Learning English through Debating (Secondary 4 – 6) A Resource Package

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Learning English through Debating (Secondary 4 – 6)

A Resource Package

English Language Education Section Curriculum Development Institute Education Bureau

The Hong Kong Special Administrative Region

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English Language Education Section Curriculum Development Institute

Education Bureau

The Hong Kong Special Administrative Region

12^th Floor, Wu Chung House, 213 Queen’s Road East, Wan Chai, Hong Kong

First published 2011

All rights reserved. The copyright of the materials in this resource package, other than those in the public domain, belongs to the Education Bureau of the Hong Kong Special Administrative Region.

Duplication of materials in this package other than those in the public domain is restricted to non-profit making educational purposes only. Otherwise, no part of these materials may be reproduced, stored in a retrieval system, or transmitted in any form or by any means without the prior permission of the Education Bureau of the Hong Kong Special Administrative Region.

ISBN: 978-988-8040-89-6

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Contents Page

PREFACE i

ACKNOWLEDGEMENTS iv

STUDENT’S HANDOUTS

Focus 1: Understanding the Fundamental Idea of Debating S1 Focus 2: Eliciting, Confirming and Establishing Knowledge about Debating S15 Focus 3: Identifying and Using Underlying Principles S25

Focus 4: Language of Persuasion S40

Focus 5: Supporting Arguments (Logical Appeal) S52

Focus 6: Researching S59

Focus 7: Speech Writing S72

Focus 8: Using Questions in Debating S90

Focus 9: Summary Speeches S112

Focus 10: Teamwork S121

Focus 11: Presentation Skills S126

Focus 12: Final Debates S133

Assignment Checklist and Reflection Log S138

TEACHER’S NOTES

Focus 1: Understanding the Fundamental Idea of Debating T1 Focus 2: Eliciting, Confirming and Establishing Knowledge about Debating T14 Focus 3: Identifying and Using Underlying Principles T25

Focus 4: Language of Persuasion T38

Focus 5: Supporting Arguments (Logical Appeal) T50

Focus 6: Researching T58

Focus 7: Speech Writing T66

Focus 8: Using Questions in Debating T76

Focus 9: Summary Speeches T85

Focus 10: Teamwork T92

Focus 11: Presentation Skills T95

Focus 12: Final Debates T98

SUPPLEMENTARY MATERIALS

Supplementary Activities for Focuses 1 – 12 T103

Suggested Assessment Criteria for Portfolio Assignments 1 – 6 T121

Mark Sheets for the Final Debates (Focus 12) T127

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Preface

This resource package is designed and developed in support of the English Language Curriculum and Assessment Guide (Secondary 4 – 6) (2007) and the Suggested Schemes of Work for the Elective Part of the Three-year Senior Secondary English Language Curriculum (Secondary 4 – 6) (2007)^. It provides learning resources and teaching ideas for the development and implementation of the elective module

“Learning English through Debating”.

Aims

The rationale behind the package is that students will have ample opportunities to enhance their presentation, argumentation, critical thinking, collaboration and information skills, increase their world knowledge and develop self-confidence through engaging in a broad range of debating activities. Carefully designed and sequenced, the materials and activities in this package aim to develop students’ ability to:

 understand the basics of debates;

 express, respond to and argue about points of view persuasively and confidently;

 collaborate with others in planning, preparing for and conducting a debate;

 research, develop, and justify ideas;

 analyse and solve problems by considering related factors, exploring and comparing different perspectives; and

 reflect on how language is used to create effects in the context of a debate.

How to use this resource package

This resource package comprises student’s handouts, teacher’s notes, supplementary materials and a DVD. It covers the key aspects of debating and topics suggested in the SoWs for the module, e.g. “Understanding the Fundamental Idea of Debating”, “Eliciting, Confirming and Establishing Knowledge about Debating”,

“Looking for and Using Underlying Principles”, “The Language of Persuasion”,

“Supporting Arguments (Logical Appeal)”, “Researching”, “Speech Writing”, “Using Questions in Debating”, “Summary Speeches”, “Teamwork”, “Presentation Skills” and

“Final Debate”. Students are provided with the basic knowledge and skills for debating in the earlier sections. They are then engaged in developing their arguments and rebuttals, as well as preparing and conducting a debate in the later units or focuses.

Given the range of learning activities in this package, teachers are encouraged to exercise careful planning, be selective about the materials and freely adapt them to suit their school contexts and students’ needs, interests and abilities.

From this point forwards referred to as SoWs

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Student’s Handouts

The learning activities on the student’s handouts (indicated by the page number prefix

“S”) provide a balanced coverage of the four main language skills (i.e. reading, writing, listening and speaking). Warm-up activities are also included in all focuses to build a relaxed learning atmosphere and help students to project their voice effectively. The range of activities engages students in a variety of ways, encouraging personal response and collaborative work, developing their research skills, analytical power and critical thinking, as well as providing stimulus for argumentative writing and persuasive speeches. The “Assignment Checklist” and “Reflection Log” included at the end of this section help students to keep track of their own progress and reflect on their learning.

Teacher’s Notes

The teacher’s notes (indicated by the page number prefix “T”) provide explanations of teaching steps, answer keys and alternative approaches as to how to carry out the activities. Teachers may feel free to select and flexibly adapt the activities into assessment tasks to promote learning and teaching.

