Unit introduction & Objectives

Dear class,

Today we will be focusing on Unit 9 (part 1) – Controversial Issues. In this lesson, you will:

● Discuss controversial issues politely.

● Propose solutions to global problems.
● Debate the pros and cons of issues.

Here are some class activities for you to complete as part of this lesson. These activities
aim to provide you with valuable practice in understanding and applying the skills you learn
today. It is important that you approach each activity with diligence and cooperation, as they
are crucial for your own learning and growth. By actively engaging in these tasks, you will
be able to enhance your understanding and meaningfully apply the skills you acquire during
the class.

Introductory Activities
Warm-up: Discussion on Controversial Issues
● In small groups, Ss will discuss the answers to the following questions:
1) Do you like to talk about politics? Do you think politics is a good topic for
discussion with “just anybody”? Or is politics always “a little too personal”?
Explain.
2) Agree or disagree? Explain your reasoning.
a) The death penalty is sometimes justified.
b) Women should be paid less than men in some professions.
c) Violent video games should be banned.
d) Marriage is no longer necessary.
e) Children should not have smartphones.
f) Celebrities and sports players should earn less money.
g) Social media has ruined society.

GRAMMAR: Noncount nouns that represent abstract ideas

● Direct Ss' attention to the chart (Ss' book, p. 100). Explain to Ss that:
Nouns that represent abstract ideas are always non-count nouns.
Education is an important issue.
NOT: The education is an important issue.
NOT: Educations are an important issue.
News about politics is always interesting.
NOT: News about the politics is always interesting.
NOT: News about politics are always interesting.
Practice Activities
Practice 1: (Individual work)

● Ss will choose the correct form of the nouns and verbs to complete the sentences
(Ss' book, p. 100 - Act. A).

Practice 2: (Individual work)

● Ss will read the paragraph and correct (Ss' book, p. 100 - Act. B).

Practice 3: (Individual work)

● Using their cellphones, Ss will complete the following activities online:

Non-count nouns - Practice A
Non-count nouns - Practice B

Practice 4: (Pair work) - Impromptu conversation

● Ss will choose one of the discussion questions below (Ss' book, p. 91).
1) Does social media encourage addictive behaviors and excessive screen time?
2) Does social media foster an environment of cyberbullying and harassment?
3) Is social media responsible for the increase in mental health issues among young people?
4) Does social media promote unrealistic beauty standards and body image issues?
● Then in pairs, Ss will role-play a conversation (using the conversation model on Ss'
book, p. 101):
A: Do you mind if I ask you a question on social media?
B: No problem. What would you like to know?
A: Well, …?
B: Actually, …

Production Activities
READING: Global problems
A) Discuss with the class the answer to this question:
What is the difference between a problem and a global problem? Do you think
your generation faces more serious global problems than the generation of your
parents or grandparents? Explain
B) Have Ss read the text "Global Problems" on Ss' book, p. 104
C) Check comprehension by asking, what does the article say about corruption,
poverty, terrorism, racism and discrimination?
D) Have Ss match the definitions with a word from the box
E) Have Ss cross out the one word or phrase in each row that is unrelated to the
others, based on the information in the Reading. Explain your reasoning
 F) Critical Thinking (Pair work): In pairs, discuss each of the following:
1. Reread the section on corruption in the Reading. What do all acts of corruption have in
common? Do you think it is possible to end corruption, or do you feel that it is a part of human
nature? Use specific examples in your discussion.
2. What are some of the causes of poverty, and what are its effects?
3. In your opinion, why do people engage in acts of terrorism? Is terrorism an expression of
power or powerlessness and frustration? Provide examples to support your opinion.
4. What reasons do people have to hate other groups? Is hatred of another group ever
understandable, appropriate, or justified? Explain the reasons for your opinion.
5. Do you see a single problem connecting all four issues in the Reading? If so, what is it?

Propose solutions to global problems

A) Think of 1 (2-3) global problem(s) that needs to be

solved
B) Write possible solutions to it/them
C) DISCUSSION: In small groups, Ss will discuss
the solutions to the global problems you
proposed. Do you all have the same concerns?

Assessment Activities
● Wrap up the main points of the class.

Assignment:

Self-study activities on MEL: Unit 9 (lesson 1 & 3 + VIDEO)

Class evaluation: Exit Ticket

Before ending the lesson, briefly discuss these questions with the class

● How well do you feel you understood today’s lesson?

● What was the most important thing you learned in today’s class and why is it
important?
● How could you apply what you learned today into real life?