writing in English?
3. Which areas of grammar do you feel you need to improve?
4. How comfortable are you with using new vocabulary in your writing?
5. Do you usually plan your essays before writing?
Discussion: Share your answers with a partner or group to discuss common challenges.

IV. Setting personal learning goals

Setting goals helps you focus on areas that need improvement.
Steps to setting effective goals:
1. Identify your strengths and weaknesses:
o Strengths: Maybe you have good ideas or creativity.
o Weaknesses: Perhaps grammar or vocabulary needs work.
2. Set SMART goals:
o Specific: Clearly define what you want to achieve.
o Measurable: You can track your progress.
o Achievable: The goal is realistic for you.
o Relevant: It aligns with your overall objectives.
o Time-bound: Set a deadline.
Example of a SMART Goal:
"I will write one Task 2 essay each week and learn five new words to include in my essays."

Exercise 4: Write Your Personal Goals

Write down two personal goals for improving your writing skills.
 1. Goal 1:
2. Goal 2:
Pair activity: Share your goals with a classmate and discuss how you plan to achieve them.
 Lesson 2: Grammar

Objectives:
 Review and understand essential English grammar structures.
 Master verb tenses and their appropriate usage.
 Learn paraphrasing techniques to enhance writing variety.
 Practice grammar through exercises and contextual applications.

I. The importance of grammar in IELTS

Grammar is a crucial part of the IELTS Writing and Speaking tests, making up 25% of your score in
each. A strong understanding of grammar helps you:
 Express ideas clearly: Correct grammar ensures your sentences make sense.
 Achieve a higher score: Demonstrating a range of grammatical structures can boost your band
score.
 Avoid misunderstandings: Proper grammar helps the reader understand your message.

II. Verb tenses

Verb tenses show the time of an action or event. Using the correct tense is vital for accurate
communication.
1. Present tenses
1. Present simple
 Usage:
o Facts or general truths.
 Example: Water boils at 100°C.
o Habits and routines.
 Example: She walks to school every day.
o Scheduled events in the near future.
 Example: The train leaves at 8 pm tonight.
 Structure: Subject + base form of the verb (add 's' or 'es' for he/she/it).
o I/You/We/They play soccer.
o He/She/It plays soccer.

Exercise 1: Present simple practice

Fill in the blanks with the correct form of the verb in brackets.
1. They ___ (study) English every evening.
2. He ___ (go) to the gym on Fridays.
3. The store ___ (open) at 9 am.

2. Present continuous
 Usage:
o Actions happening right now.
 Example: She is reading a book at the moment.
o Temporary situations.
 Example: They are staying with friends this week.
 o Future arrangements.
 Example: I am meeting my friend tomorrow.
 Structure: Subject + am/is/are + verb + ing.
o I am eating lunch.
o He/She/It is eating lunch.
o We/You/They are eating lunch.

Exercise 2: Present continuous practice

Fill in the blanks with the present continuous form of the verb in brackets.
1. I ___ (write) an email right now.
2. They ___ (watch) a movie at the cinema.
3. She ___ (not sleep); she is awake.

3. Present perfect
 Usage:
o Actions that happened at an unspecified time before now.
 Example: He has visited Japan.
o Actions that started in the past and continue to the present.
 Example: They have lived here for five years.
o Recent events affecting the present.
 Example: I have lost my keys (so I can't get into my house).
 Structure: Subject + has/have + past participle.
o I/You/We/They have finished the work.
o He/She/It has finished the work.

Exercise 3: Present perfect practice

Fill in the blanks with the present perfect form of the verb in brackets.
1. She ___ (finish) her homework.
2. We ___ (not see) that movie yet.
3. He ___ (break) his arm.

2. Past tenses
a) Past simple
 Usage:
o Completed actions in the past at a specific time.
 Example: They visited the museum yesterday.
o A series of completed actions.
 Example: She woke up, had breakfast, and went to work.
 Structure: Subject + past form of the verb.
o Regular verbs: add '-ed' (e.g., walk → walked)
o Irregular verbs: change form (e.g., go → went)

Exercise 4: Past simple practice

Fill in the blanks with the past simple form of the verb in brackets.
 1. We ___ (watch) a great play last night.
2. He ___ (eat) a sandwich for lunch.
3. They ___ (go) to the park on Sunday.

b) Past continuous
 Usage:
o Actions that were in progress at a specific time in the past.
 Example: She was studying at 8 pm last night.
o Background actions interrupted by another action.
 Example: They were playing football when it started to rain.
 Structure: Subject + was/were + verb + ing.
o I/He/She/It was sleeping.
o We/You/They were sleeping.