To help teachers to support “less advanced students” and stretch “more advanced students”, additional teaching suggestions are contained in the “Catering for Learner Diversity” boxes.

Assessment criteria have been provided for all writing assignments to facilitate teacher assessment and feedback in the course of the module. The criteria, however, are for teacher’s reference only. Teachers should feel free to adapt them to suit the students’

needs and use them to promote self and peer assessment among students.

Suggested time allocations have been provided for each activity for teachers’ reference during lesson planning. The suggested time, however, is for indicative purposes only and will vary according to learners’ needs and abilities. Teachers should use their professional judgement to gauge appropriate timings with a particular group of students in mind.

Supplementary Materials

The supplementary materials section provides additional materials and resources for teachers’ use and reference. Extended activities and supplementary notes that aim to challenge the more advanced and support the less advanced students have been provided to help teachers to cater for students’ diverse abilities and needs. Mark sheets for the final debates are also provided to facilitate teacher or peer assessment at the end of the module.

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DVD

The DVD consists of an electronic version of the learning and teaching materials in this resource package, as well as the audio-visual recordings that support some of these activities. The text files are available in both PDF and MS WORD formats for teachers’

ease of use and adaptation. The audio-visual clips in the DVD include sample debates that help to demonstrate different aspects of debating such as the format, the use of persuasive language, and the skills of public speaking. Track titles and numbers of the clips are provided in the explanations for relevant activities and on the cover page of each module focus in the teacher’s notes. Teachers should, however, note that the video-recorded speeches may not be entirely the same as the transcripts provided in the student’s handouts and the teacher’s notes as they may have been adapted to suit the needs and design of individual learning activities.

The weblinks or addresses included in this package were accurate at the time of publication but they are subject to change. Teachers might like to make use of a search engine to regain access to any resources that have been relocated, or may look for similar resources on the web.

To further support the implementation of the module, other relevant online teaching resource materials for each module have been developed and can be accessed at the English Language Education Section website <http://cd.edb.gov.hk/eng>.

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Acknowledgements

We are most grateful to the English Department, Hong Kong Institute of Education, for their expert input in material design, resourcing and recording the audio-visual clips for this resource package. Special thanks are due to Dr Matthew Decoursey, Assistant Professor of the English Department, The Hong Kong Institute of Education, and his team comprising Michelle Reyes Raquel and Lynn Lelinh Huynh, who were chiefly responsible for developing the materials and activities for this package.

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FOCUS 1

Understanding the

Fundamental Idea of Debating

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Learning English through Debating

S2

Understanding the Fundamental Idea of Debating

Learning Activity 1: Warm-up

At the beginning of every class, you should warm up your body and your voice. Debating is not only an intellectual activity, but also a physical one. You will work better on logic if your body is prepared. You should relax your body and prepare your voice to speak out loud and clear. Through constant practice, you should be heard without microphones or shouting.

Body Warm-up

1. Head circles. Turn your head around forward, right, back, left. (IMPORTANT: This must be done slowly. Fast head circles can be harmful to the spine.)

2. Stretch. Stretch your arms up, reaching as high as you can. Stretch your whole body.

Stretch back, reaching your arms behind. Stretch up. Stretch back. Yawn, as dramatically as you like.

3. Bend over and move to each side. Be like a rag doll on a clothesline. Let your body hang forward and let your arms hang loose. Move a little to the left, a little to the right, and repeat. (IMPORTANT: This should not turn into a bounce, which may damage the spine over the long term.)

4. Stand up slowly.

5. Again do slow head circles, or forward, back, forward, back, left, right, left, right.

6. Shake out your arms. Shake your arms from the shoulders, letting the rest of the arms go limp.

7. Bounce. Jump up and down on your toes.

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S3

Voice Warm-up

Three things are important for having a good voice: breath support, resonance, and a loose throat. Follow the steps below to warm up your voice:

1. Breathe in and out. Put your hands on your sides, just below the ribcage. Push them out using the muscles in your sides. Again. Now do this while breathing in. Again.

2. Hum. Keep your lips together and hum on a single note. Try to get as full a sound as you can, concentrating on breath support. If your shoulders go up when you breathe, you are not producing all the air you could produce. Again.

3. Hum while working on resonance. Your head has empty spaces in it, which are called sinuses. You can use these empty spaces to make a bigger sound, just as a guitar uses an empty space to amplify the sound of the strings. Hum again. Feel the vibration between your lips. Put your hand on your face. Try to spread the vibration over your whole face. (This really does work. You will find that your hum becomes fuller when you do this, even the first time.) If your throat begins to tighten while you are doing this, massage it a little.

4. Move from the hum to an “ah” sound. Hum again, and open your mouth as wide as you can, turning the hum into an “ah” sound. Close your mouth, going back to the hum, and repeat: mmmmAAAAAmmmmmAAAAA. The “ah” sound opens your mouth the widest of all the vowel sounds, and with this exercise, you can remind yourself of how wide it can open. Most people do not open their mouths enough when they speak. An open mouth has more resonance.

5. Go through the vowels. In one continuous breath, go through the following sounds:

ah, e (as in “at”), ee (as in “sweet”), oh, ooh. This sequence requires you to close your mouth a little more on each sound. At every stage, keep your mouth as wide open as it can be.

6. Go to a sentence with a lot of vowels. For example, “Love must come and love will come what may.” Chant it in one continuous breath.

