Halaman
93
Listening:
•
Listening to debates and presentations
•
Responding to various meanings of debates and presentations
Speaking:
•
Expressing and practising a debate
•
Expressing and practising a presentation
Reading:
•
Reading texts and information related to debates and
presentations
•
Reading some debate topics and presentations
•
Identifying meanings in debates and presentations
Writing:
•
Learning how to write debate outlines
•
Writing an opinion letter
•
Writing a paper for presentations
Let's Have a Debate
Chapter
5
In This Chapter
93
Source
:
www.scottish.parliament.uk
94
Developing English Competencies
for Grade XII of Language Programme
Listening
In this section, you will learn how to:
•
listen to debates and presentations;
•
respond to various meanings of debates and presentations.
1. Have you been involved in a debate?
2. With whom do you usually debate?
3. Why do you debate?
4. What are the advantages you feel of having a debate?
Answer the following questions.
Listen to the dialogue read by your teacher and
À
ll
in the blanks.
Wawan : So, why are you doing this, Susan?
Susan
: I told you, it's for charity.
Wawan : I know - it's a ‘Save the dolp
hin'
1
,
isn't it?
Ratna
: No, it isn't. Look, Wawan, it's all written here.
Susan
: It's to raise money for a really old t e m p l e i n
South America which was damaged by an
2
last year.
Joko
: You're collecting money for an old building!
Wawan : What about collecting money for people or
animals?
Joko
: If you fasted for people I would sponsor you,
but an old place ...
Wawan :
3
, anyway, there are many people
here in this country that need help. Why
South America?
Joko
: Or what about the animals which were
threatened by the drought in Africa last
month?
Wawan :
4
if we give to charity we should
help people or animals.
Susan
: I can see that, but the point is ...
Activity
1
Activity
2
95
Let’s Have a Debate
1. What is the dialogue about?
2. Where does it probably take place?
3. Who is involved in the dialogue?
4. Who is collecting for charity?
5. What is the charity for?
6. Where is the old temple located?
7. Why don't Joko and Wawan support the charity?
8. According to Wawan, who deserves the money?
Answer the questions based on the dialogue.
Listen to the tape and then answer the question.
1. Which of the arguments is more convincing–the case
for or the case against the use of animals in medical
research?
2. What is your opinion on using animals for research?
Listen to the tape and complete the following text.
Proponents of animal
point to hundreds of years of
medical advances made possible
by research on animals.
2
for heart disease provide just one
example, including open-heart
3
, in which circulatory
functions are temporarily controlled
by a heart-lung machine;
4
bypass to improve blood
Á
ow to the
heart
5
; and valve replacement
of a defective heart valve. Techniques
and
6
for kidney dialysis
were also developed through animal
experimentation.
More than 30
7
for treating
cancer, as well as anticancer radiation
8
, were
À
rst tested on rats and
9
. Vaccines for diphtheria,
measles, smallpox, and many
other previously feared
10
were developed through animal
11
. Organ transplants, blood
transfusions, microsurgery to
12
severed limbs—these and
other procedures that save thousands
of lives annually—were made possible
by work on animals. And not just
13
, but dogs, cats, and other
domestic and
14
animals have
benefited from such research, with
the development of treatments for
15
, rabies, anthrax, and other
diseases of animals.
Taken from
Microsoft
Encarta Premium
, 2008
Activity
3
Activity
4
Activity
5
96
Developing English Competencies
for Grade XII of Language Programme
Listen to people having a debate about a current
issue in the news. Take notes for the opinions you
hear for and against the
issue. Compare your answers
with your friend's.
1. Who do you think is speaking?
2. What is the occasion?
3. What is the topic?
4. How does the speaker open the presentation?
5. What do you think of the content of the presentation?
Listen to the sample of a presentation and answer
the following questions.
Pros/For Opinions
Cons/Against
There are three
1
to make
a great
presentation: content, design
and
2
. Content includes
the research and organization of
3
. Design is the architecture of
the sides and the graphical
4
Delivery is how you voice your
5
. To make the presentation
great, there must be
6
of these
three elements. Each of these elements
carries equal weight and
7
. Your
presentation will not be great unless
you have all three of these elements.
There is a process to creating a
great presentation. First, you must
8
your content, then design for
that content, then create your delivery
9
and style. And
À
nally, there's
the delivery. You need to know the
10
of your meeting and how
to make the
11
retain your
message. You need to set clear
12
in the presentation as well
as your
13
of your
audience.