Exercise 5: Past continuous practice

Fill in the blanks with the past continuous form of the verb in brackets.
1. I ___ (read) a book when the phone rang.
2. They ___ (not listen) to music when I arrived.
3. She ___ (work) at 10 am yesterday.

4. Future Forms
a) Future simple with "will"
 Usage:
o Predictions or beliefs about the future.
 Example: It will rain tomorrow.
o Decisions made at the moment of speaking.
 Example: I'm thirsty. I will get a glass of water.
 Structure: Subject + will + base form of the verb.
o I/You/He/She/It/We/They will travel next week.

Exercise 6: Future simple practice

Fill in the blanks with the future simple form of the verb in brackets.
1. She ___ (call) you later.
2. They ___ (not come) to the party.
3. ___ you ___ (help) me with this task?

b) "Be going to"

 Usage:
o Planned actions or intentions.
 Example: I am going to study tonight.
o Predictions based on current evidence.
 Example: Look at those clouds. It is going to rain.
 Structure: Subject + am/is/are + going to + base form of the verb.
o I am going to start a new hobby.
 o He/She/It is going to visit Paris.
o We/You/They are going to learn English.

Exercise 7: "Be going to" practice

Fill in the blanks with the correct form of "be going to" and the verb in brackets.
1. They ___ (travel) to Spain next summer.
2. She ___ (not attend) the meeting.
3. ___ he ___ (buy) a new car?

III. Sentence Structures

Using different sentence structures adds variety to your writing.
1. Simple sentences
 Contains one independent clause.
o Example: "The cat sleeps."

2. Compound sentences
 Combines two independent clauses using coordinating conjunctions: FANBOYS (For, And,
Nor, But, Or, Yet, So).
o Example: "I wanted to buy a car, but I didn't have enough money."

Exercise 8: Combine sentences Using FANBOYS

Combine the sentences using the correct conjunction.
1. She loves pizza. She hates burgers. (but)
2. We can go to the park. We can stay home. (or)
3. He studied hard. He passed the exam. (so)

4. Complex sentences
 Contains one independent clause and one or more dependent clauses (cannot stand alone).
 Uses subordinating conjunctions (because, since, although, if, when, etc.).
o Example: "Because it was raining, we stayed indoors."

Exercise 9: Create complex sentences

Combine the sentences using the word in parentheses.
1. I was tired. I went to bed early. (because)
2. She will get a good grade. She studies hard. (if)

IV. Passive voice

In passive voice, the focus is on the action or object rather than the subject.
1. Forming the passive voice
 Structure: Object + form of "to be" + past participle + (by subject).
o Active: "The chef cooks the meal."
o Passive: "The meal is cooked by the chef."

2. Usage of passive voice

  When the action is more important than who did it.
o Example: "The road was repaired yesterday."
 When the subject is unknown or unimportant.
o Example: "My wallet was stolen."

Exercise 10: Convert to passive voice

Rewrite the sentences in passive voice.
1. The teacher corrected the tests.
2. Someone called the police.
3. They will open the new mall next month.

V. Conditional sentences
Conditional sentences talk about possible or imaginary situations.
1. First conditional
 Usage: Real and possible situations in the future.
 Structure: If + present simple, will + base verb.
o Example: "If it rains, we will cancel the trip."

Exercise 11: First conditional practice

Complete the sentences.
1. If I ___ (finish) early, I ___ (call) you.
2. She ___ (be) happy if she ___ (pass) the test.

2. Second conditional
 Usage: Unreal or hypothetical situations.
 Structure: If + past simple, would + base verb.
o Example: "If I had a million dollars, I would travel the world."

Exercise 12: Second conditional practice

Complete the sentences.
1. If he ___ (be) taller, he ___ (play) basketball.
2. They ___ (buy) a house if they ___ (have) enough money.