7. Do some tongue twisters, focussing on those sounds that give you trouble. Below are some examples:

Love must come and love will come what may.

She sells seashells by the seashore.

Rubber baby buggy bumpers Mixed biscuits

Unique New York

Red leather, yellow leather

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S4

Learning Activity 2: Brainstorming reasons

One of your favourite singers is going to be performing in Hong Kong for one night only.

Your school won a contest and the organiser gives all students free tickets to the concert.

You very much want to go but your parents think it may not be a good idea to stay out late at night.

In groups of no more than four students, give as many reasons as you can why you should be allowed or not allowed to go to the concert.

For

• It’s my favourite singer.

•

Against

• The next day is a school day.

•

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S5 Curfew:

A law that requires people to stay indoors before a certain time.

Learning Activity 3: Introduction to motion

Debating starts with an issue. The issue should have a positive and a negative aspect to it but it is phrased in a sentence that favours one side. This statement is called the motion.

The situation you have just discussed with your peers is, to a certain extent, related to the following debate motion:

Everyone under 18 should be subject to an 8:00 pm curfew.

After reading the motion, the next step is to decide which side you want to take. You either AGREE or DISAGREE with the motion. In groups, look at the reasons you have listed FOR and AGAINST the topic and decide whether you agree or disagree. Circle your choice in the statement below and share your answers with the rest of the class:

Our group AGREES / DISAGREES with the motion:

Everyone under 18 should be subject to an 8:00 pm curfew.

Learning Activity 4: Introduction to argument

Once you have decided which side to take, you should think about how to defend your side. You support your case by coming up with ideas (or arguments) and presenting them in a logical manner.

1. Let us focus on arguments that AGREE with the motion. The issue raised in the motion is likely to affect both students and parents. In groups, brainstorm why parents and students would agree with this motion and complete the boxes below:

Reasons why PARENTS would agree with the motion:

• A curfew can protect teenagers from activities such as drug taking and sex.

•

Reasons why STUDENTS would agree with the motion:

• Students can concentrate on studying.

•

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S6

2. You will now read two sample arguments FOR the motion. Decide which sample is from a parent’s point of view and which one is from a student’s point of view. Circle your choice.

Motion: Everyone under 18 should be subject to an 8:00 pm curfew.

SAMPLE 1: PARENTS / STUDENTS

With the increase of crime in Hong Kong, I think that an 8:00 pm curfew is a good idea. It gives boys less chance to get involved in misdeeds such as bullying, fighting, smoking and going to parties where drugs are often involved. Girls will also have less chance to get themselves into trouble, such as participating in sexual acts, partying all night with their friends, or being pressured into smoking. As a result of the curfew, they will have more time to concentrate on their schoolwork.

Another benefit of an 8:00 pm curfew is that the government will not need to spend so much money policing the streets. The curfew will cut down on the number of police needed to patrol the streets at night.

SAMPLE 2: PARENTS / STUDENTS

We are in favour of an 8:00 pm curfew to help keep our teenagers safe. Very often we hear of teenagers committing crimes such as fighting, damaging public places, pick-pocketing and doing drugs. Teenagers in Hong Kong today need rules to protect them from such dangers. Even though teenagers are in school most of the day, it is after school that teenagers are no longer protected. When we allow them to stay out all night, they are more likely to get into danger.

If teenagers are at home by 8:00 pm, parents can feel more secure and relaxed knowing that their children are not out wandering in the streets. Therefore parents can concentrate on their jobs and work overtime.

3. The sample arguments focus on the consequences to students and parents if there is no curfew. What are some of the consequences mentioned in the sample arguments?

Can you think of other consequences?

Consequences if there is no curfew:

• sex and pregnancy

• drugs

•

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S7

Learning Activity 5: Introduction to argument structure

1. Below is the first half of a sample speech arguing FOR the motion (the Affirmative side). Listen to the speech once. In groups, read the speech and complete the diagram that follows. Share your answers with the class.

Affirmative captain: Ladies and gentlemen, I am here to present the motion

“Everyone under 18 should be subject to an 8:00 pm curfew”. By “curfew” here, we mean a law stating that all those under 18 must be indoors by 8:00 pm. By this we intend a law passed in Hong Kong. The police would enforce it.

We all know that some young people have very serious problems. They buy drugs.

They have sex and become pregnant when they are too young. They begin drinking even as young as 13. Many parents find it impossible to control the behaviour of their children late at night. Some teenagers stay out all night, and the parents can do nothing about it. They do not do their schoolwork. If the next generation is poorly educated, not only they themselves but their families and all of us will suffer.

PROBLEMS IDENTIFIED BY THE SPEAKER SOLUTION

8:00 PM

CURFEW

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S8

2. Below is the next half of the speech focussing on the effects of the solution proposed (i.e. the 8:00 pm curfew). Listen to the speech once. In groups, read the speech and complete the diagram that follows. Share your answers with the class.

Affirmative captain: We propose to solve this problem with a curfew. If young people know that the police will arrest them if they stay out late, they will go home willingly to their parents. Most drug deals and sexual activities take place at night, so these problems would be much reduced. They will have less opportunity to drink, because they are either at school or with their families in the earlier part of the day.

We have suggested 8:00 pm as an appropriate time. This will leave enough time for them to study. Thank you.

