Teaching Argumentation in the English Classroom Veronica Paoletti
Context: Liceo LinguisticoYear: 3rd year Level of English: mixed ability class (B1-B2) Students: 24 SEN: 1 SLD student (dyslexia), one with attention deficit (ADHD) Use of Technology: Interactive Board and online collaborative platform (Padlet/Kahoot/Mentimeter) to collect and share ideas Objective: to develop argumentation skills in English in order to be able to hold a debate. Prerequisites: students can already express their opinions using basic structures (I think that...,In my opinion....); understand short informational and literary texts; can work collaboratively in pairs/groups.
First Lesson:Introduction to Argumentation in English
Warm up: 10 minutes
1. The teacher shows a provocative statement: Social Media is beneficial for teenagers 2. Students vote
Engage: 15 minutes
The teacher: shows 2 extracts of videos to start brainstorming https://youtu.be/4RnS0sQTOk0(pros) https://youtu.be/najiOPaR37I?si=EeGvThMcijmtg7lI (cons) The students: write down a few notes about what they think might be interesting in the video about the topic given
'IncEngageluding quotes always reinforces our presentation. Breaks the monotony'
Study: 15 minutes The teacher shows a short argumentation to highlight the structure of the Argument 1. claim 2. evidence 3. reasoning Use slides with colours for SEN students
Example: A strong argument uses a Claim (an assertion), backed by credible Evidence (data or facts), and linked by Reasoning (an explanation of why the evidence supports the claim). https://1drv.ms/b/c/a24212d5c62756c7/EdRu1KyJvc9Fk9JWm2xq06UBevn7txnE3P6PxSDm6enDmQ?e=h6X3lr
Activate: 20 minutes
Students work in pairs to identify claim, evidence and reasoning in a short newspaper article. SEN support: sentence starters and highlighted keywords.
https://1drv.ms/b/c/a24212d5c62756c7/EdRu1KyJvc9Fk9JWm2xq06UBevn7txnE3P6PxSDm6enDmQ?e=h6X3lr
Second Lesson:Identifying argumentation in texts
Engage: 10 minutes Brainstorm: How many hours a day do you spend on social media? Show a quick Mentimeter poll: real-time class results (school ipads).
Study: 25 minutes
Read a short essay: Is the internet bad for young people? https://1drv.ms/b/c/a24212d5c62756c7/Ece-4xD9BcRCsGGww7U0o4oBhFpglnJXbPUYMwiIa0Uvmg?e=chHIC5 Task: Identify claim, evidence, reasoning (highlight them with colours). Teacher feedback (oral): check if they can clearly separate opinion from fact and claim from evidence.
Activate: 25 minutes
In pairs, students complete a table with Claim / Evidence / Reasoning: peer tutoring. https://1drv.ms/b/c/a24212d5c62756c7/ETC_-0dMbwFJoE9C1ocQ6_EBMKnnB7ChZJmQ26LTlwCCJA?e=bt6w1X Share results orally: quick formative check with whole class.
Third lesson : Building an argument
Engage : 10 minutes The teacher shows two Instagram posts (one positive, one negative). The teacher asks: “Do you agree with this message? Why or why not?”
The teacher introduces sentence starters (e.g., I strongly believe … / For example … / This shows that … / On the other hand …): traditional lesson Mini-exercise: students complete half-finished arguments with the correct starter
Study: 20 minutes
Group activity: prepare a short speech (2 minutes) for or against the following statement:“Social media helps teenagers connect.” Each group presents, classmates give quick peer feedback using a checklist (Claim clear, Evidence given, Reasoning logical).
Activate (30 min):
Fourth Lesson: Debate
Engage: 10 minutes
kahoot: quiz with 4 multiple-choice questions about the topic given https://create.kahoot.it/details/640d5401-c618-4e3a-80cf-6ec234ba497b?drawer= Formative assessment: discussion about the reasons why they have chosen their answers (feedback)
Study: 15 minutes
The teacher writes on the board the five categories of an argumentation using different colours for SEN students.In pairs the students complete 3 short dialogues, using the suitable expressions for each category. For SEN students: handout with different colours for each category (Eg. claim: red, Evidence: blue). They may have multiple options (instead of blanks). They are allowed to read if they find it difficult to invent.
DEBATE- 3 GROUPS OF 4 PEOPLE: PROS VS 3 GROUPS OF 4 PEOPLE: CONS Social media has more negative than positive effects on young people Final peer + teacher feedback with checklist Assessment rubric for debate (Indire) used by the teacher https://1drv.ms/b/c/a24212d5c62756c7/EV2RJyJb27VHtXFMx-SWBW4BfAGJiIqusLkmS3-rAPKNSQ?e=bmcsRdPeer Checklist for final feedback https://1drv.ms/b/c/a24212d5c62756c7/EeF94uPyL6pIoYcLZ-UvBUABoLlZ-v5WFNqStJWsFlOAiw?e=mrUMqw
Activate: 45 minutes
Thank you!
Did you know...
Did you know that 90% of the information we assimilate comes through sight? Visual resources are very helpful for reinforcing your message: images, illustrations, gifs, videos... Not only because they remain in memory, but alsobecause they are more attractive and easierto understand.
Did you know...
Did you know that 90% of the information we assimilate comes through sight? Visual resources are very helpful for reinforcing your message: images, illustrations, gifs, videos... Not only because they remain in memory, but alsobecause they are more attractive and easierto understand.