VI. Modal verbs

Modal verbs express ability, possibility, permission, or obligation.
 Can/Could: Ability or possibility.
o Example: "She can swim."
 May/Might: Permission or potential.
o Example: "May I come in?"
 Must: Necessity or strong obligation.
o Example: "You must stop at a red light."
 Should: Advice or recommendation.
o Example: "You should eat healthier."
Exercise 13: Choose the correct modal verb
Fill in the blanks with the appropriate modal verb.
1. You ___ (should/must) see a doctor if you're sick.
2. He ___ (can/must) be the winner; he's the fastest runner.
3. ___ (May/Should) I ask a question?

VII. Paraphrasing techniques

Paraphrasing is rephrasing a sentence or idea in your own words.
1. Using synonyms
 Replace words with similar meanings.
o Original: "The results show an increase in sales."
o Paraphrase: "The findings indicate a rise in sales."

2. Changing sentence structure

 Alter the order of words or use different grammatical structures.
o Original: "She didn't attend the meeting because she was ill."
o Paraphrase: "Due to illness, she missed the meeting."

Exercise 14: Paraphrasing practice

Paraphrase the following sentences.
1. "Many people think that learning English is difficult."
2. "The movie was boring, so we left early."

VIII. Gerunds and infinitives

1. Gerunds (verb + ing)
 Usage: As nouns, they can be subjects or objects.
o Subjects: "Swimming is fun."
o Objects: "They enjoy swimming."

2. Infinitives (to + base verb)

 Usage: To express purpose or after certain verbs.
o Purpose: "I went to the store to buy milk."
o After verbs: "He wants to learn piano."

Exercise 15: Gerunds and infinitives

Choose the correct form (gerund or infinitive):
1. She decided ___ (to go/going) home.
2. They enjoy ___ (to travel/traveling) together.
3. I hope ___ (to see/seeing) you soon.
4. He avoided ___ (to talk/talking) to her.

IX. Articles and determiners

Articles help specify nouns.
1. Indefinite articles (a, an)
  Usage: With singular, countable nouns when referring to something non-specific.
o Example: "She wants to buy a car."

2. Definite article (the)

 Usage: When referring to something specific or already known.
o Example: "The car over there is mine."

Exercise 16: Fill in the blanks with articles

Fill in each blank with "a," "an," or "the," or leave it blank if no article is needed.
1. I saw ___ elephant at the zoo.
2. ___ sun rises in the east.
3. She is ___ doctor.
4. Cats like ___ milk.

X. Punctuation
Proper punctuation makes your writing clear.
1. Commas (,)
 Usage: Separate items in a list, after introductory words or phrases.
o Example: "First, we will discuss the plan."

2. Periods (.)
 Usage: End of a sentence.
o Example: "She went home."

3. Question marks (?)

 Usage: At the end of a question.
o Example: "Are you coming?"

Exercise 17: Insert punctuation

Add punctuation to the sentences.
1. what time is it
2. She bought apples oranges and bananas
3. Yes I will attend the meeting

XI. Writing application

Practice task:
Write a short paragraph (about 100 words) on the following topic:
Topic: The advantages of learning English.

Guidelines:
 Use at least three different verb tenses.
 Include a compound or complex sentence.
 Use at least one modal verb and one gerund or infinitive.
 Apply correct punctuation and articles.
Example paragraph:
Learning English is very beneficial. It opens up opportunities for travel and work. I have studied
English for two years, and I can communicate with people from different countries. If you learn
English, you will be able to access a wealth of information online. Many people enjoy watching
English movies to improve their skills. Therefore, learning English is a valuable investment.
 Lesson 3: Advantages/Disadvantages Essays

Objectives:
 Understand what advantages/disadvantages essays are.
 Learn the typical structure of these essays.
 Practice planning and writing your own advantages/disadvantages essay.

I. Understanding advantages/disadvantages essays

An advantages/disadvantages essay is a type of IELTS Writing Task 2 question that asks you to
discuss both the positive and negative aspects of a particular topic, idea, or situation.
Examples of topics:
 Technology: The use of smartphones by children.
 Education: Studying abroad.
 Environment: Using plastic bags.
 Lifestyle: Working from home.

