WEEK 2 · 150 MIN
Finding the Thesis
Focus: Thesis, topic and author purpose
Identify the thesis in short argumentative texts and distinguish it from the topic and supporting details.
20 minVisual explanation
20 minListening
25 minDialogues
30 minPair / Trio
25 minPC Challenge
15 minExit Check
PART 1 · Input & Comprehension · 60 min60 MIN
Hour objective: Understand the key vocabulary, visual concept and listening input of this unit.
1 · Vocabulary Lab · 15 min
Study each word, read the Spanish support and school example, then press the speaker to hear the English pronunciation. In pairs, choose four words and create four new school sentences.
thesis
tesis
The author's central position.
topic
tema
The general subject of a text.
claim
afirmación
A position that can be defended.
position
postura
What the author thinks.
purpose
propósito
Why the author wrote the text.
defend
defender
Give reasons for an idea.
main idea
idea principal
The central message.
persuade
persuadir
Try to influence the reader.
2 · Visual Explanation · 20 min
Topic is not the thesis
A TOPIC is the general subject, for example “school diversity”. A THESIS is the position the author defends, for example “Schools should actively teach respect for diversity.” The thesis must be a complete idea that can be supported or challenged.
Example 1
Topic: diversity. Thesis: Schools should actively teach respect for diversity.
Example 2
'School uniforms' is a topic. 'School uniforms should be flexible in very hot weather' is a thesis.
Example 3
Ask: What does the writer want me to accept or consider?
Pair task: Student A explains the diagram. Student B gives a Narciso Matus example. Student C corrects or adds one idea.
3 · Listening First, Transcript Later · 20 min
Reading Strategy: Before choosing a thesis, ask what the writer wants the reader to accept, consider, or believe about the topic.
1
What is a Thesis?
A thesis is the main idea or position that a writer wants the reader to understand, accept, or consider.
Think of it as the central message of an argumentative text.
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2
A thesis is not just a topic.
Topic School uniforms
Thesis School uniforms should be flexible in very hot weather.
The topic tells us what the text is about.
The thesis tells us what the writer thinks or argues about that topic.
3
A strong thesis usually...
presents a clear position
focuses on one main idea
can be supported with reasons or evidence
helps organize the rest of the text
4
Ask yourself:
What does the writer want me to accept or consider?
If you can answer that question, you are probably identifying the writer's thesis.
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5
Example
Topic: Diversity at school
Thesis: Schools should actively teach respect for diversity.
The writer is not only talking about diversity. The writer is presenting a position: schools should actively teach respect for it.
Remember
TOPIC = What is the text about?
THESIS = What does the writer want to say or argue about the topic?
TOPIC + WRITER'S POSITION = THESIS
PART 1 · Thesis Assessment · ICFES-style
Instructions: Read each situation carefully and choose the best answer. Mark only one option: A, B, C, or D.
Student(s)
Minimum 1 student · Maximum 3 students.
HOUR 2 · Interaction & Collaboration · 60 min60 MIN
Hour objective: Use the target language in dialogues and collaborative work with one partner.
4 · Guided Interaction & Dialogues · 25 min
Listen, read, and perform each dialogue. Then explain which expression identifies the topic, which sentence functions as the thesis, and how the speaker justifies the position.
For evaluation, select only one dialogue for the group.
Dialogue 1 · Topic or Thesis?
Mateo
The text talks about diversity. Is that the thesis?
Then the thesis is that schools should teach respect for diversity.
So if the text only says diversity at school, I still need to ask what the writer wants me to believe about it.
One reason could be that learning about diversity helps students communicate respectfully.
So topic plus the writer's position gives us the thesis.
Sara
Not exactly. Diversity is the topic because it tells us the general subject.
Yes. That sentence gives the writer's position, not just the subject.
Exactly. A thesis should be a complete idea that can be supported with reasons or evidence.
Good. That reason supports the thesis instead of replacing it.
Assessment: Dialogue speaking 40% + written answer 20% + spoken answer 40% = 100%. Only one dialogue can be assessed per group.
Student 1 · Mateo
Student 2 · Sara
MateoStudent 1
Mateo: The text talks about diversity. Is that the thesis?
Mateo: Then the thesis is that schools should teach respect for diversity.
Mateo: So if the text only says diversity at school, I still need to ask what the writer wants me to believe about it.
Mateo: One reason could be that learning about diversity helps students communicate respectfully.
Mateo: So topic plus the writer's position gives us the thesis.
40% Dialogue speaking
Recordings: 0
Ready.
The recognized dialogue will appear here.
Dialogue speaking score— / 5.0
20% Written answer
Written answer score— / 5.0
40% Spoken answer
Recordings: 0
Ready.
The recognized answer will appear here.
Spoken answer score— / 5.0
SaraStudent 2
Sara: Not exactly. Diversity is the topic because it tells us the general subject.
Sara: Yes. That sentence gives the writer's position, not just the subject.
Sara: Exactly. A thesis should be a complete idea that can be supported with reasons or evidence.
Sara: Good. That reason supports the thesis instead of replacing it.