SOLUTION PROPOSED BY THE SPEAKER EFFECTS OF THE SOLUTION

8:00 PM

CURFEW

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S9

• The solution would not solve the problem because…



•

Learning Activity 6: Portfolio Assignment 1

Now it is your turn to argue AGAINST the motion. In groups, take some of the ideas you have discussed in Learning Activity 2 to complete the diagram below. Your teacher will select some groups to present their ideas to the class.

On top of the points you came up with your group members, add your own ideas and write a short paragraph on the next page. Your work will be assessed based on the relevance of each argument to the motion.

Submit the paragraph to your teacher for feedback. Remember to fill in the

“Assignment Checklist”* (page S138) and complete the “Reflection Log* – Portfolio Assignment 1” (page S139) after your teacher has returned your work.

Motion: Everyone under 18 should be subject to an 8:00 pm curfew ARGUMENTS AGAINST THE MOTION

*The “Assignment Checklist” is for you to keep a clear record of the assignments you have submitted and the “Reflection Log” is for you to review your own work and consider how you could improve it.

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PORTFOLIO ASSIGNMENT 1

MOTION: Everyone under 18 should be subject to an 8:00 pm curfew Name :

Date :

There should be no curfew because

That is why there should be no curfew.

*Use additional sheets if necessary

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S11

Learning Activity 7: Listening for main ideas

You will watch a video of a debate on the motion “Everyone under 18 should be subject to an 8:00 pm curfew”. Identify the key ideas or arguments the speakers make as you listen and fill in the blanks in the table below.

AFFIRMATIVE CAPTAIN

• Young people have problems such as 1) _____________, sex and pregnancy, 2) ________________________ and 3) ____________________________.

• The solution is to have a curfew so that the time spent on these activities is limited.

OPPOSITION CAPTAIN

• The teenage problems this motion is supposed to solve are not really serious.

• Having a curfew is impractical because the police do not have 4)____________

______________.

• Having a curfew will not solve the problems because 5) ________________

_________________________________.

• The curfew is a violation of young people’s rights.

AFFIRMATIVE 1^ST SPEAKER

• 6) __________ and 7) ______________

are serious problems in Hong Kong – examples are given to support the argument.

• The opponent is just using statistics to understate the problem.

OPPOSITION 1^ST SPEAKER

• The opponent is not using real stories and has refused to admit that 8) ___________

_________________________________.

AFFIRMATIVE 2^ND SPEAKER

• The issue is not whether crack cocaine is the top drug, but whether 9) __________

_________________________________.

• Alcoholism and other addictions can 10) ______________________________.

OPPOSITION 2^ND SPEAKER

• Drinking can happen in the daytime.

• The opponents have failed to show that the problem of drug and alcohol abuse is serious in Hong Kong.

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S12

Learning Activity 8: Introduction to the procedure of debating

A. Understanding the procedure of debating

There are many formats and styles of debates. The procedure this module follows is one commonly used in school tournaments in Hong Kong.

Before the debate:

• The teams will be assigned the Affirmative or the Opposition and then given a period of time (from 30 minutes to a week) for preparation. They cannot decide the motion or their stand.

• The chairperson (the host / moderator of the debate) begins by introducing the motion, the rules, the names of the debaters, and the adjudicators.

The actual debate:

• The Affirmative and the Opposition teams each have three speakers. They are the captain, the 1^st speaker and the 2^nd speaker. Each speaker is allowed 2 minutes to present their speeches (Time limit may be adjusted as appropriate).

• The time keeper will keep the time and stop speakers from speaking longer than the time allowed.

• There are three sections in a debate:

1. Speeches presented by the six speakers The speakers speak in the following order:

CHAIRPERSON

Affirmative Opposition

2^ND SPEAKER

1^ST SPEAKER

CAPTAIN

2^ND SPEAKER

1^ST SPEAKER

CAPTAIN

5 6

3 4

1 2

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S13

2. Question and answer session

• The chairperson will preside over the question time.

• The debaters take turns to ask the opposing team questions. Each speaker has 1 minute to ask the question.

• The team to which the question is directed has 1 minute to prepare their answer and 1 minute to deliver it.

• The Opposition team will ask a question first, followed by the Affirmative.

• Each team asks the opposing team three questions.

3. Summary speeches presented by the captains

• There is a break after the question time. During the break, the two teams work on the final summary.

• After the break, the captain of the Opposition summarises the main arguments in 2 minutes.

• Then, the captain of the Affirmative summarises the main arguments in 2 minutes.

B. Reading a chairperson’s speech

Below is the chairperson’s speech. In groups of three to four, members take turns to play the role of the chairperson and read the speech aloud to familiarise themselves with the procedure and rules.

Chairperson’s Speech (Rules and Regulations) Good morning Ladies and Gentlemen,

Welcome to this debate. Today’s motion is “Everyone under 18 should be subject to an 8:00 pm curfew”. On the Affirmative side, we have __________________________ as the team captain, ____________________ as the 1^st speaker and ______________________ as the 2^nd speaker. On the Opposition, we have ________________________ as the team captain, __________________ as the 1^st speaker and __________________ as the 2^nd speaker. We are honoured to have _________________________ as our adjudicator(s).

Before the debate starts, let me tell you the rundown of this debate. Each team will deliver four speeches of ______ minutes. The bell will be rung once 30 seconds before time is up, twice when time is up, and nonstop after a ______ second grace period.