II. Essay structure

An effective advantages/disadvantages essay typically has the following structure:
1. Introduction
2. Body paragraph 1: Advantages
3. Body paragraph 2: Disadvantages
4. Conclusion
Let's look at each part in detail.
1. Introduction
Purpose: Introduce the topic and outline what you will discuss in the essay.
Steps to write an introduction:
a) General statement
 Begin with a broad opening sentence about the topic.
 Example: "In today's digital age, online learning has become increasingly popular."
b) Paraphrase the prompt
 Restate the essay question in your own words.
 Example: "Many students now opt for virtual classrooms over traditional education."
c) Thesis statement
 State that you will discuss both the advantages and disadvantages.
 Example: "This essay will examine the benefits and drawbacks of online learning."

Exercise 1: Writing introductions

Task: Write an introduction for the following essay prompt.
Prompt: "Social media platforms are widely used today. What are the advantages and disadvantages
of using social media?"
Steps:
1. Write a general statement about social media.
2. Paraphrase the prompt.
3. Include a thesis statement.
Possible answer:
"Nowadays, social media has become an integral part of people's daily lives. Many individuals
actively engage on platforms like Facebook, Twitter, and Instagram. This essay will discuss both the
positive and negative aspects of social media usage."

2. Body paragraphs
Purpose: Present the advantages and disadvantages with explanations and examples.
Structure for each body paragraph:
 Topic sentence: Introduce the main advantage or disadvantage.
 Explanation: Explain how it works or affects people.
 Examples: Provide specific examples to support your point.
Body paragraph 1: Advantages
Example structure:
 Topic sentence: "One significant advantage of online learning is its flexibility."
 Explanation: "Students can access courses at any time and place, which is especially beneficial
for those with busy schedules."
 Example: "For instance, working professionals can study after work hours without attending
physical classes."

Exercise 2: Writing an advantages paragraph

Task: Write a body paragraph about the advantages of working from home.
Steps:
1. Identify an advantage of working from home.
2. Write a topic sentence.
3. Explain the advantage.
4. Provide an example.
Possible answer:
"One key advantage of working from home is increased productivity. Without the distractions of a
traditional office, employees can focus better on their tasks. For example, they can work in a quiet
environment without interruptions from colleagues, leading to more efficient work."

Body paragraph 2: Disadvantages

Example structure:
 Topic sentence: "However, online learning also has several disadvantages, such as limited
social interaction."
 Explanation: "Students may feel isolated due to the lack of face-to-face communication with
peers and instructors."
 Example: "For instance, group discussions and teamwork activities are harder to facilitate
effectively online."

Exercise 3: Writing a disadvantages paragraph

Task: Write a body paragraph about the disadvantages of working from home.
Steps:
1. Identify a disadvantage of working from home.
 2. Write a topic sentence.
3. Explain the disadvantage.
4. Provide an example.
Possible answer:
"On the other hand, working from home can lead to feelings of isolation. Without regular interaction
with colleagues, employees may miss out on social connections and teamwork. For example,
spontaneous brainstorming sessions and office camaraderie are less likely to occur remotely."

3. Conclusion
Purpose: Summarize your main points and, if required, state your opinion.
Steps to write a conclusion:
a) Summarize both sides
 Briefly restate the advantages and disadvantages discussed.
 Example: "In conclusion, while online learning offers flexibility and accessibility, it may also
result in reduced social interaction and requires high self-motivation."
b) State your opinion (if required)
 Indicate whether you think the advantages outweigh the disadvantages or vice versa.
 Example: "Overall, I believe that the benefits of online learning surpass the drawbacks."
c) Final thought or recommendation (optional)
 Provide a closing thought or suggest a solution.
 Example: "To maximize the advantages, students should balance online studies with
opportunities for social engagement."

Exercise 4: Writing conclusions

Task: Write a conclusion for the essay on working from home.
Steps:
1. Summarize the advantages and disadvantages you've discussed.
2. State your opinion, if required.
3. Add a final thought or recommendation.
Possible answer:
"In summary, working from home increases productivity and offers flexibility but can also lead to
isolation and blurred work-life boundaries. I believe that while the benefits are significant, it's
important for individuals to find ways to stay connected with colleagues. Companies should encourage
virtual team interactions to mitigate the downsides."

III. Practice planning and writing your essay

Now, let's apply what we've learned.

