Lesson 1-2
Term 1: Global Success
Week 2: Logic & Writing

IELTS Gateway / Global Academic Pass

Lesson 2: Should University Be Free?

(Logic & Writing Focus)

TOMODACHI English Project
Before class Preparation
✓ Share the O-R-E-S reference sheet (PDF) in the Zoom chat before students join. New joiners will need this.
✓ Prepare a shared Google Doc (or Zoom whiteboard) for each breakout pair. Pre-create empty Logic Map templates.
✓ Confirm Tiffany / Jomer are ready for the Assistant Real Talk (Slide 5b) and Reflection (Slide 9).
✓ Mentally note which students brought last week's homework — acknowledge them in Slide 7a.
0:00 Opening
"Welcome back. Last week we used O-R-E-S to speak. Today we use the exact same structure to write. Specifically, we are going to take the first step into IELTS Writing Task 2 — not the whole essay, just the opening part. By the end of class, you will have written about 100 words of real academic English, and a partner will have read and challenged it. Let's get started."
Tone note
Some students hear "Writing" and tense up. Reassure them early: today is a logic gym, not a typing test. We write little, we think a lot.
Lesson 1-2 | Week 2: Logic & Writing

1. Learning Objectives

By the end of this lesson, students will be able to:

  • Convert a spoken O-R-E-S response into a written IELTS Task 2 paragraph (Introduction + Body 1).
  • Strengthen their argument by letting a partner challenge their logic before drafting.
  • Apply cohesive devices (Firstly, For instance, Consequently…) to improve Coherence & Cohesion — a core IELTS Task 2 scoring criterion.
~1 min Delivery
"Three goals today. First, O-R-E-S becomes the backbone of a written paragraph — same four steps, new mode. Second, you will work with a partner whose job is to challenge your logic, not agree with you. Third, we introduce cohesive devices — small linking words that make a huge difference to how academic your writing sounds."
Note
Do not spend more than 60 seconds here. Point, read, move on. Save the energy for the demo on Slide 5b.
Lesson 1-2 | Week 2: Logic & Writing

2. O-R-E-S Quick Recap (3 mins)

A fast reminder — and a welcome for anyone joining the course this week.

Opinion

"In my view…" — What you believe.

Reason

"The main reason is…" — Why you believe it.

Example

"For instance…" — A real situation that supports it.

Summary

"That is why…" — One sentence to close.

Full reference: see the O-R-E-S PDF shared in chat.
3 mins For new joiners
"If this is your first IELTS Gateway class, welcome. O-R-E-S is the structure we use every time we express an opinion. Four steps: Opinion, Reason, Example, Summary. The full reference is in the PDF I shared — please keep it open in another tab. You will pick this up quickly today."
For returning students
"If you were here last week, you already know this. But here is the twist: O-R-E-S is not just for speaking. It is the hidden structure inside every good written paragraph. That is the bridge we are crossing today."
⚠ Keep this to 3 minutes maximum. Do not re-teach the whole template. Establish that it exists, that the PDF has the details, and move on.
Lesson 1-2 | Week 2: Logic & Writing

3. Warm-up — Global Check-in (5 mins)

Choose one and answer in 30 seconds:

A. "In your country, how expensive is university for an average family? Give one concrete number or comparison if you can."

B. "Do you know anyone — a friend, a relative, a senior — who chose a different school because of money? Or who was helped by a scholarship?"

C. "If university became free tomorrow in your country, would that be mostly a good thing or mostly a bad thing?"

5 mins Setup
"Quick warm-up. Three questions on the screen — choose one, answer in about 30 seconds. I will call on each of you. Speak naturally, no structure needed yet."
Calling on students
Aim to hear from every student. If someone is vague ("it's expensive"), follow up: "How expensive — a number, or compare it to something?" This is the first rep of training vague → specific, which is exactly what today's Example step needs.
Transition
"Good. Notice how different the answers are between Japan and Indonesia. Those differences are going to be useful in a minute, because you are going to use each other's perspectives to build a stronger argument."
⚠ Do not let this run over 5 minutes. If a student gives a long answer: "Hold that thought — you will use it soon."
Lesson 1-2 | Week 2: Logic & Writing

4. Key Concept: Spoken O-R-E-S → Written Paragraph (10 mins)

Last week, you used O-R-E-S when you spoke. Today, the same four steps become a written paragraph. The structure stays — but four things change:

  1. You need an explicit Topic Sentence. In speech, your Opinion can arrive softly. In writing, the first sentence must announce it clearly.
  2. Linking words become visible. Firstly, For instance, Consequently. In speech these are optional. In writing, the reader needs them.
  3. The reader cannot ask "Why?" So you must anticipate the question and answer it inside your paragraph.
  4. The tone becomes more formal. "I would argue that" instead of "I think." "Consequently" instead of "So."
Today's target: Introduction (2–3 sentences) + Body 1 (4–5 sentences) = about 100 words
~3 mins Delivery
"Same structure, different mode. When you speak, your voice, your pauses, your expression all help the listener follow. When you write, none of that is there — just words on a page. So we need four small adjustments."
Read each numbered point with one quick example. Do not over-explain. The point will land when they see the demo on the next slide.
Reassurance
"Look at the target — only about 100 words. This is not a full essay. This is the opening move, done well."
⚠ Do not introduce Body 2 or Conclusion. If a student asks, say: "That comes after you master this first move."
Lesson 1-2 | Week 2: Logic & Writing

4. Key Concept — Demo

Same topic. Same opinion. Very different result.  → What is missing from the Weak version?

Weak

"I think university should be free. It is good because many people want to study but they have no money. For example my friend. So university should be free."

Strong — Model

The question of whether university should be free is widely debated. OIn my view, university should be free for all students who meet the academic requirements, because education should depend on ability, not on family wealth. RTo begin with, free university creates equal opportunity. EFor instance, a classmate of mine chose a local college over her first-choice university simply because her family could not afford the fees. SConsequently, society loses the potential of capable young people, and this is why I would argue that removing financial barriers is essential.

~5 mins The key moment of the lesson
Read the Weak paragraph aloud with a slightly flat voice. Then pause. "What is missing?" Accept 2–3 student responses. Do not correct — just collect. Expected answers: no clear opinion, vague reason, no specific example, no linking words.
Then reveal the Strong paragraph. Read it aloud, and as you read, point at the color-coded O-R-E-S tags. "Same person, same opinion. But now a reader can follow every step. Yellow is Opinion, blue is Reason, green is Example, purple is Summary. Same four steps as last week — just written."
Assistant Real Talk (~2 mins)
"Tiffany / Jomer — thinking back to when you did IELTS Writing yourself, what was harder than you expected: coming up with the ideas, or actually organizing them on the page?"
Most test-takers say organization was the hard part. That is exactly the message you want to land: thinking clearly before writing is the real skill.
⚠ Do not break down every sentence of the model. Point at the tags — that is enough. Deep analysis bores students before they get to write.
Lesson 1-2 | Week 2: Logic & Writing

5. Cohesive Devices Toolkit

Coherence & Cohesion is one of the four IELTS Task 2 scoring criteria. It is where O-R-E-S students gain the fastest improvement.

To open Body 1 — the Reason slot

"Firstly, …"  /  "To begin with, …"  /  "The main reason is that…"

To introduce an Example

"For instance, …"  /  "A clear example of this is…"  /  "In my experience, …"

To link cause and effect — the Summary slot

"Consequently, …"  /  "As a result, …"  /  "This is why I would argue that…"

For your Opinion — carried over from Lesson 1

"In my view, …"  /  "I would argue that…"

  This toolkit is shared in the Zoom chat — keep it open while you write.
~2 mins Delivery
"These are not fancy words. They are signals. 'Firstly' tells the reader: here comes my reason. 'For instance': here comes my proof. 'Consequently': here is the result. Four signals, and your reader never gets lost."
Read 2–3 examples aloud. Do not drill. Students will pick up the rest when drafting.
Share the toolkit in chat NOW so it is already visible when breakouts open.
Lesson 1-2 | Week 2: Logic & Writing

6. Practice 1 — Logic Co-Construction (15 mins)

"Should university education be free for everyone? Give your opinion."
Same prompt as last week's homework. Students with a draft may use it as a starting point.

Mode: Challenger Pair — this is NOT brainstorming

  • Presenter (A) — Share your opinion and build your Logic Map while speaking.
  • Challenger (B) — Your job is not to agree. Ask "Why?", "Can you give a real example?", "What about the other side?" Push until your partner's argument can survive.

