I think ___ because ___.
My Opinion Paragraph
Write a short opinion paragraph with a clear position, connected reason, specific example, contrasting point, and final sentence.
Your goal
By the end of this lesson, you can state an opinion and support it with two reasons.
Progress focus: WRLC
Engduo Audio: Licensed voices prepared for this lesson. Audio never starts automatically. Use the transcript after the first listening attempt.
1. Look, listen, and notice
Use the visual and model audio to understand the situation, viewpoint, or communication problem before studying the language.
- position
- reason
- example
- contrast and conclusion
Engduo Audio • American English
Transcript — open after listening
I think every class should have a short reading time because quiet reading helps pupils focus. For example, our class works more calmly after ten minutes with a book.
Engduo Audio • Australian English
Transcript — open after listening
However, the reading time should not replace group activities. Overall, a short daily session would be useful.
How to run Stage 1
Confirm the observable outcome and connect it to one realistic learner need.
2. Build useful language
Choose the phrases that help you complete the task; do not memorise a full script.
One reason is ___.
For example, ___.
However, ___.
Although ___, ___.
Overall, I believe ___.
How to run Stage 2
Use the visual and first audio or text for meaning before explaining language.
3. Rehearse with support
Practise the decisions, evidence, listening, or language moves that make the final task successful.
- Match positions to relevant reasons and examples.
- Remove a sentence that does not support the topic.
- Join short ideas with because, however, and although.
How to run Stage 3
Select only the useful-language items needed for this learner and this task.
4. Complete the communication task
Exchange information, solve a problem, create a text, or reach a decision with a real outcome.
Choose an age-appropriate school topic and write for a real reader such as a class council or club leader.
How to run Stage 4
Run the supported rehearsal without reading every instruction aloud.
5. Perform, receive feedback, and retry
Complete the task with keywords only, receive focused feedback, and repeat the weakest part.
Write a 90–120 word paragraph, receive one meaning and one language note, then revise the weakest connection.
Retry: Repeat once with clearer meaning, stronger evidence, more accurate listening, or less support.
How to run Stage 5
Run the main task: Choose an age-appropriate school topic and write for a real reader such as a class council or club leader.
Exit check
Complete this without reading a model: Write a position, reason, and example in three connected sentences.
Success looks like: Every sentence supports the position and the contrast does not contradict the conclusion.
Evidence: writing · Repeat the weakest part once after one meaning-focused and one language-focused correction at most.
WR · Writing Control
2: Produces reader-focused writing that completes the stated purpose.
1: Demonstrates the skill after one focused prompt, correction or self-repair.
0: Cannot yet demonstrate the skill clearly enough to complete the stated outcome.
LC · Language Control
2: Controls the target language well enough to keep meaning clear.
1: Demonstrates the skill after one focused prompt, correction or self-repair.
0: Cannot yet demonstrate the skill clearly enough to complete the stated outcome.
Use these scores after the independent attempt. Record one recurring need in the Engduo app when lesson-result fields become available.
How to run Stage 6
Record focused evidence, give one meaning-focused and one language-focused correction at most, repeat the weakest part, and complete the exit check.
คำอธิบายภาษาไทย — เปิดเมื่อจำเป็นเท่านั้น
ไม่ต้องใช้คำยากเกินระดับ ให้เหตุผลและตัวอย่างเชื่อมกับความคิดเห็นจริง และให้ however แสดงอีกมุมหนึ่ง
Teacher guide
30-minute must-do route
- Confirm the observable outcome and connect it to one realistic learner need.
- Use the visual and first audio or text for meaning before explaining language.
- Select only the useful-language items needed for this learner and this task.
- Run the supported rehearsal without reading every instruction aloud.
- Run the main task: Choose an age-appropriate school topic and write for a real reader such as a class council or club leader.
- Record focused evidence, give one meaning-focused and one language-focused correction at most, repeat the weakest part, and complete the exit check.
60-minute extension
- Acknowledge a reasonable opposing view and answer it respectfully.
- Change the role, information, listener, or constraint so the learner transfers the skill rather than repeating the same answer.
- Compare the first and second performance and record one specific improvement.
Make it easier
Use a five-box paragraph frame and choose one of three familiar topics.
Make it harder
Acknowledge a reasonable opposing view and answer it respectfully.
Likely difficulty
The learner may repeat the opinion, give a general example, or use however without a contrast.
Correction priority
Prioritise paragraph logic, reason–example connection, and accurate linker meaning.
Thai support rule
Keep the Thai panel closed unless examples, visuals, replay, reformulation, and simpler English do not allow progress. Explain only the key distinction, then return to English.
Progress record
Score WR, LC from 0–2 and record one recurring need from: paragraph-structure, examples, linkers.
Retry
Give one meaning-focused correction and one language-focused correction at most, then ask for a second attempt with fewer visible prompts.
Continue your learning path
- Council of Europe — CEFR Companion Volume — Supports B1–B2 communication through connected speech, descriptions, evidence-based opinions, goal-oriented co-operation, written interaction, workplace communication, and action-oriented outcomes.
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