Exercise 5: Essay planning

Topic: "Technology has changed the way we communicate. What are the advantages and
disadvantages of this change?"
Steps:
1. Introduction:
o General statement: Write a sentence about technology and communication.
 oParaphrase the prompt: Restate the topic in your own words.
o Thesis statement: State that you will discuss both advantages and disadvantages.
2. Body paragraph 1: Advantages
o Identify advantages: Think of two advantages.
o Explain and give examples
3. Body paragraph 2: Disadvantages
o Identify disadvantages: Think of two disadvantages.
o Explain and give examples
4. Conclusion:
o Summarize main points
o State your opinion (if required)
o Offer a final thought

Exercise 6: Writing the essay

Using your plan, write the full essay. Remember to:
 Write at least 250 words.
 Use transition words to connect ideas (e.g., firstly, moreover, however, on the other hand).
 Check your grammar and spelling.

IV. Useful vocabulary and phrases

 Expressing advantages:
o "One advantage is..."
o "A significant benefit is..."
o "It provides..."
o "This leads to..."
 Expressing disadvantages:
o "On the downside..."
o "A notable drawback is..."
o "It can result in..."
o "This may cause..."
 Linking words:
o Adding Information: furthermore, moreover, additionally
o Contrasting: however, on the other hand, in contrast
o Giving Examples: for example, for instance, such as
o Concluding: in conclusion, to sum up, overall
 Lesson 4: Review

Two Types of Advantages Disadvantage Essay

1. What are the advantages and disadvantages?

- This essay is asking directly for you to state the benefits of something and the
drawbacks of something. The question isn't asking you for your opinion. It is just asking
for X and Y.

2. Do the advantages outweigh the disadvantages?

- This is a different type of essay which is asking for your opinion. (Thesis statement)
- The question is basically asking you: are the advantages more important than the
disadvantages OR do you think the disadvantages are more important than the
advantages? You must DECIDE WHAT YOU THINK and PRESENT YOUR VIEW.
- This essay question can also be paraphrased as "Are the advantages more important
than the disadvantages?
- This essay also requires you to use language relating to advantages and disadvantages
so make sure you are expressing your ideas appropriately.

Tips for IELTS Outweigh Essay Questions

To answer this type of IELTS essay question you must:
1. Brainstorm ideas supporting both sides first.
2. This question is asking for your opinion so you will need to decide your opinion.
“do you think the advantages or the disadvantages are most important? Which one?”

3. Write your answer to the question in the thesis statement in your introduction stating your
opinion clearly:
+ you can use the word "outweigh" in your introduction if you want
+ or you can simply explain if there are more advantages and less disadvantages or vice versa
+ don't write "this essay will..." this isn't how you write your own opinion. You must use
words such as "In my opinion" or "I think".

4. Body paragraphs should cover both advantages and disadvantages whilst at the same
time making it very clear which one is more important. This isn't an advantages AND
disadvantages essay - it is about presenting and arguing your opinion.
5. Make sure your support points in the body paragraphs are 100% relevant and don't stray off
topic.
6. Re-state your opinion in the conclusion using different language.
Topic: “With the rise of e-books, some people believe that printed books will eventually
become obsolete (thừa thãi). Do the advantages of e-books outweigh the disadvantages?”

e-books với printed books

advantages + disadvantages của ebooks => advantages của printed books

Viewpoint: ebooks – more significant advantages > (more important) minor drawbacks

Body 1: Mention e-books’ advantages

(Kindle – lighter + thousands of books)
E-books: purchase easily with a click of a button =>> instant access => without waiting for delivery

Body 2: Mention e-books’ downside

(E-books: General subject / Specialist subjects no – printed books)
(E-books: Eye problems (Eye strain – Nearsighted) / Health

Conclusion: Restate opinion (I think e-books have brought numerous gains to people’s lives through
accessibility and convenience, but there are downsides that should not be ignored.
 Lesson 5: Agree/Disagree Essays (Opinion Essay)

Objectives:
 Understand what agree/disagree (opinion) essays are.
 Learn how to structure an opinion essay effectively.
 Practice planning and writing your own agree/disagree essay.
 Enhance your ability to express your viewpoint clearly with supporting reasons and examples.

I. Understanding agree/disagree essays

An agree/disagree essay is a common type of IELTS Writing Task 2 question. It asks you to present
your personal opinion on a statement or question. You need to:
 Clearly state your opinion (agree or disagree).
 Support your opinion with reasons.
 Provide examples to illustrate your points.
\
Example prompt: "Some people believe that technology has made our lives more complicated
(1st viewpoint).
2nd viewpoint: Technology has made our lives easier
To what extent do you agree or disagree?"