They need to
À
nd value in being in
this presentation. Your
presentation
needs to be such that what you
14
and how you present it
causes a change in
15
of your
audience.
Adapted from
www.presentersuniversity.com
.
What Makes a Great Presentation?
Listen to a text from the tape. It is the information
about presentation. Then,
À
ll in the blanks.
Activity
6
Activity
7
Activity
8
97
Let’s Have a Debate
Speaking
In this section, you will learn how to:
•
express and practise a debate;
•
express and practise a presentation.
Hasan and Mira are watching news about animal cloning on
TV.
Hasan : Cloning is the best ever.
Mira
: Why do you think so?
Hasan : Cloning can be very bene
À
cial to the medical
world.
Mira
: Yes, but the other hand, I think cloning is not
ethically correct.
Hasan : How can it be? Cloning can save a human's
life. Furthermore, it can create life.
Mira
: No, we can't play God. Life is natural. We can
never change that.
Hasan : But I think it would be good if we can create a
brother or sister by cloning.
Mira
: I don't see it that way. I t
hink it's not that
simple. Life needs natural processes.
1. What are Hasan and Mira talking about?
2. How can cloning be bene
À
cial to the medical world
according to Hasan?
3. How does Mira feel about cloning? What does she
think about it?
4. What is your view about cloning?
Read the dialogue and answer the following questions.
UN Shot
Hamdi : Do you agree
with the
system of direct
presidential
election?
Burhan : Members of
the parliament
object to the
system, and
I do, too.
From the dialogue we can
conclude that Burhan ...
with the system.
a. supports
b. disargrees
c. approves
d. accepts
e. denies
(UAN 2002/2003
)
1. What do you know about debates?
2. Where can you
À
nd people debating?
3. What should the people debate?
4. What can you
À
nd in a debate?
5. What do you know about pros and cons group?
Answer the following questions orally.
Activity
1
Activity
2
98
Developing English Competencies
for Grade XII of Language Programme
Read and study the dialogue, then do the tasks that
follow.
Read these expressions carefully. Identify what kind of
expressions they are. Pay attention to your pronunciation
and intonation.
Rudy and Wina are discussing a recent issue about cloning.
Rudy : Cloning has been a controversial
issue since
it affects moral values of human beings and
other living things alike. What do you think
about it?
Wina : Well I think cloning is unnatural and not
ethically correct. It is against human nature.
Rudy : I don't think so. I don't agree with you. I
think cloning could be used in various ways
to bene
À
t the lives of humans. For example
cloning can be used to produce livestock
with ideal characteristics for the agricultural
industry.
Wina : Well, I think it is a matter of opinion. Cloning
has its pros and cons.
1. What do you think about cloning? Do you think
cloning should be banned or do you think it should
be developed and allowed. Give your opinion with
reasons.
2. Work in pairs and have a conversation like the
one above with your partner. One person is for
developing and allowing cloning and other against
it.
Activity
3
Activity
4
1. "I think that's not true."
2. "I don't think you're right."
3. "Oh, do you think so?"
4. "There are two reasons why we take our position."
5. "Why do you say that?"
6. "I don't completely agree with you."
7. "I can't go along with that idea."
8. "What you've said isn't accurate because ...."
9. "I guest we just have different opinions."
10. "I guess we can't agree on this."
99
Let’s Have a Debate
Work in groups of four and take turn discussing the
topics below. Study the examples and the expressions.
Example:
A :
What do you think about ....?
B :
Oh, I think that's a good idea because ....
C :
Yeah, I completely agree with you. We should ....
D :
Well I don't think it's true because ....
The topics/issues to discuss :
1. Implementing capital punishment for bad criminals
2. Banning smoking in public places.
3. Being a career women.
4. Eliminating school fees.
5. Using animals in research.
New Horizon
Debate is about change.
It is a discussion about
an issue which will
determine whether the
change is good or bad.
The procedures for
debates may differ but
the process is the same.
Why Debate?
• Debating is fun.
• Debating is a sport
of the mind and
voice.
• Debating creates the
skills you need for
success.
Taken from
www.
englishclub.com
v
Pronunciation
Practice
Pronounce these words taken from the text.
1. controversial/
ˌkɒntrəˈvɜːʃl/
2. human/
ˈjuːmən/
3. characteristic/
ˌkærəktˈrɪstɪk/
4. agricultural/
ˈægrɪˈkʌltʃərəl/
5. issue/
ˈɪʃu/
What to Say
Expressions for Having a Debate
1.