______ mark(s) will be deducted for every _____ seconds overtime.

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S14

We will begin with the captain of the Affirmative, followed by the captain of the Opposition. Then the 1^st speaker of the Affirmative and the 1^st speaker of the Opposition, followed by the two 2^nd speakers.

At this point, the debate will proceed to a question and answer session. The three speakers from the Affirmative and the Opposition will take turns to ask the opponents a question. Each speaker has 1 minute to ask the question. The team to which the question is directed has 1 minute to prepare their answer and 1 minute to deliver the answer. This process will be repeated for the second and third questions. The bell will be rung once 15 seconds before the time is up and twice when the time is up.

The captains of both teams will be given _______ minute(s) to prepare their summary speeches. Here the order of presentations will switch. The Opposition will deliver the summary speech first, followed by the Affirmative.

Are there any questions from the debaters? If not, may I now call upon the captain of the Affirmative team to deliver his / her speech.

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FOCUS 2

Eliciting, Confirming Establishing Knowledge and

about Debating

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S16

Eliciting, Confirming and Establishing Knowledge about Debating

Learning Activity 1: Warm-up

Your teacher will now lead you to do the voice warm-up activity. Below are some tongue twisters for the warm-up:

How much wood would a wood-chuck chuck, if a wood-chuck could chuck wood?

Fuzzy Wuzzy was a bear. Fuzzy Wuzzy had no hair.

I need not your needles, they're needless to me.

Peter Piper picked a peck of pickled peppers.

Double bubble gum, bubbles double.

A flea and a fly flew up in a flue.

Learning Activity 2: Vocabulary

We are going to work on a motion related to bullying. Below are some words / phrases on this topic. Complete each sentence with the most suitable item in the box.

unequal behaviour isolate expelled

aggressive punishment emotional damage reprimanded 1. Bullying is a form of abuse or an ________________ attack on another student who

is usually weaker and smaller.

2. Tom was ______________ from school because he cheated in the exam.

3. One student calls another names, trying to create _____________ ____________.

4. Some students decide that they will _______________ another student by not talking to him anymore.

5. An _________________ student uses threats to get money from others.

6. Harsh __________________ is not effective for stopping bullying.

7. The teacher ______________ the bully for calling his classmates rude names.

8. The school awards conduct prizes to students with good ________________

and discipline.

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S17

Learning Activity 3: Reading

A. Pre-reading discussion

In groups, think of some examples of bullying. Share your answers with the class.

B. Reading – What is bullying?

1. Read the article below and answer the questions that follow it.

Bullies: What Is Bullying?

Bully. What does the word make you think of? For some people, it's that girl at school who always makes fun of them. For others, it's the biggest guy in the neighbourhood who's always trying to beat them up or take their things. Sometimes “bully” means a whole group of kids ganging up on someone else. No matter what situation or form it comes in, bullying can make you feel depressed, hurt, and alone. It can keep you from enjoying the activities and places that are part of your life.

Bullying happens everywhere, whether it's your town or Paris, France. It happens all the time, and it's happened since forever. Because it's so common, many adults think bullying is just a normal part of growing up. You've probably heard parents or teachers say things like: “Don't let it get to you” or “You just have to be tougher”.

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S18 But why should something that can make a person so miserable have to be part of growing up?

The answer is, it doesn't! Each and every one of us has the right to feel safe in our lives and good about ourselves. So IML* put together this guide to give you all the basics of dealing with bullies.

Let's start by looking at the different kinds of bullying:

Physical bullying means:

• Hitting, kicking, or pushing someone...or even just threatening to do it

• Stealing, hiding or ruining someone's things

• Making someone do things he / she doesn't want to do Verbal bullying means:

• Name-calling

• Teasing

• Insulting

Relationship bullying means:

• Refusing to talk to someone

• Spreading lies or rumours about someone

• Making someone feel left out or rejected

What do all these things have in common? They're examples of ways one person can make another person feel hurt, afraid, or uncomfortable. When these are done to someone more than once, and usually over and over again for a long period of time, that's bullying.

The reason why one kid would want to bully another kid is this: when you make someone feel bad, you gain power over him or her. Power makes people feel like they're better than another person, and then that makes them feel really good about themselves. Power also makes you stand out from the crowd. It's a way to get attention from other kids, and even from adults.

Did You Know…

The word “bully” used to mean the total opposite of what it means now? Five-hundred years ago, it meant friend, family member, or sweetheart. The root of the word comes from the Dutch boel, meaning lover or brother. Big change!

* IML is the acronym for “It’s My Life”, the organisation that publishes this article.

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S19

2. Answer the questions below based on the article.

i) What are the different kinds of bullying? Give an example for each.

Type of bullying Example

ii) Give at least three causes of bullying.

iii) What are the effects of bullying?

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S20

Learning Activity 4: Brainstorming solutions to bullying

A. Video watching

Watch one of the following clips on ways to tackle bullying:

http://www.youtube.com/watch?v=UTn-BqdMpsY&feature=related http://www.youtube.com/watch?v=DYXGV6lc8n4

B. Discussion

1. Bullying can be a serious problem. Can you suggest some ways to deal with bullying in your school?

• All students should learn to defend themselves.

•

2. Consider this motion:

It is best to deal with bullying by expelling the bully from school.

Individually, write down as many ideas as you can think of FOR and AGAINST the motion.

For

• to prevent the bully from tormenting more students

•

Against

• It is better to let bullies stay at school and help them to mend their ways.