40% Dialogue speaking
Recordings: 0
Ready.
The recognized dialogue will appear here.
Dialogue speaking score— / 5.0
20% Written answer
Written answer score— / 5.0
40% Spoken answer
Recordings: 0
Ready.
The recognized answer will appear here.
Spoken answer score— / 5.0
Dialogue 2 · Understanding the Writer's Position
Teacher
What is the difference between a topic and a thesis?
Good. If the topic is school uniforms, what could a thesis be?
Why is that a thesis?
What kind of evidence could support it?
Excellent. Notice how the thesis helps organize the reasons that follow.
Student
The topic tells us what the text is about. The thesis tells us the author's position.
School uniforms should be flexible in very hot weather.
Because it presents a clear position that can be defended or challenged.
We could use information about temperature, student comfort, or concentration during very hot days.
Assessment: Dialogue speaking 40% + written answer 20% + spoken answer 40% = 100%. Only one dialogue can be assessed per group.
Student 1 · Teacher
Student 2 · Student
TeacherStudent 1
Teacher: What is the difference between a topic and a thesis?
Teacher: Good. If the topic is school uniforms, what could a thesis be?
Teacher: Why is that a thesis?
Teacher: What kind of evidence could support it?
Teacher: Excellent. Notice how the thesis helps organize the reasons that follow.
40% Dialogue speaking
Recordings: 0
Ready.
The recognized dialogue will appear here.
Dialogue speaking score— / 5.0
20% Written answer
Written answer score— / 5.0
40% Spoken answer
Recordings: 0
Ready.
The recognized answer will appear here.
Spoken answer score— / 5.0
StudentStudent 2
Student: The topic tells us what the text is about. The thesis tells us the author's position.
Student: School uniforms should be flexible in very hot weather.
Student: Because it presents a clear position that can be defended or challenged.
Student: We could use information about temperature, student comfort, or concentration during very hot days.
40% Dialogue speaking
Recordings: 0
Ready.
The recognized dialogue will appear here.
Dialogue speaking score— / 5.0
20% Written answer
Written answer score— / 5.0
40% Spoken answer
Recordings: 0
Ready.
The recognized answer will appear here.
Spoken answer score— / 5.0
Dialogue 3 · A Thesis We Can Defend
Camila
I found this sentence: Schools should create more spaces for student participation.
The topic would be student participation, right?
What evidence could support that position?
Could someone disagree with the thesis?
Then I should not confuse the supporting examples with the thesis itself.
Juan
That sounds like a thesis because it presents a position we can defend or challenge.
Right. The thesis adds the writer's position: schools should create more spaces for it.
The writer could explain how student councils, debates, or school projects help students express ideas responsibly.
Yes. A thesis is stronger when it can be discussed, defended, or challenged with reasons.
Exactly. First identify the central position, then look for the reasons and evidence that support it.
Assessment: Dialogue speaking 40% + written answer 20% + spoken answer 40% = 100%. Only one dialogue can be assessed per group.
Student 1 · Camila
Student 2 · Juan
CamilaStudent 1
Camila: I found this sentence: Schools should create more spaces for student participation.
Camila: The topic would be student participation, right?
Camila: What evidence could support that position?
Camila: Could someone disagree with the thesis?
Camila: Then I should not confuse the supporting examples with the thesis itself.
40% Dialogue speaking
Recordings: 0
Ready.
The recognized dialogue will appear here.
Dialogue speaking score— / 5.0
20% Written answer
Written answer score— / 5.0
40% Spoken answer
Recordings: 0
Ready.
The recognized answer will appear here.
Spoken answer score— / 5.0
JuanStudent 2
Juan: That sounds like a thesis because it presents a position we can defend or challenge.
Juan: Right. The thesis adds the writer's position: schools should create more spaces for it.
Juan: The writer could explain how student councils, debates, or school projects help students express ideas responsibly.
Juan: Yes. A thesis is stronger when it can be discussed, defended, or challenged with reasons.
Juan: Exactly. First identify the central position, then look for the reasons and evidence that support it.
40% Dialogue speaking
Recordings: 0
Ready.
The recognized dialogue will appear here.
Dialogue speaking score— / 5.0
20% Written answer
Written answer score— / 5.0
40% Spoken answer
Recordings: 0
Ready.
The recognized answer will appear here.
Spoken answer score— / 5.0
5 · Pair / Trio Workshop · 30 min
Team task
- Student A explains the main concept in simple English.
- Student B finds one example, connector or piece of evidence.
- Student C asks a follow-up question and reports the group answer.
- Rotate roles. Every student must speak before one student speaks twice.
Hour 2 · Pair Work Evidence & Submission
HOUR 3 · PC Challenge, Assessment & Reflection · 60 min60 MIN
Hour objective: Apply the unit concept on the computer, complete the unit quiz and reflect on progress.
6 · PC Challenge · 25 min
Build, Swap & Improve
Create three statements on the computer: one main position, one supporting reason/evidence and one counterargument or limitation. Swap with another pair/trio. The new group identifies each part and improves one sentence.
Hour 3 · PC Challenge + Unit Quiz + Reflection