Yes, but another way of looking at it would be to say that ....
2.
Surely not, I mean ....
3.
Well, think of it this way ....
4. But look at it like this ....
5. I can't go along with that idea.
6. I don't see it that way.
7. What you've said isn't accurate because ....
8. Yes, but on the other hand, ....
9. Let me repeat our position
Note :
the expressions are generally used in formal
situation.
Activity
5
100
Developing English Competencies
for Grade XII of Language Programme
Second Speaker
• Reaf
À
rm the negative team line
•
Rebut some of the main points of
the af
À
rmative case
•
Present the second half of negative
case
Second Speaker
• Reaf
À
rm the af
À
rmative team line
•
Rebut the main points presented by
the
À
rst speaker
•
Present the second half of af
À
rmative
case
Third Speaker
• Reaffirm the affirmative team
line
• Rebut all the remaining points of
the negative case
•
Present summary of the af
À
rmative
case
Third Speaker
• Reaf
À
rm the negative team line
•
Rebut all the remaining points of
the af
À
rmative case
•
Present summary of the negative
case
• Round of the debate for this
negative
First Speaker: Cross Examines
•
Accept or reject the de
À
nition
•
Present the negative team line
•
Rebut a few of the main point of
af
À
rmative speaker
• Present the
À
rst half of negative
team's case
First Speaker: Constructive Speech
• De
À
ne the topic
•
Present the af
À
rmative team line
• Present the
À
rst half of af
À
rmative
case
Af
À
rmative Team
Negative Team
Read and study the following outlines of
debate
process. Pay attention to the information carefully.
Note:
• Rebuttal is criticising the argument presented by other team.
The rebuttal should:
1.
Be logical:
Showing why other side is wrong and does not make
sense.
2.
Pick the important point:
Rebut the most important points of the
other side's case.
3.
Not criticise the individual speakers, like:
fat, ugly, etc.
• The teacher will be the adjudicator judge of the debate.
The Debate Process
The two sides in a
debate are the
Af
À
rmative
and
Negative
. In general, the Af
À
rmative
team supports the statement of the resolution, while Negative opposes the
Af
À
rmative arguments in a number of ways.
Activity
6
101
Let’s Have a Debate
Now, you are going to have a
debate. Work in groups
and do the following tasks.
Look at the picture and answer the following questions
brie
Á
y.
Have a Debate
Pick an issue which interests you and other students.
You can select an issue you want to be the topic, but we
have given you an example. It is always good to select
something which interests and concerns the students.
Topic: Global Warming - What we can do about it
a. Form two a two-person teams, one
af
À
rmative and
one negative.
b. Take 10-15 minutes to have a general discussion
about the issue on both sides, write them on the
board. During this time the two teams can be
formulating their ideas and strategies.
c. After the discussion, give them 5 minutes to think of
what arguments they will be using.
d. Each debate takes about 30 minutes. After you have
had one debate and discussed it, in the next class
period you can have two other debates by different
students on the same topic.
1. Have you ever given a presentation to your class?
2. What did you present?
3. Did your presentation succeed?
4. How did you feel when you gave presentation?
5. Do you know how to give a good presentation?
Source
:
CD Image
Activity
7
Activity
8
102
Developing English Competencies
for Grade XII of Language Programme
Read and study the following text about effective
presentation techniques. Scan the text, and then
identify some characteristics of good
presentation
techniques.
Presentations and reports are ways of
communicating ideas and information to a
group. But unlike a report, a
presentation
carries the speaker's personality better and
allows immediate interaction between
all the participants. A good
presentation
has:
• Content. It contains information
that people need. But unlike reports,
which are read at the reader's own
pace, presentations must account for
how much information the audience
can absorb in one sitting.
• Structure. It has a logical beginning,
middle, and end. It must be sequenced
and paced so that the
audience can
understand it. Where as reports
have appendices and footnotes to
Presentation Skills
guide the reader, the speaker must
be careful not to loose the
audience
when wandering from the main
point of the presentation.
•
Packaging. It must be well prepared.
A report can be reread and portions
skipped over, but with a presentation,
the audience is at the mercy of a
presenter.
•
Human Element. A good
presentation
will be remembered much more
than a good report because it has a
person attached to it. But you still
need to analyse if the audience's
needs would not be better met if a
report was sent instead.
Adapted from
www.presentersunivesity.com
Useful Expressions for Giving Presentations
1.
Greeting
a.
"Good morning, Ladies and Gentlemen, ...."
b.
