Some students want a longer lunch break. There are good reasons for this idea. Students would have more time to eat and talk to friends. They might feel less tired in the afternoon. On the other hand, a longer break could make the school day finish later. This may be difficult for students who travel by bus. In my opinion, the school should ask students and families before making a change. A short trial would help everyone decide.
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IGCSE ESL 0510 / 0511
Should students have a longer lunch break?
Essay · B1 writing pack
B1: write a balanced essay on a school issue with reasons on both sides.
Read like a writer · B1
Model for teacher assessing a balanced argument
Task: B1: write a balanced essay on a school issue with reasons on both sides.
1Orient the reader
2Develop the key point
3Close with purpose
Purposeful lexis
One reason · On the other hand · This may · In my opinion
Grammar and register
Balanced paragraphs, modal would/could, explicit concession and conclusion
Teach the lesson
Notice, rehearse, write and review
Try it tomorrow
B1: write a balanced essay on a school issue with reasons on both sides.
- Students mark who will read the text and what that reader needs.
- They select two useful linkers from the model and explain their job.
- They write a new response with original details, then use the checklist to revise.
Success criteria
- Purpose and audience are clear from the opening.
- Each requested point is developed with a specific example or reason.
- Linkers express a real relationship between ideas.
- The ending suits the text type and reader.
Teacher language
Useful language choices
One reason · On the other hand · This may · In my opinion
Questions that draw out detail
- What does your reader need to know first?
- Which example makes this point convincing?
- What relationship does this linker show: contrast, cause, sequence or addition?
- Does the register fit the reader and purpose?
Feedback focus
Give one response on task coverage, one on organisation and one on a language choice that the learner can use again. Avoid treating a memorised phrase as evidence of control.
Adapt it by level
More support
Rehearse the ideas orally, use a three-box planning frame and offer two optional sentence openings. Keep the model visible while the learner plans.
Greater independence
Remove the frame, change the audience or purpose and ask learners to justify their choices of structure and register.
Course fit
B1: write a balanced essay on a school issue with reasons on both sides. Follow the current course task, audience, word guidance and assessment criteria. This teaching model is not an official examination response or awarded grade.
Check transfer
Use a fresh prompt and look for the same purposeful decisions expressed in the learner’s own words.