•

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S21

Learning Activity 5: Role of speakers

In the previous unit or focus, we were introduced to the procedure of debating. We learnt that there are usually three members in each debate team. They divide the arguments among themselves according to their role and the content of their speeches. For example, the captain (as the opening speaker) may focus more on definition and introducing the main arguments while the 2^nd speaker may focus more on rebutting the points the opponents made.

Each team would also try to think of what the other team will say and prepare rebuttals (questions or counter-arguments that challenge the points made by another team).

You are going to watch the video clip of a debate on the following motion:

It is best to deal with bullying by expelling the bully from school.

Match the following roles with the corresponding speaker after you have finished watching the debate. The first has been done for you as an example.

SPEAKER PURPOSE / ROLE OF SPEAKER

C Captain of the Affirmative A. suggests an alternative solution other than the motion.

Captain of the Opposition B. says the Opposition’s proposed alternative solution will not deal with the issue.

1^st Speaker of the Affirmative

C. sets out the terms of the debate by giving definitions, sets out the problem and suggests that the motion gives a solution.

1^st Speaker of the Opposition

D. argues that the solution to the problem proposed by the captain of the Affirmative fails to deal with the problem.

2^nd Speaker of the Affirmative

E. elaborates on the alternative solution proposed by the 1^st speaker of the Opposition.

2^nd Speaker of the Opposition

F. says that the solution proposed by the captain of the Affirmative does deal with the problem.

Note: The role of speakers above is not a standard formula. It could vary according to the motion, format and actual situation of individual debates.

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S22

Learning Activity 6: Noting down the main ideas of a debate

You will watch the video of the debate on bullying again. In pairs, write down the main ideas that the speakers make by completing the chart. The first main idea of each speaker has been provided for you.

AFFIRMATIVE CAPTAIN

• Bullying is a major problem and six out of ten students in primary schools have been bullied.

•

OPPOSITION CAPTAIN

• We accept that the problem of bullying is important.

•

AFFIRMATIVE 1^ST SPEAKER

• We agree that we cannot expel 24% of primary students.

•

OPPOSITION 1^ST SPEAKER

• My opponent underestimates the difficulty of proving bullying.

•

AFFIRMATIVE 2^ND SPEAKER

• Bad intentions exist even if we are positive and loving.

•

OPPOSITION 2^ND SPEAKER

• Preventive methods are the best way to deal with bullying as suffering is avoided.

•

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Learning Activity 7: Revision

In Focuses 1 and 2, you have learnt the key concepts and basic terms of debating. Match the following terms with their definitions on the right.

Some Basic Debate Terms

1. Debate ( ) a. the person who judges a debate and gives comments at the end

2. Motion ( ) b. a counter-argument that challenges the points made by the opponents

3. Rebuttal ( ) c. the team which argues for the motion and proves the motion is true

4. Adjudicator ( ) d. a structured argument between two teams of speakers, a battle of oral skills which involves reasoning and logic

5. Time keeper ( ) e. the team which argues against the motion and proves the motion is false

6. Proposition / Affirmative team

( ) f. a statement that can be agreed or disagreed with

7. Opposition / Negative team

( ) g. the debater who opens a debate, defines the motion, advances arguments and outlines what his / her teammates are going to say

8. Team captain ( ) h. the debater who elaborates on the arguments made by the captain and 1^st speaker of his / her team

9. 1^st speaker ( ) i. the debater who speaks after the team captain, explains why the opposing teams’ ideas are wrong and provides new arguments or elaborations 10. 2^nd speaker ( ) j. the person who rings the bell to remind speakers

the time left and stops them from going overtime

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Learning Activity 8: Reflection

1. What have I learnt about debating in these two focuses?

___________________________________________________

2. What is the most challenging part of debating?

___________________________________________________

3. What can I do to improve my debating skills to participate more fully in this module?

___________________________________________________

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FOCUS 3

Identifying and Using

Underlying Principles

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Identifying and Using Underlying Principles

Learning Activity 1: Warm-up

Black bug bit a big black bear.

Betty Botter bought a bit of bitter butter.

I scream, you scream, we all scream for ice cream!

I saw a saw that could out-saw any other saw I ever saw.

If you wish the wish the witch wishes, I won't wish the wish you wish to wish.

A good cook could cook as much cookies as a good cook who could cook cookies.

Learning Activity 2: Vocabulary

In groups, choose a BINGO card on which vocabulary items related to exams are written.

Your teacher will draw a sentence card from a bag and read out a sentence which contains a synonym* of one of the words on your BINGO card. Your task is to identify the word from your BINGO card and cross it out. The first team that matches the pattern (one of the below as specified by the teacher) wins the round.

Pattern 1 Pattern 2 Pattern 3

B I N G O B I N G O B I N G O

      

   

      

* synonym – a word with the same or nearly the same meaning as another word

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CARD 1

B I N G O

stop easy difficult funny quiet

negative fast smart private

tutorials sensible

nice happy upset pain

long short stressful significant unimportant

big nervous positive stupid useful

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CARD 2

B I N G O

quiet negative pain long useful

funny fast upset short stupid

difficult smart stressful positive

easy private

tutorials happy significant nervous

stop sensible nice unimportant big

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S29

CARD 3

B I N G O

easy fast happy short nervous

stop negative funny quiet sensible

smart difficult private

tutorials upset

useful significant stressful big pain

short long unimportant positive stupid

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Learning Activity 3: Free-writing

In the space below, list some of the exams or tests that you took in the past. In the box below, write down how you felt about them. Try to use some of the words that you have learnt in the BINGO game.