"Ladies and Gentlemen, it's a great honour for me to
...."
c. "Good evening, every body. It's very nice to be here."
2.
Introducing Subject
a. "I plan to say a few words about ...."
b. "I'm going to talk about ...."
c. "The subject of my talk is ...."
More Formal
Less Formal
What to Say
Activity
9
103
Let’s Have a Debate
Your Project
Make a short debate and
give short presentation
to the class. You may
choose any topic you
like. Pay attention to
your expressions.
3.
Describing the Structure of Your Talk
a. "I've divided my talk into (three) parts ...."
b. "My talk will be in three parts ...."
c. "First ..., Second ..., Third ...."
4.
Timing
a. "My talk will take about ten minutes."
b. "The presentation will take about twenty minutes ...."
c. "In the middle, we will have ten minute break."
5.
Closing
a. "That's all my presentation. Thank you for your
kind attention."
b. "That's all. Please, if you have any questions ...."
Read this short presentation and practise it. Pay
attention to your intonation and pronunciation. Then
answer the questions that follow.
Good afternoon everyone. My name's Andy
Agustian. I'm a geophysicist with special responsibility
for analysing new
À
elds in the North Sea. On this
occasion I'm going to talk about some recent research
into new methods of detecting oil in shallow waters.
I've divided my talk into three parts. First,
research that we have done. Then I'll report on some
published research from other companies and
À
nally
I'll talk about what this may mean for our exploration
activities.
Please interrupt if at any time you have any
questions or if something is not clear. My talk will
last about an hour. Later my colleague will show a
video.
1. Who is the speaker?
2. What is the presentation talking about?
4. What is the occasion of the presentation?
5. Do you think it is the introduction, body, or the
conclusion of the presentation?
6. What does the speaker say to greet the audience?
7. What does he say to give the title of his talk?
8. Is it a good introduction? Why?
More Formal
Less Formal
Activity
10
104
Developing English Competencies
for Grade XII of Language Programme
Answer these questions.
Reading
In this section, you will learn how to:
•
read texts and information related to debates and presentations;
•
read some debate topics and presentations;
•
identify meanings in debates and presentations.
1. Have you ever read an article about animal
experimentation?
2. What do you know about it?
3. What is your opinion on the matter?
4. Have you ever talked over the issue with others?
5. What are their views on that matter?
Now, read the following text and then answer the
questions that follow.
Animal Rights
Every year about seventeen million
animals are used in laboratory experiment.
But in many countries today, a dif
À
cult
question is being asked: Do we have the
right to use animal this way?
The case for using animals in research
The use of animals in medical
research has many practical benefits.
Animal research has enabled researcher
to develop treatments for many diseases,
such as heart diseases and depression. It
would not have been possible to develop
vaccines for diseases like smallpox and
polio without animal research. Every
drug anyone takes today was tried
À
rst
on animals. Drugs for treating cancer, as
well as anticancer radiation therapies,
were
À
rst tested on animals.
Future medical research is dependent
on the use of animals. Which is more
important: the life of a rat or that of a
three-year-old child? Medical research is
also an excellent way of using unwanted
animals. Last year, over twelve million
animals had to be killed in animal shelters
because nobody wanted them as pets.
Activity
1
Activity
2
Source
:
http://www.freewebs.com/animalrights
105
Let’s Have a Debate
Read the text again and note the different arguments
in the following table.
The case against using animals in
research
The fact that humans bene
À
t cannot
be used to justify using animals in research
any more than it can be used to justify
experimenting on other humans. Animals
suffer a lot during these experiments. They
are forced to live in small cages, and they
may be unable to move.
Questions:
1. Which of the argument is more convincing, the case
for or against the use animals in medical research?
2. What is your opinion on using animals for research?
Give your reasons.
Much of the research that is carried
out is unnecessary anyway. Animals have
the same rights as humans do to be able to
move freely and not to have pain or fear
forced on them. Researchers must
À
nd
other ways of doing their research, using
cell culture and computer modelling.
There should be no animals in research
laboratories at all.
Taken from
Interchange
, 2004
1. How many people are involved in the survey?
2. How many people agree with animal experimentation?
3. What is the percentage of people who do not
agree
with animal experimentation?
4. Conduct a survey in your class about this and present
the results in a chart.
Englishclub.com
Are you concerned about
animal exploitation? Just
visit the People for the
Ethical Treatment of
Animals'. For further
informations, browse at
www.peta.org.