II. Essay structure

An effective agree/disagree essay (100% agree/disagree) typically has four paragraphs:
1. Introduction
2. Body paragraph 1 (First reason why you agree/disagree)
3. Body paragraph 2 (Second reason why you agree/disagree)
4. Conclusion (Restate your position (100% agree/disagree)

Alternative structure A (100% agree/disagree):

1. Introduction
2. Body paragraph 1 (First reason + Second reason why you agree/disagree)
3. Body paragraph 2 (One to two reasons why you also acknowledge the opposite viewpoint)
4. Conclusion (Restate your position (100% agree/disagree) despite acknowledging the opposite)

Alternative structure B (Partly agree “50-50 approach”):

1. Introduction
2. Body paragraph 1 (First reason + Second reason for 1 st viewpoint)
3. Body paragraph 2 (First reason + Second reason for 2 nd viewpoint)
4. Conclusion (Restate your position (50-50 – the aspect should be considered equally)
Let's break down each part.
Example prompt: "Some people believe that technology has made our lives more complicated. To
what extent do you agree or disagree?"
1. Introduction
Purpose: Introduce the topic and clearly state your opinion.
Steps to write an introduction:
a) General statement
 Start with a sentence that introduces the topic in a general way.
 Example: "In today's modern world, technology plays a significant role in our daily lives."
b) Paraphrase the prompt
 Rewrite the essay question in your own words.
 Example: "Some individuals argue that technological advancements have made life more
complex rather than easier."
c) Thesis statement
 Clearly state whether you agree or disagree with the statement.
 Outline the main reasons you will discuss.
o Agree example: "I (totally / absolutely) agree with this viewpoint because technology
can lead to information overload (Body 1) and decreased personal interactions. (Body
2)" and in this essay, I will be explaining why I totally agree.
o Disagree example: "I disagree with this opinion as technology simplifies
communication and saves time on everyday tasks."

Exercise 1: Writing introductions

Task: Write an introduction for the following prompt.
Prompt: "Some people think that children should start school at a very early age (1st viewpoint),
while others believe they should begin at least at seven years old (2nd viewpoint). To what extent do
you agree or disagree?"
Steps:
1. Write a general statement about children's schooling.
2. Paraphrase the prompt.
3. State your opinion with a thesis statement.
Possible answer (Modeling):
"The question of when children should begin formal schooling is a topic with different opinions . Some
individuals believe that an early start to school is beneficial for children. However, many others,
including myself, think that children should not start school until they reach the 7-year-old mark . I
strongly agree with this latter viewpoint for several reasons. .(Thesis statement)

2. Body paragraphs
Purpose: Present reasons supporting your opinion, with explanations and examples.
Each body paragraph should focus on one main reason.
Body paragraph structure:
 Topic sentence: Introduce the main reason.
  Explanation: Elaborate on how this reason supports your opinion.
 Example: Provide a relevant example to illustrate your point.
 Linking sentence (optional): Connect to the next paragraph or reinforce your argument.

Body paragraph 1: First reason

Example structure (Agreeing that technology complicates life):
 Topic sentence: "Firstly, technology can lead to information overload."
 Explanation: "With the vast amount of information available online, it can be overwhelming
for individuals to process it all."
 Example: "For instance, constantly checking emails and social media updates can distract
people from important tasks."

Exercise 2: Writing body paragraphs

Task: Write the first body paragraph supporting your opinion on the prompt about school starting
age.
(Padlet submission)
"The question of when children should begin formal schooling is a topic with different opinions . Some
individuals believe that an early start to school is beneficial for children. However, many others,
including myself, think that children should not start school until they reach the 7-year-old mark . I
strongly agree with this latter viewpoint for several reasons. .(Thesis statement)

Steps:
1. Choose your first reason: need time for play-based learning.
2. Write a topic sentence.
3. Explain your reason: develop important skills (creativity+problem-solving)
4. Provide an example: building blocks / play make-believe games

Possible answer:
"One main reason why starting school later is better is because young children need time for play-
based learning (Topic sentence). This kind of learning helps them develop important skills like
creativity and problem–solving. For example, when children build things with blocks or play make-
believe games, they are learning how their world works.

