Lesson 1-1
Term 1: Global Success
Week 1: Speaking

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TOMODACHI English

IELTS Gateway / Global Academic Pass

Lesson 1: Education & Future

(Speaking Focus)

Before class Preparation

✓ Share the O-R-E-S reference sheet in the Zoom chat before students join.

✓ Confirm that Tiffany / Jomer are ready and know their role for today's Reflection.

0:00 Opening

"Welcome, everyone. Today is Lesson 1 of IELTS Gateway. Over the coming weeks, we are going to move from everyday conversation toward something more structured — the kind of logical, academic speaking that IELTS and university life both require. Today we start with the foundation: a tool called the O-R-E-S template. By the end of this class, you will have used it twice in real discussions. Let's get started."

Tone note

Keep the opening energetic but calm. Students may feel slightly intimidated by the word "IELTS." Normalize it early — this is about thinking and speaking clearly, not passing an exam today.

Lesson 1-1 | Week 1: Speaking

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1. Learning Objectives

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

Use the O-R-E-S Logic Template (Opinion, Reason, Example, Summary) to structure spoken responses.
Discuss the pros and cons of different educational systems with a partner.
Incorporate Academic Vocabulary into discussions as a first step toward IELTS-level expression.

~1 min Delivery

"Let me quickly walk you through what we will accomplish today. First, you will learn a four-step structure called O-R-E-S — Opinion, Reason, Example, Summary. Second, you will use that structure to have real discussions about education with a partner. And third, we will practise upgrading everyday words into more academic ones. These three things together are the core of what IELTS Speaking Part 3 is asking you to do."

Note

Do not spend more than 60 seconds here. The objectives are on screen — point, read, move on. Save energy for the Key Concepts demo.

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2. Warm-up (5 mins)

Quick Choice & Why

Choose one and answer in 30 seconds:

A. "If you could study only ONE subject for the rest of your life, would it be Science, Art, or Languages? Why?"

B. "Do you think going to university is necessary to have a successful career? Why or why not?"

C. "What is one thing about your school or education system that you would like to change, and why?"

5 mins Setup

"Let's start with a quick warm-up. Look at the three questions on the screen. Choose the one that feels most natural for you, and take about 30 seconds to answer. I will call on each of you. There is no right or wrong answer here — just speak."

Calling on students

"[Student name], which question did you choose? Go ahead." — After each response: "Thank you. Anyone who chose the same question — did you have a different opinion?"

Aim to hear from every student at least briefly. If a student gives a very short answer, gently prompt: "Can you tell us a bit more about why?"

Transition

"Good. Notice that some of you gave a clear reason, and some of you gave mainly a feeling. Today we are going to work on turning those feelings into structured, logical arguments. Let's look at how."

⚠ Do not let this run over 5 minutes. If students are chatty, acknowledge and redirect: "Great energy — let's save that for the discussion later."

Lesson 1-1 | Week 1: Speaking

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3. Key Concepts: The O-R-E-S Template (10 mins)

In IELTS Speaking Part 3, examiners assess your ability to develop and justify ideas. Use this structure to organize your response clearly:

Opinion (O)

I believe that... / In my view...

Reason (R)

This is because... / The main reason is...

Example (E)

For instance... / In my country, for example...

Summary (S)

Therefore... / That is why I think...

Demo

Instructor & Assistant: "Weak Answer" vs. "O-R-E-S Answer"

"I like online schools. It's easy."

→ How can we rebuild this with O-R-E-S?

Note: The O-R-E-S reference sheet has been shared with you — keep it handy.

10 mins Explaining O-R-E-S

"In IELTS Speaking Part 3, the examiner wants to see that you can think, not just talk. The O-R-E-S template gives you a four-step structure to do exactly that. O is your Opinion — what you believe. R is your Reason — why you believe it. E is your Example — a real situation that supports your reason. And S is your Summary — one sentence to close your argument."

Demo — Weak Answer first

"Watch this. [Tiffany / Jomer], ask me: 'Do you think online learning is better than classroom learning?'"

Assistant asks. You reply: "I like online schools. It's easy." — Then pause and look at students. "So — what is missing from that answer?"

Let students respond. Accept answers like "reason," "example," "details." Then move to the next slide for the Model Response.

Lesson 1-1 | Week 1: Speaking

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3. Key Concepts: The O-R-E-S Template (10 mins)

In IELTS Speaking Part 3, examiners assess your ability to develop and justify ideas. Use this structure to organize your response clearly:

Opinion (O)

I believe that... / In my view...