Exams / Tests that I have taken:

I felt:

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Learning Activity 4: Brainstorming ideas on the motion

The motion to be debated upon for this lesson is:

Exams should be abolished in schools.

1. Individually, write down as many ideas as you can think of FOR and AGAINST the motion.

2. Get together with three or four other classmates and write your answers in the table below.

3. Exchange your answer sheet with another group’s and study the arguments they have made. Your teacher will later put up all the sheets on the board.

For Against

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Learning Activity 5: Underlying principles in arguments

A. Identifying the underlying principles

Every argument is based on an underlying principle. Underlying principles are ideas within the arguments that the speakers generally believe.

Here are two examples:

Example 1

Argument Exams should be abolished because they put too much pressure on students.

Underlying

principle Too much pressure is bad for students.

Example 2

Argument Exams should not be abolished because we need some way to measure students’ abilities.

Underlying principle

Measuring students’ abilities and finding out how well they do in school are important and exams are one means of doing so.

B. Forming rebuttals using the underlying principles

If you understand the underlying principle of the argument, you can make use of it to form rebuttals. A rebuttal is a counter-argument used to criticise and attack the points made by the opposing team.

Using the two examples above, we may convert underlying principles to rebuttals / counter- arguments in the following way

1^st Example

Affirmative argument : Exams should be abolished because they put too much pressure on students.



Underlying principle : Too much pressure is bad for students.



Counter-argument : Studies show that pressure is good for learning.

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2^ndExample

Opposition argument : Exams should not be abolished because we need some ways to measure students’ abilities.



Underlying principle : Measuring students’ abilities and finding out how well they do in school are important and exams are one means of doing so.



Counter-argument : Exams are not an effective means to measure students’ abilities.

Practice:

Opposition argument : Exams should not be abolished because they let teachers know whether students understand the topics taught in class.

 Underlying principle :

 Counter-argument :

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Learning Activity 6: Constructing counter-arguments

Your teacher will divide the class into two sides – the Affirmative and the Opposition.

Look at the arguments collected in Learning Activity 4. With a partner, think of at least three strong arguments to agree (if you are the Affirmative) or disagree (if you are the Opposition) with the motion “Exams should be abolished in schools”. Write them below:

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In this activity, you need to think of counter-arguments to rebut the points raised by your opponents:

1. Fill in Table A if you are the Affirmative and Table B if you are the Opposition.

2. Write down the arguments proposed by the opposing side in the left column.

3. With a partner, think of some counter-arguments and put them in the right column. Two examples have been provided for you.

Exams should be abolished in schools

.

A

Opposition team’s main argument

Affirmative team’s counter-argument e.g. Exams should not be abolished because

we need some ways to measure students’ abilities.

Exams are not an effective means to measure students’ abilities.

B

Affirmative team’s main argument

Opposition team’s counter-argument e.g. Exams should be abolished because

they put too much pressure on students.

Studies show that pressure can motivate students to learn.

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Learning Activity 7: Mini-debate

One pair of students from the Affirmative side and another pair from the Opposition side will join to form a group of four. The group will then have a discussion or an informal debate on the following motion:

Exams should be abolished in schools.

You will have 15 minutes to discuss. Make sure you take notes during the discussion. These notes will be useful for your writing assignment later on.

Learning Activity 8: Writing an effective paragraph

A. Components of an effective paragraph

An effective paragraph is usually made up of the following:

1. Topic sentence:

• presents the central idea of the paragraph

• provides a focus and a framework for understanding the rest of the paragraph

• is normally placed at the beginning of the paragraph 2. Supporting details:

• illustrate and substantiate the central idea / argument stated in the topic sentence

• often include concrete facts or specific cases and examples

• provide reasons to explain and elaborate the main ideas 3. Concluding sentence:

• gives the paragraph a sense of order and completeness

• often restates the central idea of the paragraph Consider the following paragraph as an example:

(1) Thailand is a nice place to take a vacation. (2) It is always sunny and warm. The beaches are beautiful with soft white sand and clear blue water. There are many good restaurants in Thailand, and most of the big hotels offer terrific entertainments. (3) This is why it is one of the most popular tourist destinations in the world.

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B. Practice

PRACTICE 1 – Identifying topic sentences

What is a topic sentence? A topic sentence is a sentence (usually the opening sentence) that sets out the central idea of the paragraph.

In each of the paragraphs below, which is the topic sentence? Identify and underline it.

1. The students in the class come from many different parts of the world. Some are from European countries such as Germany, Spain and Portugal. Others are from Middle Eastern countries, like Dubai and Iran. A few are from South America like Mexico, Brazil and Argentina. The largest numbers are from Asian countries, such as China and India.

2. There are many reasons why millions of British move every year. Some move to find better jobs or to advance their careers. Others want to experience something new. Still others want to move to a place with less crime. Finally, many people want to move to a place with a lower cost of living.

3. Video games are very popular among secondary school students in Hong Kong. Quite a number of secondary schools have at least one video game centre nearby. After school, a fair number of students like to entertain themselves by visiting these centres. Some are even quite addicted and stay there all evening.