Total 100%=50 respondents
Not Sure
7
Work in pairs and study the following chart. Then
answer the questions that follow. The following is
the result of a survey on the case of using animals for
medical research or experimentation.
Negative Argument
Af
À
rmative Argument
Activity
3
Activity
4
106
Developing English Competencies
for Grade XII of Language Programme
Work in groups. Two teams will choose a controversial
topic and then have a
debate.
1. Form two teams of 4 or 5 students. Each team chooses
a team leader. Use one of the following topics below
or another of your own.
• The case for organ donation
• Avoiding junk food
• Why the death penalty should be abolished
2. Decide which position your team will take to be
either for or against the topic.
3. Now the two team work separately to prepare for
the debate. One team prepares its arguments against
it. During the debate, each student of the team has
to present one of the team's arguments and give
reasons that support the team's position.
4. A debate. After both team present their arguments, the
rest of the class decides which team has won (has the
best arguments).
1. pollution
/
pə
'l
u:ʃn/
2. corruption
/
kə
'
rʌpʃn/
3. abortion
/
ə
'
bɔ:ʃn/
4. global warning
/'
gləʊbl wɔ:mɪŋ/
5. cloning
/
kləʊnɪŋ/
6. euthanasia
/
ju:ɵə
'
neɪzɪə/
7. poverty
/
pɔvətɪ/
8. in
Á
ation
/
ɪnfleɪʃn/
9. unemployment
/
ʌnɪmplɔ:ɪmənt/
10. housing
/
hausɪŋ/
Read the following words. It is a list of topics commonly
used in a debate. Choose three topics and put forward
your opinions.
Activity
5
Activity
6
107
Let’s Have a Debate
Read the text carefully about using visual aids in a
presentation. Then
À
nd eight advantages of using
visual aids and three warnings about using visual
aids.
Read the following situation and answer the questions.
Imagine you have to give a brief presentation in a student
meeting to discuss
the annual school day. Answer and
take notes on the following questions.
1. Will your talk be formal or informal?
2. How long will your talk be?
3. Who is the audience?
4. What are audience's expectations?
5. Will there be any discussion?
6. How will you help the audience to remember what
you tell them? Will you use tools or visual aids?
Using Visual Aids in Presentations
Dinckel and Parnham (1985) say that "The
great danger (in using visual aids) is that presenter
place major emphasis on it and relegate themselves
to the minor role of narrator or technician, your
explanation, your conviction and your justi
À
cation".
Visual aids can make information more memorable
and they help the speaker. However, they must
literally support what the speaker says and not
simply replace the spoken information. It is also not
enough to just read text from a visual aid.
There are many advantages to the correct
use of visual aids. They can show information.
Which is not easily expressed in words or they can
highlight information. They cause the audience to
employ another sense to receive information, they
bring variety and therefore increase the
audience's
attention. They save time and they clarify complex
information.
Adapted from
The Handbook of Communication Skills
, 2003
Activity
7
Activity
8
108
Developing English Competencies
for Grade XII of Language Programme
Study the following statements and answer the questions
that follow.
Read the following sentences and choose the word in
parentheses that you think best express your
opinion.
Writing
In this section, you will learn how to:
• write debate outlines;
•
write an opinion letter;
•
write a paper for presentations.
• It is against the law not to
Á
ush a public toilet in
Singapore.
• It is illegal to own a dog in Rekavik, Iceland.
• It is against the law to hunt camels in Arizona,
USA.
• In Kentucky, USA, it is required by law to take a
shower once a year.
1. Can you think of reasons for any of these laws?
2. Do you know of any other strange laws?
3. Can you mention some laws or rules in your country
that are controversial?
1. Smoking
be banned in restaurants. (should/
should not)
2. Nuclear energy
the best way to meet our
energy needs. (is/is not)
3. Women
be required to serve in the army.
(should/should not)
4. Prayer
be allowed in the
public schools.
(should/should not)
5. It
acceptable to use animals for laboratory
experiments. (is/is not)
6. The drinking age
be lowered to age 18.
(should/should not)
7. Governments
use the death penalty to
punish criminals. (should/should not)
Activity
1
Activity
2
109
Let’s Have a Debate
Write a statement giving your
opinion on a current
issue. Compare your writing with your friend's and
give your reasons whether you
agree or
disagree.
Study the texts below. Then write the answer to the
questions that follow.
You may use the following topics to develop your statement.
1. Everyone should have free health care.
2. There should be no restriction on travel anywhere in
the world.
