Using your assigned word group, write 1-2 sentences remaking your Advantage/Disadvantage argument from the Speaking Challenge.
Red Team
Blue Team
Green Team
Purple Team
Write β Day 1
A. Discuss
Which statement about e-books do you agree with most? (click a card to enlarge)
"E-books are green and some are even free! They're the best!"
"There will always be the 'Oops, I dropped it!' problem. No, not for me."
"What's all the fuss about? I think they're just a passing trend."
B. Read the Two Opinions
Writing task: "E-books are much better than paper books and will eventually replace them. Do you agree?"
Opinion 1 (Agree): E-books have been becoming more and more popular, and there are many reasons for this. Firstly, e-books are more eco-friendly... Besides that, more convenient... The way I see it, e-books are the future. (click to see full text + breakdown)
Opinion 2 (Disagree): Many people are quick to say that e-books will soon replace paper books. I, however, am not one of them... First of all, our culture and heritage... Finally, e-readers are costly. (click to see full text + breakdown)
C. Linking Words Table
Listing/Adding
λμ΄/μΆκ°νκΈ°
Firstly, First of all, Besides that, Apart from that, What's more, Finally
Contrast
λμ‘°νκΈ°
However, but, although
Giving examples
μμ λ€κΈ°
For instance, for example, such as
Giving opinion
μ견 λ§νκΈ°
The way I see it, Personally I believe
Write Day 2 β Group Mini-Essay
Work as a group. Fill in each blank using a word or phrase from the Word Bank below β some words are decoys!
Many people believe that schools should give every student a piece of free technology, such as a tablet or an e-reader.
, this kind of tech is
for learning because it gives students
any time they need it.
, free tech can be very
β students often work harder when the material feels modern and
.
, there are some problems too. Free tech can be
for a school's budget, and some devices are
for younger students.
that the advantages outweigh the disadvantages, so schools should find a way to give every student free tech.
Word Bank:
Firstly β’ effective β’ access to information β’ Besides that β’ motivating β’ interactive β’ However β’ costly β’ complicated to use β’ Personally, I believe β’ eco-friendly β’ saves time β’ variety
Closing β Can You...?
π§ Can you name one reason Speaker 2 doubted the money would help?
π£οΈ Can you use 3 words from today's tech vocabulary in one sentence?
βοΈ Can you name a linking word for giving an opinion?
Matching Game β Vocab & Linking Words
Matches: 0 / 12
Closing (Day 2) β Can You...?
π‘ Can you name the Advantage and Disadvantage your team argued for the Free Tech Draw?
π€ Can you use one of your Vocabulary Round 2 words in a new sentence?
π Can you name one linking word category from today's spin?
Lesson Plan
Subject / Skill Focus
EFL, Listening (Day 1), Speaking and Writing (Day 2)
Grade / Class
Grade 6, Sections E3 and E4 (2 classes, approximately 45-50 students total, taught on separate days)
Unit
Full Blast, Module 4a (pp. 50-53)
Group Structure
Cooperative learning groups. Six teams: Red, Blue, Green, Purple, White, Black. Four to five students each.
Content SWBAT
Day 1: 1. Identify a speaker's role from context clues in an audio passage. 2. Match a speaker's opinion to a paraphrased statement. Day 2: 3. Generate and categorize advantages and disadvantages of classroom technology using target vocabulary. 4. Deconstruct a model opinion paragraph into main idea, support, and conclusion; justify a linking word category under time pressure.
Language SWBAT
Day 1: Use the vocabulary set to describe technology in the classroom. Day 2: Produce spoken and written sentences using linking words for listing, contrast, examples, and opinion.
Prior Knowledge
B1-B2 (CEFR), high-intermediate. Vocabulary and grammar are mostly review.
Materials
Full Blast Module 4a (Student Book, pp. 50-53), HTML lesson tool (TV display), student notebooks, whiteboards.
Day 1
Time
Segment
What Happens
5 min
Warm-up
Students discuss how they would spend one million dollars given to their school. Teams vote on four preset options (field trips, VR equipment, a swimming pool, a USA exchange program) and may propose their own ideas.
15 min
Listening
Students hear five people give opinions on how a school should spend money, then match each speaker to their role and to their opinion. One student is called at random from each team to answer, so every teammate has to know the material.
15 min
Vocabulary
Sixteen words related to classroom technology. Korean is shown first; students produce the English word before it is revealed.
5 min
Closing
Two students are called at random and must correctly answer two review questions before the class is dismissed. The rest of the class quietly reviews with teammates while packing up.
Formative Assessment (ongoing): Circulate at the start of every activity. Known-struggling students checked first, others spot-checked. Books checked during class and again after class; stamps given at both checks. Substandard work flagged for follow-up.
Day 2
Time
Segment
What Happens
3 min
Instructions
Rules explained for the speaking activity: each team will be randomly assigned one piece of classroom technology and must argue for or against it.
10 min
Speaking Challenge
Each team is randomly assigned one technology (e.g. e-books, virtual reality). Teams have one minute to list as many advantages and disadvantages of it as they can.
8 min
Vocabulary Review
Teams are randomly assigned a set of vocabulary words and use them to write sentences supporting their earlier arguments.
12 min
Writing
Students read two model paragraphs, one for and one against e-books, broken into main idea, supporting reasons, and conclusion. Teams are then randomly assigned a category of linking words (listing, contrast, examples, or opinion) and must defend their category out loud.
5 min
Matching Game (if time allows)
Memory-matching game pairing English vocabulary with Korean translations.
2 min
Closing
Same as Day 1: two randomly called students must answer two review questions before dismissal.
Formative Assessment (ongoing): Same circulation and book-check pattern as Day 1.
Unit-Wide Assessment (not part of this lesson's time block): After all lessons in Module 4a are complete, students may join a review game (Blooket) if their work across the full unit is finished and stamped. Game questions are drawn directly from unit content, so results reflect content application skill. Students who have not finished receive ten additional minutes before joining.
Differentiation
Need
Response
Shy/anxious students
May pass their book to a teammate to read answers aloud; the answer remains their own.
High need for stimulation
Structural: fast pace, color-coded teams, visible point progression, multimodal engagement (visual, audio, peer talk, writing, speaking).
Visual impairment
Assigned seating closer to the TV screen.
Lower-proficiency students
Checked first during circulation, given brief one-on-one reteaching or demonstration.
Stronger students
May assist teammates once their own work is complete.
ATL Skills (IB framework): Communication, Collaboration, Self-Management. Key Concept: Perspective (weighing advantages and disadvantages, opinion versus counter-opinion).