PRACTICE 2 – Writing topic sentences

Decide what each of the following paragraphs is about. Then write a topic sentence for each paragraph in the space provided. Make sure your topic sentence is general enough. An example is given below:

Parents are role models of children. Children learn how to behave and relate to people from them. In fact, research studies have proved that whether children can successfully develop positive values such as honesty, justice, responsibility and respect for others depends on the mode of parenting.

Suggested answer: Parents play an important role in children’s personal development.

1. In a study carried out in Britain in 2002, most sixth-form students said they were “very stressed” about exams. Here in Hong Kong, the situation is even worse. Ten percent of students have emotional problems because of the stress of exams.

_____________________________________________________

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2. Education researchers have ways of measuring the effectiveness of a test. They have found that good tests are capable of measuring students’ achievements in all subjects.

Good tests exist, although the school systems may not always use them correctly.

_____________________________________________________

3. In the western world, people do not learn well through memorisation, but Chinese do.

This has been proven in scientific studies. If the Chinese way of thinking is different from that of their Western counterparts, they need to have a different system of assessment.

_____________________________________________________

PRACTICE 3 – Providing supporting details

For each topic sentence below, add two or three sentences to make a paragraph.

1. Many students in Hong Kong are stressed because of exams and tests.

_____________________________________________________

2. Tutorial centres in Hong Kong only focus on helping students to cope with exams.

_____________________________________________________

3. The library is the best place to study for exams and tests.

_____________________________________________________

Learning Activity 9: Portfolio Assignment 2

Using the ideas collected from the discussion or mini-debate in Learning Activities 4 – 7, work individually and write two to three paragraphs to argue either FOR or AGAINST the motion “Exams should be abolished in schools”. Remember to use clear topic and concluding sentences and include relevant supporting details.

Submit your work to the teacher for feedback. Remember to fill in the

“Assignment Checklist” (page S138) and complete the “Reflection Log – Portfolio Assignment 2” (page S140) after your teacher has returned your work.

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PORTFOLIO ASSIGNMENT 2

MOTION: Exams should be abolished in schools

Name : Date :

AFFIRMATIVE / OPPOSITION*

__________________________________________________________________________

*Delete as appropriate

* Use additional sheets if necessary

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FOCUS 4

Language of Persuasion

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S41

Language of Persuasion

Learning Activity 1: Warm-up

An ape hates grape cakes.

A big bug bit the little beetle but the little beetle bit the big bug back.

If you notice this notice, you will notice that this notice is not worth noticing.

A sailor went to the sea to see what he could see and all he could see was the sea.

Tie a knot, tie a knot. Tie a tight, tight knot. Tie a knot in the shape of a nought.

Learning Activity 2: Group discussion

Get into groups of four. Below are websites that contain cigarette advertisements. Look at them and discuss the messages they are trying to communicate about smoking.

1. Is it promoting smoking?

2. What adjectives or words can you think of when you look at each advertisement? The first two have been done for you as examples.

Created by Websites Promoting

smoking?

(yes / no)

Adjectives

1. Winston http://www.tobaccofreekids.org/adgallery/

display.php3?ID=275 yes cool

sexy 2. ^Virginia_Slims http://www.tobaccofreekids.org/adgallery/

display.php3?ID=288 yes relaxed

beautiful 3. Marlboro http://www.tobaccofreekids.org/adgallery/

display.php3?ID=21 4. The National

Health Service (UK)

http://www.femalefirst.co.uk/health/Smok ing-820.html

5. ^Khaleej_Times http://www.holgerappel.com/archives/200 8/01/entry_556.html

6. Camel http://www.tobaccofreekids.org/adgallery/

display.php3?ID=72

7. Lucky Strike http://smokershack.wordpress.com/catego ry/ad

8. Vikas Naik http://www.holgerappel.com/archives/200 8/01/entry_554.html

C M Y CM MY CY CMY K

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Learning Activity 3: Language of appeal

Persuasion is an art. It takes practice and skill. To be a successful persuasive speaker or writer, you need to consider the argument from the point of view of the audience (i.e. the reader or listener).

From the advertisements in Learning Activity 2, you may realise the objective of an advertisement is to persuade people to buy a product or to convince people to believe in an idea. A debater’s speech is similar to an advertisement, because your objective is to persuade your listeners (particularly the adjudicators) that your ideas are better than your opponents’.

A speaker may try to convince his / her audience through the following ways:

1. Emotional appeal – using highly emotive words, images, colours to produce an affective response or arouse the audience’s feelings

2. Personal appeal – speaking with special knowledge or first-hand experience to make a point more valid and believable

3. Logical appeal – reasoning in a clear and consistent manner, preferably with reference to some scientific facts or figures and real-life examples.

We will mainly work on emotional and personal appeal in this focus and leave logical appeal to Focus 5.

The degree of persuasiveness and strength of an argument may vary depending on the appeal you use. Read the following statements and decide on their degree of persuasiveness (weak / average / strong). Justify your answer.

Statement Degree of

persuasiveness

Explanation Smoking causes cancer.

Smoking is bad. Don’t smoke.

Smoking will kill you! Each cigarette shortens your life by 11 minutes.

Smoking will cause your lungs to rot and lead to early death.

Smoking causes bad breath and yellow teeth.

A. Emotional appeal

An effective speech often evokes strong feelings. The language of emotional appeal is the language that arouses our senses (i.e. sight, hearing, smell, touch and taste). Let us consider how the language of emotional appeal can be used to discuss the harmful effects of smoking.