Copy - Teaching Argumentation in the Classroom
Veronica P
Created on September 22, 2025
Start designing with a free template
Discover more than 1500 professional designs like these:
View
Memories Presentation
View
Pechakucha Presentation
View
Decades Presentation
View
Color and Shapes Presentation
View
Historical Presentation
View
To the Moon Presentation
View
Projection Presentation
Explore all templates
Transcript
Teaching Argumentation in the English Classroom Veronica Paoletti
Context: Liceo LinguisticoYear: 3rd year Level of English: mixed ability class (B1-B2) Students: 24 SEN: 1 SLD student (dyslexia), one with attention deficit (ADHD) Use of Technology: Interactive Board and online collaborative platform (Padlet/Kahoot/Mentimeter) to collect and share ideas Objective: to develop argumentation skills in English in order to be able to hold a debate. Prerequisites: students can already express their opinions using basic structures (I think that...,In my opinion....); understand short informational and literary texts; can work collaboratively in pairs/groups.
First Lesson:Introduction to Argumentation in English
Warm up: 10 minutes
1. The teacher shows a provocative statement: Social Media is beneficial for teenagers 2. Students vote
Engage: 15 minutes
The teacher: shows 2 extracts of videos to start brainstorming https://youtu.be/4RnS0sQTOk0(pros) https://youtu.be/najiOPaR37I?si=EeGvThMcijmtg7lI (cons) The students: write down a few notes about what they think might be interesting in the video about the topic given
'IncEngageluding quotes always reinforces our presentation. Breaks the monotony'
Study: 15 minutes The teacher shows a short argumentation to highlight the structure of the Argument 1. claim 2. evidence 3. reasoning Use slides with colours for SEN students
Example: A strong argument uses a Claim (an assertion), backed by credible Evidence (data or facts), and linked by Reasoning (an explanation of why the evidence supports the claim). https://1drv.ms/b/c/a24212d5c62756c7/EdRu1KyJvc9Fk9JWm2xq06UBevn7txnE3P6PxSDm6enDmQ?e=h6X3lr
Activate: 20 minutes
Students work in pairs to identify claim, evidence and reasoning in a short newspaper article. SEN support: sentence starters and highlighted keywords.
https://1drv.ms/b/c/a24212d5c62756c7/EdRu1KyJvc9Fk9JWm2xq06UBevn7txnE3P6PxSDm6enDmQ?e=h6X3lr
Second Lesson:Identifying argumentation in texts
Engage: 10 minutes Brainstorm: How many hours a day do you spend on social media? Show a quick Mentimeter poll: real-time class results (school ipads).
Study: 25 minutes
Read a short essay: Is the internet bad for young people? https://1drv.ms/b/c/a24212d5c62756c7/Ece-4xD9BcRCsGGww7U0o4oBhFpglnJXbPUYMwiIa0Uvmg?e=chHIC5 Task: Identify claim, evidence, reasoning (highlight them with colours). Teacher feedback (oral): check if they can clearly separate opinion from fact and claim from evidence.
Activate: 25 minutes
In pairs, students complete a table with Claim / Evidence / Reasoning: peer tutoring. https://1drv.ms/b/c/a24212d5c62756c7/ETC_-0dMbwFJoE9C1ocQ6_EBMKnnB7ChZJmQ26LTlwCCJA?e=bt6w1X Share results orally: quick formative check with whole class.
Third lesson : Building an argument
Engage : 10 minutes The teacher shows two Instagram posts (one positive, one negative). The teacher asks: “Do you agree with this message? Why or why not?”
The teacher introduces sentence starters (e.g., I strongly believe … / For example … / This shows that … / On the other hand …): traditional lesson Mini-exercise: students complete half-finished arguments with the correct starter
Study: 20 minutes
Group activity: prepare a short speech (2 minutes) for or against the following statement:“Social media helps teenagers connect.” Each group presents, classmates give quick peer feedback using a checklist (Claim clear, Evidence given, Reasoning logical).
Activate (30 min):
Fourth Lesson: Debate
Engage: 10 minutes
kahoot: quiz with 4 multiple-choice questions about the topic given https://create.kahoot.it/details/640d5401-c618-4e3a-80cf-6ec234ba497b?drawer= Formative assessment: discussion about the reasons why they have chosen their answers (feedback)
Study: 15 minutes
The teacher writes on the board the five categories of an argumentation using different colours for SEN students.In pairs the students complete 3 short dialogues, using the suitable expressions for each category. For SEN students: handout with different colours for each category (Eg. claim: red, Evidence: blue). They may have multiple options (instead of blanks). They are allowed to read if they find it difficult to invent.
DEBATE- 3 GROUPS OF 4 PEOPLE: PROS VS 3 GROUPS OF 4 PEOPLE: CONS Social media has more negative than positive effects on young people Final peer + teacher feedback with checklist Assessment rubric for debate (Indire) used by the teacher https://1drv.ms/b/c/a24212d5c62756c7/EV2RJyJb27VHtXFMx-SWBW4BfAGJiIqusLkmS3-rAPKNSQ?e=bmcsRdPeer Checklist for final feedback https://1drv.ms/b/c/a24212d5c62756c7/EeF94uPyL6pIoYcLZ-UvBUABoLlZ-v5WFNqStJWsFlOAiw?e=mrUMqw
Activate: 45 minutes
Thank you!
Did you know...
Did you know that 90% of the information we assimilate comes through sight? Visual resources are very helpful for reinforcing your message: images, illustrations, gifs, videos... Not only because they remain in memory, but alsobecause they are more attractive and easierto understand.
Did you know...
Did you know that 90% of the information we assimilate comes through sight? Visual resources are very helpful for reinforcing your message: images, illustrations, gifs, videos... Not only because they remain in memory, but alsobecause they are more attractive and easierto understand.