WEEK 4 · 150 MIN

Counterarguments and Contrast

Focus: However, although, therefore and rebuttal

Recognize an opposing view and respond respectfully using contrast and consequence.

15 minVocabulary
20 minVisual explanation
20 minListening
25 minDialogues
30 minPair / Trio
25 minPC Challenge
15 minExit Check
HOUR 1 · Input & Comprehension · 60 min60 MIN
Hour objective: Understand the key vocabulary, visual concept and listening input of this unit.
1 · Vocabulary Lab · 15 min

Study each word, read the Spanish support and school example, then press the speaker to hear the English pronunciation. In pairs, choose four words and create four new school sentences.

counterargument
contraargumento
An opposing idea.
however
sin embargo
Shows contrast between ideas.
although
aunque
Introduces contrast in one sentence.
therefore
por lo tanto
Shows a consequence.
concern
preocupación
A point someone is worried about.
respond
responder
Answer an idea.
contrast
contraste
Difference between ideas.
consequence
consecuencia
A result of an idea or action.
2 · Visual Explanation · 20 min

Argument versus counterargument

A COUNTERARGUMENT is a different or opposing position. A good response does not attack the person. It can recognize part of the concern and then answer it using HOWEVER or ALTHOUGH. THEREFORE helps state the logical result.

Argument versus counterargument
Example 1

However connects contrasting ideas.

Example 2

Although can begin a sentence with a concession.

Example 3

Therefore presents a result or recommendation.

Pair task: Student A explains the diagram. Student B gives a Narciso Matus example. Student C corrects or adds one idea.
3 · Listening First, Transcript Later · 20 min

Before listening: Read the question and predict three words you may hear.

Listening question: What is the counterargument and how does the speaker respond?

Some students believe equality campaigns are unnecessary because people already know that discrimination is wrong. However, knowing a rule does not always change behaviour. Although posters alone may have little impact, discussions and collaborative activities can help students reflect on stereotypes. Therefore, campaigns should include participation, not only information.
Hour 1 · Evidence & Submission
Student(s) for this hour
Teacher/learning evidence checklist
HOUR 2 · Interaction & Collaboration · 60 min60 MIN
Hour objective: Use the target language in dialogues and collaborative work with one partner.
4 · Guided Interaction & Dialogues · 25 min

Each dialogue is separated in its own Bootstrap card. Listen first, perform it with your group, then change one idea so the conversation becomes connected to your own school experience.

Dialogue 1
A: School campaigns can reduce discrimination.
B: However, posters do not always change behaviour.
A: I agree posters are limited. Therefore, campaigns should include discussions and activities.
Dialogue 2
Laura: Although some students disagree, we should still discuss difficult topics.
Carlos: Why?
Laura: Because avoiding the topic does not solve the problem.
Dialogue 3
Moderator: Can you respond to the counterargument?
Student: Yes. I understand the concern; however, guided discussion can change attitudes over time.
5 · Pair / Trio Workshop · 30 min
Team task
  1. Student A explains the main concept in simple English.
  2. Student B finds one example, connector or piece of evidence.
  3. Student C asks a follow-up question and reports the group answer.
  4. Rotate roles. Every student must speak before one student speaks twice.
Hour 2 · Pair Work Evidence & Submission
Student(s) for this hour
Hour 2 checklist
HOUR 3 · PC Challenge, Assessment & Reflection · 60 min60 MIN
Hour objective: Apply the unit concept on the computer, complete the unit quiz and reflect on progress.
6 · PC Challenge · 25 min
Build, Swap & Improve

Create three statements on the computer: one main position, one supporting reason/evidence and one counterargument or limitation. Swap with another pair/trio. The new group identifies each part and improves one sentence.

Hour 3 · PC Challenge + Unit Quiz + Reflection
Student(s) for this hour
A. PC Challenge
B. Unit Quiz

1. What is the main focus of this unit?

2. Which connector normally expresses contrast?

3. Which connector normally expresses consequence?

4. A respectful response should...

5. Good evidence should...

6. Before selecting an ICFES-style answer, students should...

C. Portfolio Reflection