Reason (R)

This is because... / The main reason is...

Example (E)

For instance... / In my country, for example...

Summary (S)

Therefore... / That is why I think...

Model Response

OIn my view, online learning has real advantages for motivated students.

RThe main reason is that it allows learners to study at their own pace and revisit difficult content.

EFor instance, when I struggled with a grammar point, I was able to rewatch the explanation three times — something impossible in a regular classroom.

SThat is why I believe online learning can be highly effective, provided the student is self-disciplined.

Delivering the Model Response

"Now let me try again using O-R-E-S." — Read each block naturally as a connected speech, not bullet by bullet. Then point to the color-coded steps on screen: "Notice — yellow is Opinion, blue is Reason, green is Example, purple is Summary. Four steps, one complete answer."

Closing

"Your O-R-E-S sheet is in the chat — please keep it open. You will use it in both discussion sessions today."

⚠ Do not ask students to practise O-R-E-S here. The practice happens in Sessions 1 and 2. Keep this to explanation and demo only.

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4. Academic Vocabulary

Small changes make a big difference in how academic you sound:

Instead of "good"

Beneficial — "It is beneficial because..." "Regular exercise is beneficial because it reduces stress."
Advantageous — "One advantageous aspect is..." "One advantageous aspect of online school is flexibility."
Essential — "It is essential for students to..." "It is essential for students to develop critical thinking."

Instead of "bad"

Harmful — "This could be harmful to..." "Too much screen time could be harmful to concentration."
Challenging — "One challenging aspect is..." "One challenging aspect of university life is managing time."
Disadvantageous — "It is disadvantageous when..." "It is disadvantageous when students lack access to technology."

Instead of "I think": "I am of the opinion that..." / "I would argue that..."

~4 mins Introduction

"Before we go into the discussions, let's look at one more tool: Academic Vocabulary. The words you choose signal to a listener — or an examiner — how sophisticated your thinking is. These are not complicated words. They are simply more precise alternatives to words you already use every day."

Walking through the vocabulary

"Instead of 'good,' try 'beneficial' — regular exercise is beneficial because it reduces stress. Or 'essential' — it is essential for students to develop self-discipline. Instead of 'bad,' try 'harmful' — excessive screen time can be harmful to concentration. And instead of 'I think,' try 'I would argue that' — it sounds more confident and academic without being unnatural."

Read two or three examples aloud — you do not need to cover all of them. Students will pick up the rest through use in Sessions 1 and 2.

Transition into Session 1

"In Session 2, your challenge is to use at least two of these words in your O-R-E-S response. Do not force them — let them come naturally. Alright, let's move into the first discussion."

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5. 1-on-1 Exchange — Session 1 (15 mins)

Prompt: "Some people think online learning is better than classroom learning. What is your opinion?"

Steps

A: Share opinion using O-R-E-S
B: Ask one follow-up question
A: Respond → "How about you?"
B: Share opinion using O-R-E-S
A: Ask one follow-up question
Open discussion — agree, disagree, cultural differences
Tell your partner one thing they did well

Follow-up question ideas

"How is this different in your country?"
"Can you give a specific example?"
"What would be one disadvantage of that?"
"Do most students in your school feel the same?"

15 mins Setup

"Okay, let's go into breakout rooms. You will discuss today's first prompt — it is on the screen. Person A starts by sharing their opinion using O-R-E-S. Person B listens, then asks one follow-up question. After A responds, A turns it around with 'How about you?' — and then B goes through their O-R-E-S. After both of you have shared, use the remaining time to discuss freely. Finally, before you come back, tell your partner one specific thing they did well. I will be moving between rooms. Any questions before we start?"

Pairing

Pair Japanese and Indonesian students together where possible. If numbers are uneven, Tiffany or Jomer steps in to keep all pairs 1-on-1.

During breakout — what to listen for

✓ Is O-R-E-S being used, or are students just chatting?

✓ Note 1-2 strong expressions or phrases you hear — you will highlight these after.

⚠ If a pair is silent or stuck, prompt: "Try starting with 'In my view...' and finish that sentence first."

After Session 1 — feedback (1-2 mins)

"Welcome back. I heard some really good things in the rooms. I want to highlight this expression: [quote what you heard]. Notice how that follows the O-R-E-S structure clearly. Well done. Let's keep that energy going in Session 2."