Steps

  • Round 1 (6 min) — A presents, B challenges. Fill the Logic Map together in the shared doc.
  • Round 2 (6 min) — Switch roles.
  • Return to main room (2 min) — Instructor shows 1–2 Logic Maps.
See next slide for Challenger Questions, Logic Map, and Dialogue example — show this before releasing to breakout rooms.
~1 min Setup — the most important instruction of today
"Here is the key rule for the next 15 minutes. You are not brainstorming. You are not agreeing. One of you is Presenter — build your own argument. The other is Challenger — your job is to make your partner's argument stronger by questioning it. Think of it as a friendly sparring match. I have shared a Google Doc with each pair — use it to build your Logic Map live."
Pairing
Pair Japan ↔ Indonesia wherever possible. The cultural gap is the point — each side will ask questions the other would never ask itself. If numbers are uneven, Tiffany or Jomer joins as Challenger (never Presenter — students must do the speaking).
Acknowledging homework
If a student brought last week's homework, prompt them: "Read your Opinion sentence aloud first, then let B challenge from there." Students without homework start from the prompt — same activity, no disadvantage.
⚠ Before releasing to breakout rooms, show Slide 7b — the Challenger questions and dialogue example. Students need to see that before they start.
Lesson 1-2 | Week 2: Logic & Writing

6. Practice 1 — Challenger Questions & Example

Challenger Questions — Use These

"Why do you think so? Is it always true?"

"Can you give me a real example — from your own life?"

"What would someone who disagrees say? How would you respond?"

"Is that example specific enough? Can you add a detail?"

Logic Map Template

THESIS: ____________________________ ├─ Reason 1: ______________________ │ └─ Example: ___________________ │ └─ Counter-argument: _______________ └─ My response: ________________

Example Challenger Exchange

A: "My opinion is that university should be free for everyone."

B: "Why? Is it always a good idea?"

A: "Because then poor students can also go to university."

B: "Okay, but if it is free for everyone, even rich families get it free. Is that fair?"

A: "Hmm… maybe not everyone. Maybe free for students who pass the entrance exam."

B: "That is stronger. Can you give me a real example?"

A: "A friend of mine was very smart, but her family could not pay. She chose a cheaper school."

B: "Good. Now your Logic Map is strong. Write it down."

When finished: Return to main room — instructor picks 1-2 expressions to highlight (1-2 mins)
Demo before breakout (~1 min)
Read the dialogue aloud with Tiffany / Jomer playing A. Hit the key moment: "Notice — A's opinion actually changed between the beginning and the end. That is what good challenging does. It does not insult the speaker. It makes their argument stronger."
During breakout — what to listen for
✓ Is the Challenger actually challenging, or just being polite?
✓ Is the Presenter's argument changing under questioning? (That is the success signal.)
✓ Note 1–2 Logic Maps that visibly evolved — you will show these afterwards.
⚠ If a pair has collapsed into "yes, I agree with you too," jump in: "B, I haven't heard you disagree yet. Ask A — what if rich families also got it for free? Is that fair?"
After Practice 1 — main room (~2 mins)
"Pick 1–2 Logic Maps that visibly evolved. Show them: 'A started with free for everyone. After 4 minutes with B, it became free for students who pass an academic threshold, because talent should not be wasted. That is what challenge does. Now it is ready to be written.'"
Lesson 1-2 | Week 2: Logic & Writing

7. Practice 2 — Micro-Drafting (10 mins)

Using your Logic Map, write your Introduction + Body 1 in the shared Google Doc. Target: about 100 words.

Paragraph Frame

Introduction (2–3 sentences):

"The question of whether ______ is widely debated. O In my view, ______, because ______."

Body 1 (4–5 sentences):

R "To begin with, ______. E For instance, ______. S Consequently, ______, and this is why I would argue that ______."

  Write in your pair's shared doc — your partner will read it in the next activity.
~30 sec Setup
"Now you write. Only Introduction and Body 1 — about 100 words. You have 10 minutes. Use your Logic Map. Use the Paragraph Frame on screen if you need a scaffold. Write in the shared Google Doc so your partner can read it after. You do not need a perfect essay — you need to convert your spoken argument into written form."
Breakout or main room?
Keep students in their pair rooms during drafting. They write silently in the shared doc but stay in the room — it feels less lonely, and they will need each other immediately after for peer review. Mics muted is fine.
During drafting — what to do
✓ Drop into 2–3 rooms. Read over shoulders via the shared doc. Do NOT correct.
✓ If stuck: "What did your partner push you on earlier? Start from that sentence."
✓ If finished very early: "Good. Now read it silently to yourself. Does every sentence do a job?"
⚠ Do not extend time. 10 minutes is the pressure that keeps it tight. Real IELTS is also under time pressure.
Lesson 1-2 | Week 2: Logic & Writing

7. Practice 2 — Peer Review (6 mins)

Read your partner's draft in the shared doc. Use this checklist, then give one positive comment and one suggestion.