Body paragraph 2: Second reason

Example structure (Agreeing that technology complicates life):
 Topic sentence: "Secondly, excessive reliance on technology can decrease face-to-face
interactions."
 Explanation: "People may prefer communicating through devices, which can weaken personal
relationships."
 Example: "For example, family members might sit in the same room but engage with their
smartphones instead of talking to each other."

Exercise 3: Writing second body paragraphs

Task: Write the second body paragraph for your essay.
Possible answer:
"Secondly, delaying school entry enhances family bonding time. Children who start school later can
spend more quality time with parents, which is crucial for emotional development. For instance,
families can engage in shared activities like reading and outdoor play, strengthening their
relationships."

3. Conclusion
Purpose: Summarize your opinion and the main points of your essay.
Steps to write a conclusion:
a) Restate your opinion
 Begin by reaffirming your position.
 Example: "In conclusion, I strongly believe that technology has made our lives more
complicated."
b) Summarize key arguments
 Briefly mention the main reasons you've discussed.
 Example: "It leads to information overload and reduces personal interactions."
c) Final thought or recommendation (optional)
 End with a concluding remark or suggestion.
 Example: "Therefore, it's important to manage technology use carefully to avoid these issues."

Exercise 4: Writing conclusions

Task: Write a conclusion for your essay on the school starting age.
Possible answer:
"

III. Practice exercise

Now it's your turn to practice writing an agree/disagree essay.
Practice topic: "Some people think that environmental problems are too big for individuals to solve.
Others believe that individuals can do something to help reduce environmental damage. To what
extent do you agree or disagree?"

Instructions:
Step 1: Decide your position
 Do you agree that environmental problems are too big for individuals to solve?
 Or do you believe individuals can help reduce environmental damage?
Example positions:
 Agree: Environmental issues require government and international intervention.
 Disagree: Individual actions can significantly impact the environment.
Choose one position.

Step 2: Generate supporting ideas

If you agree (Individuals can't solve environmental problems alone):
 Environmental issues are global and need large-scale solutions.
  Governments and corporations have the resources to implement change.
 Individual efforts are minimal compared to industrial pollution.
If you disagree (Individuals can help reduce environmental damage):
 Small actions by many people add up (recycling, conserving energy).
 Public demand influences companies to adopt eco-friendly practices.
 Education and awareness start with individuals.

Step 3: Think of examples

 Personal experiences: Recycling at home reduces waste.
 Observations: Community clean-up events improve local environments.
 General examples: Use of reusable bags decreasing plastic waste.

Exercise 5: Plan your essay

Use the steps above to plan your essay. Write down:
1. Your position.
2. Two main reasons supporting your opinion.
3. Examples for each reason.

Exercise 6: Write your essay

Using your plan, write a full essay of at least 250 words.
Tips:
 Use clear language: Keep your sentences straightforward.
 Use transition words: Firstly, secondly, moreover, however, therefore.
 Check your grammar and spelling: Proofread your work.
 Stay on topic: Only include information relevant to your argument.

IV. Useful vocabulary and phrases

 Expressing agreement:
o "I agree that..."
o "I completely concur with..."
o "I am in favor of..."
 Expressing disagreement:
o "I disagree with..."
o "I do not support..."
o "I am against the idea that..."
 Introducing reasons:
o "Firstly,"
o "Secondly,"
o "Another reason is..."
o "In addition,"
 Giving examples:
o "For example,"
o "For instance,"
o "Such as,"
 o "To illustrate,"
 Concluding:
o "In conclusion,"
o "To sum up,"
o "Overall,"
o "Therefore,"
 Lesson 6: Review

Topic: “Technology has made children less creative than they were in the past.
Do you agree or disagree?”
Instructions:
Step 1: Decide your position
 Do you agree that
 Or do you believe
Example positions:
 Agree:
 Disagree:
Choose one position.

Step 2: Generate supporting ideas

If you agree ():



If you disagree ():




Step 3: Think of examples

 Personal experiences:
 Observations:
 General examples:

Use the steps above to plan your essay. Write down:

1. Your position.
2. Two main reasons supporting your opinion.
3. Examples for each reason.

Using your plan, write a full essay of at least 250 words.

Tips:
 Use clear language: Keep your sentences straightforward.
 Use transition words: Firstly, secondly, moreover, however, therefore.
 Check your grammar and spelling: Proofread your work.
 Stay on topic: Only include information relevant to your argument.