3. All nuclear power plants should be banned.
4. All public transportation should be free.
5. Smoking should be banned in all public places.
1. In my opinion, children of immigrants should be taught
in their native language. First of all, these children will
feel more comfortable in a strange school if they hear
and speak their native language and science more easily
are taught in their native language and do not have to
struggle with the new language. Finally, students who
use their native language in school are better able to
keep their cultural identity.
a. What is the author's opinion?
b. What three reasons does the author give to support
his or opinion?
2. In my opinion, children of immigrants should be taught
in English. First, they will learn the new language
more quickly if all their subjects are taught in the same
language as the rest of the children. Finally, they will be
able to perform better on standardized tests if they have
learned the material in their classes in English.
a. What is the author's opinion?
b. What three reasons does the author give to support
his her opinion?
Activity
3
Activity
4
110
Developing English Competencies
for Grade XII of Language Programme
1. Parking is dif
À
cult here,
isn't it
? Yes it is.
2. Taxis here are expensive,
aren't they
? Yes, they are.
3. Houses aren't cheap these days,
are they
? No, they
aren't.
4. This town has terrible traf
À
c,
doesn't it
? Yes, it does.
5. They should make gambling illegal,
shouldn't they
? Yes
they should.
• The sentences above are the sentences with tag
question.
Isn't it? are they?
and
doesn't it?
are tag
questions (mini questions which we put at the end of
sentences.
• In tag questions we use auxiliary verbs.
Grammar
Review
Tag Questions
A tag question is a question added at the end of a sentence.
Speakers use tag question primarily to make sure their
idea, belief, or opinion is correct or to seek agreement.
A. Af
À
rmative Sentences + Negative Tags
Statements
Responses
1. The traf
À
c is really bad,
isn't
it?
2.
You can speak in a
public,
can't
you?
3.
They are really good presenter,
aren't they?
1. Yes, it is.
2. Yes, I can.
3.
Yes, they are.
Statements
Responses
1. She doesn't agree with your
opinion,
does she?
2. They shouldn't be smoking in
public places,
should they?
3. They don't speak very clear,
do
they?
1. No, she
doesn't.
2. No, they
shouldn't.
3. No, they
don't.
B. Negative Sentences + Af
À
rmative Tags
Read and study the following sentences. Pay attention
to the italicised words and its information.
Activity
5
111
Let’s Have a Debate
Add tag questions to the following sentences.
1. Prices these days keep going up,
?
2. Education should not be expensive,
?
3. The traf
À
c is really getting,
?
4. Everyone can learn how to be a good presenter,
?
5. It isn't easy to speak in public,
?
6. Something is wrong with this paper,
?
7. They are really good and powerful public speakers,
?
8. You can drive a car on a free way,
?
9. Let's have breakfast at my apartment today,
?
10. There's something wrong with his speech,
?
1. There is too much violence on TV.
2. Children want to buy everything they see on
commercials.
3. Television can be harmful to children's eyes.
4. TV exposes children to different countries, cultures, and
ideas.
5. Children see a false picture of human relationships.
6. Children can learn about science, history, and the arts.
7. Educational programmes teach children basic skills
such as reading and writing.
8. TV gives children free and interesting entertainment.
Make a list of some controversial issues in your school
or city. Write eight statements using tag questions.
Then take turns reading your statements while others
respond.
Work in pairs and discuss the following sentences about
television and children. Some of the sentences support
the
opinion that TV is good for children. Other sentences
support the opinion that TV is bad for children.
Example:
A : Today's pollution is really terrible, isn't it?
B : Yes it is. I think we should reduce it, shouldn't
we?
A : Yes, we should do something to reduce it.
B : ...
Activity
6
Activity
7
Activity
8
112
Developing English Competencies
for Grade XII of Language Programme
A class seminar is a student discussion in which they
exchange ideas and information. The participants of the
seminar are divided into groups. Each group presents
a different topic. The speaker of each group guides the
question and answer session after the presentation.
Questions:
1.
Have you ever conducted a
presentation in a class
seminar?
2. What should you prepare before the presentation?
3. Have you ever written a paper for a
seminar or
presentation?
4. Do you know how to write a good paper for
presentation?
Now, write about children and television for the
school newsletter. What is your
opinion? Is TV good
or bad for children? Give clear reasons to support
your
opinion.
Study the following information and answer the
questions.
Read and study the following steps to write a paper.
Pay attention to the information. Then rewrite it
using your own words.
A paper consists of three parts:
1. Introduction
It consists of general statements and thesis statements.
