English for

10 You can ask learners if they find these statements 
strong (S) or weak claims (W).
Answers
1, 4
Writing
11 At this stage learners have been provided with 
appropriate scaffolding for a brief guided writing sequence.
Learners’ own answers.
12 Focus on the Language Support box first.
Answers
As noted earlier (sentence 5), as identified earlier (sentence 8)
Most of the expressions are sentence openers and are used at 
the beginning of a sentence.
13 Learners do their first redraft by introducing some 
of the transition phrases from Activity 12. Referring back 
to the previous sections of an article is a characteristic 
feature of the Discussion section.
14 Organise a peer review and the second redraft. If all 
your learners work in different research areas, you can still 
ask them to read each other’s texts and give feedback.
Follow-up
15 This activity requires learners’ independent work and 
can be set as homework.
Unit 4 Coming to conclusions
By the end of this unit, learners will be able to
➡
explain their findings in the Discussion section of an article
➡
describe the conclusions of their study 
➡
understand the process of submitting an article for publication
➡
write a covering email with an article submitted for publication
Lesson 1 The Discussion section
Time: 90 minutes
By the end of this lesson, learners will be able to
➡
structure the Discussion section of their article
➡
explain their findings using hedging language
➡
connect parts of their articles using transition phrases
Lead-in
1 After the pair work, elicit the results of learners’ 
discussions. There may be country- and field-specific 
differences.