Some pre-teaching of discussion / debate language Print and cut out cards below

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1 Focus Seminars - discussions/debates Listening for arguments Level Topic Intermediate to Advanced Speed D eb ating Expressing an Opinion Activity Type Focus Time Key Language Preparation/materials required Speaking, pair-work Producing and argument, listening for an argument, disagreeing with points raised Listening intently for information in a genuine setting 15 to 30 minutes for Speed D eb ating Add 15 to 30 minutes for warmer and input Discussion / debate language Some pre-teaching of discussion / debate language Print and cut out cards below Students understanding of a discussion / debate The task here forces students to debate a topic which they may not have prepared. This is rare in an academic setting but could easily come up in every day conversation (discussion amongst friends in the pub). Students would usually find the idea of debating something in a loud setting daunting and this task aims to emulate this setting in order to give them practice. A discussion need not be organised and students should always be prepared to engage in one. Below you will find a warmer task and some input you may wish to use with students before taking on the Speed D eb ating task. Warmer Exercise on Language used to Express Opinions Task 1 Agreeing on an Issue Instructions for the Teacher Prepare three controversial statements using clear stereotypes if necessary (e.g. men are better drivers) and hand all three to each group of four to five students. As them to go through each one, adding what they feel needs to be changed or added, justifying their position, until they all reach an agreement. They should write down their final agreed statement. Try to ban sometimes or in certain cases (or any other hedging) from the final statement. Task 1 Agreeing on an Issue Instructions for Students Work in groups of 4 to 5 students. You will be given three rather vague and contentious 1 statements by your teacher. You need to change these statements, as a group, until everyone in the group agrees on them. When you have finished, compare your final statement with those from other groups. e.g. The sky is blue. Amin: Well, I think it s not blue at night. It s black. Daniela: OK, the sky is blue during the day. Hsien: But what about when it s cloudy? Lauren: The sky is blue during the day when it s sunny then. Amin: Isn t it a different colour when the sun rises and sets? 1 Controversial, which may cause disagreement 1

2 Lauren: How about the sky is blue if it s sunny once the sun has risen and before it sets. Does everyone agree on that? Don t forget to explain why you think the statement should be changed and what it could be changed to. Remember, everyone should agree. N.B. You cannot use expressions such as sometimes or in certain cases here. Example input: Language used to Express Opinions During the previous exercise, you may have had to be forceful with others in your group. Had this been done as a game outside of class, maybe you would have started raising your voice or even shouting. Although this is natural, it is not acceptable in an academic discussion. Below you will find some of the language one might use to express their opinion. These are not natural and should not be used at the beginning of each sentence. Remember, if you are saying something, we know it is your point of view. 2 Introducing your opinion: My (own) personal view on this matter is that. Personally I think that. It s my belief that.. The way I look at it is this As far as I can see, Stating a contrasting opinion first: It is sometimes said that.., but my own view is that It is widely believed that. However, personally I think that Other expressions give more information about the speaker s attitude to the view expressed: I understand both sides of the argument, but on balance I think that I don t think there can be much doubt that There is no doubt that Task 2 Speed D eb ating Instructions for Teachers Basically, this is Speed Dating but with arguments. In your classroom set up two rows of chairs close together so that students are facing each other. On each chair place one of the cards below so that people sat opposite each other have matching pairs (1a with 1b). When students sit down they must pick the piece of paper up and start debating with their opposite number. Tell them they have two minutes (three for higher level groups) to discuss the issue and that you will stop them after two minutes. Make it clear to students that they must follow what the paper tells them, even if this is not their personal opinion. After two minutes ask both rows to move along in opposite directions so that students have a new piece of paper and a new partner. Repeat until they have done all papers (you may need to be creative about how the students change seats if you have a small group). For higher-level groups you can put some music or a TV show on in the background to force students to work on their listening skills. This creates a real world environment (e.g. café, pub) where there is a lot of background noise and you need to focus on what one person is saying. The first set of cards (Set A) is for a maximum of 16 students and focuses specifically on immigration and multiculturalism issues. The second set of cards (Set B) is for a maximum of 20 students and focuses on stereotypical views. 2 It is important to remember this in writing too. The expressions presented here are rarely used in writing. If you write something, we know it comes from you, therefore we assume it is your opinion. 2

3 Task Speed D eb ating Instructions for Students You will now sit in two rows, facing each other. On each chair there is a small piece of paper with an instruction that you should follow (e.g. Agree with: We shouldn t worry about pollution.). For two minutes, discuss the issue with the person sat opposite. You must follow what the paper tells you, even if this is not your personal opinion. Do not forget to use the language seen above. After two minutes your teacher will ask both rows to move along in opposite directions. You will have a new piece of paper and a new partner. Repeat until you have done all papers. 3

4 Set A 1a Agree with: Some cultures are better than others and they should be promoted. 1b Agree with: All cultures are equal and no culture should be imposed on others. 2a Agree with: All immigrants should adopt the values of their host country. 2b Disagree with: All immigrants should adopt the values of their host country. 3a Agree with: Multiculturalism threatens national identity. 3b Disagree with: everything your partner says. Push them to the limit. 4a Agree with: Immigrants must master the language of their host country. 4b Disagree with: Immigrants must master the language of their host country. 5a Disagree with: everything your partner says. Push them to the limit. 4

5 5b Agree with: Being proud of your culture means you think it is better than others. 6a Agree with: Immigration should be limited to protect the country's economy. 6b Agree with: Immigration should not be limited. Immigrants contribute to the economy. 7a Agree with: Restricting immigration only encourages illegal immigration. 7b Disagree with: Restricting immigration only encourages illegal immigration. 8a Agree with: People should stop being so scared of offending others and speak freely. 8b Agree with: We should never say anything that might offend someone else. 5

6 Set B 1a Agree with: Some cultures are better than others and they should be promoted. 1b Agree with: All cultures are equal and no culture should be imposed on others. 2a Agree with: All immigrants should adopt the values of their host country. 2b Disagree with: All immigrants should adopt the values of their host country. 3a Agree with: Men can't cook. 3b Disagree with: Men can't cook. 4a Agree with: Immigrants must master the language of their host country. 4b Disagree with: Immigrants must master the language of their host country. 5a Agree with: Being proud of your culture means you think it is better than others. 6

7 5b Disagree with: Being proud of your culture means you think it is better than others. 6a Agree with: Women are better drivers 6b Disagree with: Women are better drivers 7a Agree with: Looking after children is a woman's job 7b Disagree with: Looking after children is a woman's job 8a Agree with: Words like Policeman are sexist 8b Disagree with: Words like Policeman are sexist 9a Agree with: Everyone should pay the same amount of tax 9b Disagree with: Everyone should pay the same amount of tax 7

8 10a Agree with: All drugs should be banned 10b Agree with: Some drugs should be made legal 8

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