The general statement introduces the topic of the
paper and gives background information of the topic.
Meanwhile, the thesis statement states the main
topic,
lists the subdivision of the topic, and often indicates
the organisation of the paper.
2. Body
It elaborates the main topic into subtopic in each
paragraph. The body should be presented in an
order so that the paper will be easily understood.
3. Conclusion
It is a summary of the points of the paper. It also
contains your
À
nal statement about the issues
concerned in the paper.
Activity
9
Activity
10
Activity
11
113
Let’s Have a Debate
Now, write a short paper for presentation. Use the
following steps for your guideline.
New Horizon
Presentation aids
are an excellent way to
enhance a speech. They
can assist in keeping
the audience engaged,
explaining complex
ideas, and adding some
variety to the speech.
These are some of
presentation aids:
1. OHP
2. LCD Projector
3. Screen
4. Board
5. Television or Video
Steps to Write a Good Paper
1. Choose the topic of your paper
Choose a topic you are interested in and you
have adequate information of. The more you
know about the topic you choose, the better.
2. Identify the information sources
There are many reference sources available
now. They are encyclopedias, books, journals,
magazines and newspaper. Find the sources in
printed form from CD-ROMS programmes or
from the Internet.
3. Create an outline
Provide an outline for your paper by organizing
the information from the sources you have into
topics, subtopics, details, and sub details. Use
such as organization, such as:
I. (
topic)
A. (subtopic)
1. (detail)
a. (sub detail)
4. Write a rough draft
Write a rough draft of your paper using your
outline. Use numbered footnotes to acknowledge
sources from which you take quotations or major
ideas.
5. Revise the Rough Draft
Make any changes to assure that your ideas
are clearly conveyed. Be sure that you have
written the paper using spelling and grammar
accurately.
6. Preparing Bibliography
Make a list of all sources you have used in
gathering information for the paper. The
bibliography cards will help you in providing
the list of the sources.
Activity
12
114
Developing English Competencies
for Grade XII of Language Programme
1.
Language Functions
Expressions used in a debate
1. Surely not, I mean ....
2. Well, think of it this way ....
3. But look at it like this ....
4. I can't go along with that idea.
Chapter Summary
After learning the lesson in this chapter, you are expected to be able to:
1. identify information in a paper;
2. explore the rules and techniques of a debate;
3. perform a debate;
4. understand two contrasting arguments;
5. identify the information in papers containing two contrasting arguments;
6. write a short paper for a presentation.
Now, answer the questions:
1. What do you know about debates and presentations?
2. What are the common rules of a debate?
3. What should we consider when giving a presentation?
4. What do we need to become a good debater and presenter?
If you
À
nd some dif
À
culties, consult your teacher or discuss with your friend.
Learning Re
Á
ection
Expressions used in a presentation
1. To illustrate my point ....
2. Today I'd like to say, ....
3. "The subject of my talk is ...."
4. In conclusion, ...
2.
Public Speaking
Debating
Debate is that process which determines how change should come about. Debate
attempts to justify changing the way we think and live. In the real world, debate
occurs everyday at faculty meetings at your school, and at your dinner table. The
procedures for these debates may differ, but the process is the same - discussion
that resolves an issue which will determine whether change is good or bad.
Presentation
Presentations should always be tailored to your audience. Your knowledge of the
audience to which you will speak is an important factor in the success of your
presentations. When you understand your audience, their existing knowledge of
your topic, and their desires, you can present from their point of view and give
examples that relate to their interests. Audiences respond more favourably to
presentations they believe are designed for them.
115
You are going to listen to some short
dialogues. Questions 1–5 are based on
the dialogues. Choose the best response
to the expression you hear.
1. a. How are you doing?
b. Why didn’t I think of that?
c. Why don’t you lie down for a
while?
d. Why not?
2. a. That’s a good idea.
b. Certainly.
c. Sure.
d. No problem.
3. a. It sounds great.
b. Are you sure?
c. I wouldn’t do that if I were you.
d. You’re welcome.
4. a. What’s on your mind?
b. Really?
c. Alright.
d. That’s one possibility.
5. a. No, I’m afraid I can’t.
b. Sure, I will.
c. Here you are.
d. OK, what’s the question?
Questions 6–8 are based on the speech
you are going to hear.
6. What kind of speech is it?
a. Persuasive
speech.
b. Graduation
speech.
c. Political
speech.
d. Argumentative
speech.
