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WEEK 2 · 3 HOURS
Thesis, Evidence and Reliable Sources
Focus: Thesis · evidence · source reliability
Distinguish claims from evidence and evaluate whether a source is useful for an academic argument.
Hour 1Input, visual explanation, listening
Hour 2Analysis, dialogue, interactive practice
Hour 3PC challenge, quiz, reflection
HOUR 1 · Input & Critical Comprehension60 MIN
Goal: Understand vocabulary, the visual concept and the listening message before producing academic language.
1A · Vocabulary Lab
Listen to every word. Choose four and create one climate-related sentence for each.
thesis
tesis
The thesis presents the main position.
source
fuente
A source provides information.
credible
confiable
A credible source can be verified.
relevant
relevante
Evidence must be relevant to the claim.
data
datos
Data can support an argument.
quote
cita
A short quote may support analysis.
bias
sesgo
Bias can affect how information is presented.
verify
verificar
Verify information before using it.
1B · Visual Explanation
Evidence is not the same as opinion
A THESIS is what the writer defends. EVIDENCE supports it. A SOURCE is where the evidence comes from. Check relevance, currency and credibility.
Example 1
Claim: Cities should improve public transport.
Example 2
Evidence: Data showing reduced car use after transport improvements.
Example 3
Source check: Who published the data and why?
1C · Listening First, Transcript Later
Before listening: Predict three academic words you may hear.
Question: What three questions should students ask before using evidence?
A strong climate argument does not depend only on personal opinion. A writer may claim that cities should invest in public transport, but the claim becomes stronger when it is supported by relevant evidence. Before using statistics or examples, students should ask where the information comes from, whether the source can be checked and whether the evidence actually supports the thesis.
Hour 1 · Evidence & Submission
HOUR 2 · Analysis & Academic Interaction60 MIN
Goal: Analyze examples, interact with a partner and apply the unit concept through decisions rather than copying.
2A · Guided Dialogues
Listen, perform one dialogue, then replace one example with a climate issue from school, Villavicencio or Colombia.
Dialogue 1
Daniel: I found a statistic on social media.
Valentina: Can you verify where it came from?
Daniel: Not yet. I need the original source.
Dialogue 2
Teacher: Is every fact useful evidence?
Student: No. It must be relevant to the thesis.
Dialogue 3
Camila: This website supports my opinion.
Juan: Check credibility first. Agreement does not automatically make a source reliable.
2B · Interactive Practice
Claim, evidence or source check?
Choose the best category. Then check your result before continuing.
2C · Pair Analysis & Submission
HOUR 3 · PC Challenge, Assessment & Reflection60 MIN
Goal: Apply the concept to a climate-action problem, complete the unit assessment and identify the next learning goal.