  • Is the Opinion clear in the Introduction?
  • Does Body 1 contain all four O-R-E-S elements?
  • Is the Example specific, or just general? ("my friend" alone is not specific.)
  • Are there linking words? (Firstly, For instance, Consequently…)
  • Does the Summary actually close the argument?

Feedback Phrases — Use These

Positive — "Your [Opinion / Reason / Example] was very clear because…"
Suggestion — "One thing that could be stronger is… — maybe you could add…"
When finished: Return to main room — instructor feedback & group discussion (2 mins)
~30 sec Setup
"Drafting time is over, even if you are not finished. That is fine — real IELTS works the same way. Now read your partner's paragraph in the shared doc. Use the checklist. Give one positive comment and one suggestion. Use the feedback phrases — do not just say 'good job.'"
During peer review — what to listen for
✓ Are students giving specific feedback, or vague praise? Specific is the goal.
✓ The hardest thing is saying "your Example was too general." Model it yourself if a room is stuck.
After — main room highlights (~2 mins)
"Share one strong sentence — quote directly. Then share one common improvement (anonymous). Example: 'A few of you wrote a strong Reason, but the Example was just my friend. Next time, add one detail — what subject, what happened. Details make examples believable.'"
⚠ Do not correct grammar or vocabulary now. Save that for a later lesson. Today is logic and cohesion only.
Lesson 1-2 | Week 2: Logic & Writing

8. Reflection (7 mins)

Task 1 — Breakout Rooms (5 mins)

Room 1 Japanese students  |  Room 2 Indonesian students

In your own language, discuss:

"Which was harder today — thinking of the argument, or writing it down? Why?"

Task 2 — Main Room (2 mins)

Share one reflection with everyone:

  • "Today I found it hard to…"
  • "One thing I want to try next time is…"
  • "Something my partner did that surprised me was…"
7 mins Setup
"Last activity. We split into two rooms — Japanese students in Room 1, Indonesian students in Room 2. In your own language, discuss: was it harder to think of a good argument, or to write it down? Why? Tiffany joins Room 1, Jomer joins Room 2 — they will listen and give one piece of practical advice each. Five minutes."
Brief for Tiffany / Jomer (share before class)
Listen for what students find hardest. Offer one practical tip per student. Examples: "If writing feels slow, plan your Logic Map in your native language first, then translate sentence by sentence." / "If thinking is hard, always start from a real person you know — the reason builds itself from there."
Task 2 — Main room (~2 mins)
Hear from 2–3 students. Do not go around the whole group — time is short.
Closing
"Great work today. Last week you used O-R-E-S to speak. This week you used it to write. That is the bridge between spoken English and academic English, and you just crossed it. Next week we return to Speaking and use what you built today to make your verbal arguments even sharper. See you then."
Homework | Week 2

Extend Today's Paragraph

Take your Introduction + Body 1 from today and extend it into a full IELTS Task 2 response:

  • Add Body 2 — a second reason with its own example.
  • Add a Conclusion — one sentence that restates your opinion.
  • Target: approximately 200 words total.
  If you cannot finish, bring whatever you have. The point is to keep the thinking going, not to produce a perfect essay.

Next Lesson — Lesson 1-3 (Speaking)

Handling unexpected questions — the kind where you do not immediately have an opinion — and how to buy yourself thinking time without losing flow.

~1 min Delivery
"Optional homework for next week. Take what you wrote today and extend it. Add a second reason with an example, and a one-sentence conclusion. That gives you a full Task 2 response at around 200 words. If you do it, you will feel the difference next week. If you do not, that is also fine — class will work for you either way."
Note
Do not guilt students about homework. Students who show up consistently and engage in class are already winning. Homework is an accelerator, not a requirement — this is how you keep attendance strong and avoid the "I missed homework so I should skip class" spiral.