One or two observations maximum. Do not correct errors at this point — save detailed feedback for after Session 2.

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6. 1-on-1 Exchange — Session 2 (15 mins)

Prompt: "Is the main purpose of university to get a job, or to become a better person?"

Steps — same format as Session 1

A: Share opinion using O-R-E-S
B: Ask one follow-up question
A: Respond → "How about you?"
B: Share opinion using O-R-E-S
A: Ask one follow-up question
Open discussion — agree, disagree, cultural differences
Tell your partner one thing they did well

Session 2 Challenge

Use at least two of these words in your O-R-E-S response:

Beneficial — "It is beneficial because..."

Advantageous — "One advantageous aspect is..."

Essential — "It is essential for..."

Harmful — "This could be harmful to..."

Challenging — "One challenging aspect is..."

I would argue that... — instead of "I think"

15 mins Setup

"Same format as before, same steps — but a new prompt, and one extra challenge. This time, try to use at least two of the Academic Vocabulary words listed on the right side of the screen. The goal is not to force them in — it is to find a natural moment where a more precise word fits. Ready? Into breakout rooms."

During breakout — what to listen for

✓ Are students attempting the Academic Vocabulary? Even one word used naturally is worth highlighting.

✓ Is the O-R-E-S structure tighter than Session 1? Note any improvement.

⚠ If a student is struggling with the vocabulary, do not intervene immediately. Let them work through it and note it for the group feedback.

After Session 2 — group feedback (3 mins)

"Welcome back. Good work. Let me share a couple of things I noticed. First, [positive observation — e.g., 'I heard someone use "beneficial" very naturally in their Reason step — that is exactly what we are aiming for.']. Second, one area to work on: [one common issue — e.g., 'A few of you gave a strong Opinion and Reason, but the Summary was quite short. Next time, try closing with one full sentence that echoes your Opinion.']."

Experience corner — asking Tiffany / Jomer

"Tiffany / Jomer, thinking about your time at university — has there been a moment where being able to argue clearly like this, with a reason and an example, actually made a difference? In class, or even outside of it?"

This keeps the question open and personal rather than test-specific. If they draw a blank, rephrase: "Even a casual conversation — a moment where you felt your point landed because you explained it well?"

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7. Reflection (8 mins)

Task 1 — Breakout Rooms (5 mins)

Room 1 Japanese students | Room 2 Indonesian students

In your own language, discuss:

"Which step of O-R-E-S was the hardest for you today — and why?"

Task 2 — Main Room (3 mins)

Share one reflection with everyone:

"Today I found it difficult to..."
"One expression I want to use more is..."
"Something my partner said that surprised me was..."

8 mins Setup

"Alright, last activity. We are going to split into two rooms — Japanese students in Room 1, Indonesian students in Room 2. In your room, discuss in your own language: which step of O-R-E-S felt hardest today, and why? Tiffany will join Room 1 and Jomer will join Room 2 to give advice based on what they hear. You have five minutes. Then we come back together for a quick final share."

Brief for Tiffany / Jomer (share before class)

Ask students the question, listen, and offer one piece of practical advice each. For example: "If Example is hard, think of a moment from your own life first, then put it into English." One or two sentences of genuine advice per student is enough.

Task 2 — Main room (3 mins)

"Welcome back. Can one person from each group share — what was the hardest step today, and what advice did you get?"

Hear from 2-3 students. Do not go around the whole group — time is short.

Closing

"Great work today. You used O-R-E-S for the first time, and you already sound more structured than when we started. That is real progress. Next week, we will look at how to handle questions where you do not immediately have an opinion — and how to buy yourself thinking time without losing flow. See you then."

Homework | Week 1

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IELTS Writing Task 2 Prep

Write a short response (approx. 100 words) using the O-R-E-S structure:

"Should university education be free for everyone? Give two reasons for your opinion."

Next week, we will discuss these ideas together and look at how to make the logic even stronger.

~1 min Delivery

"Before we finish, your homework for next week. Write approximately 100 words on the question on the screen — whether university should be free for everyone. Use O-R-E-S as your structure. You do not need to write an essay — just one clear, structured paragraph. Next week we will use these to practise making your logic even tighter. Please post it in the group before the next class."

Note

If students look uncertain, remind them: one sentence for O, one or two for R, two or three for E, one for S. That is roughly 80-120 words naturally.