7. What is the theme or topic of the
speech?
a. Economy.
b. Politic.
c. Education.
d. Human rights.
8. What is the title of the speech?
a. I have a day.
b. I have a dream.
c. I have American dream.
d. I have friends.
Questions 9–10 are based on the short
debate you are going to hear.
9. What is the common issue of the
debate?
a. Abortion c. Political
issue
b. Pollution d. Environmental
problems
10.
What is the current law on the
issue?
a. Legalise abortion banning.
b. Legalise abortion warning.
c. Legalise abortion for some
reasons.
d. Legalise abortion for medical
reasons.
A. Listening
Listen carefully to the tape to answer the questions.
Review
1
116
Developing English Competencies
for Grade XII of Language Programme
In the beginning there lived one
man and one woman, Toglai and
Toglibon. Their
À
rst children were a
boy and a girl. When they were old
enough, the boy and the girl went far
away across the waters seeking nice
place to live in. Nothing more was
heard of them until their children, the
Spaniards and Americans, came back.
After the
À
rst boy and girl left, other
children were born to the couple; but
they all remained at Cibolan on Mount
Apo with their parents, until Toglai and
Toglibon died and became spirits. Soon
after that there came a great drought
which lasted for three years. All the
waters dried up, so that there were no
rivers, and no plants could live.
“Surely,” said the people, “Manama
is punishing us, and we must go
elsewhere to
À
nd food and a place to
dwell in.”
So they started out. Two went in
the direction of the sunset, carrying
with them stones from Cibolan River.
After a long journey they reached a
place with broad
À
elds of cogon grass
and an abundance of water, and there
they made their home. Their children
still live in that place and are called
Magindanau, because of the stones
which the couple carried when they
left Cibolan.
Two children of Toglai and
Toglibon went to the south, seeking
a home, and they carried with them a
women’s baskets (baraan). When they
found a good spot, they settled down.
Their descendants, still dwelling at
that place, are called Baraan or Bilaan,
because of the women’s baskets.
So two by two the children of the
À
rst couple left the land of their birth.
In the place where each settled a new
people developed, and thus it came
about that all the tribes in the world
received their names from things that
the people carried out of Cibolan, or
from the places where they settled.
All the children left Mount Apo
except two (a boy and a girl). Hunger
and thirst had made them too weak to
travel. One day when they were about
to die the boy crawled out to the
À
eld
to see if there was one living thing,
and to his surprise he found a stalk of
sugarcane growing lustily. He eagerly
cut it, and enough water came out to
refresh him and his sister until the rains
came. Because of this, their children are
called Bagobo.
Taken from
http://www.pitt.edu/
B. Reading
Answer the questions by choosing the best answer.
Questions 11–15 are based on this text.
117
Review 1
11. How many children did Toglai and
Toglibon have?
a. Two.
b. Four.
c. Six.
d. It is not stated in the text.
12. Who descended are the Spaniards
and Americans?
a. Toglai and Toglibon’s first
children.
b. The children who were born
after the
À
rst children left.
c. The children who were called
Magindanau.
d. The children who remained at
Cibolan.
13. Why did the children of Toglai and
Toglibon leave Cibolan?
a. Because the Spaniards and came
to the Philippines.
b. Because there came a great
drought which lasted for three
years.
c. Because the region where they
lived was in undated with water.
d. Because their parents passed
away.
14. "Surely," said the people," Manama
is punishing us, and we must go
elsewhere to
À
nd food and place to
dwell in."
What does Manama probably mean?
a. Father.
b. Mother.
c. God.
d. Spirit.
15. Why didn’t the last two c
hildren
leave Mount Apo?
a. They were too weak to travel.
b. They loved their land very
much.
c. They waited for rain falling.
d. They found a stalk of sugarcane.
When fossil fuels, or other fuels,
such as wood or peat, which contain
carbon are burned, carbon dioxide is
released into the atmosphere. Vehicles
also give out, and so add, carbon
dioxide to the atmosphere.
The Earth’s atmosphere allows
most of the Sun’s rays to pass through
it to heat the Earth’s surface. The Earth
re
Á
ects much of the heat energy back
into the atmosphere, but much of
this re
Á
ected radiation cannot escape
because gases such as carbon dioxide
absorb it. They grow warm and send
heat radiation back to Earth. This is
the greenhouse effect. Many scientists
think that the greenhouse effect may
change the climate, over the next
Greenhouse Effect
Questions 16–20 are based on this text.
118
Developing English Competencies
for Grade XII of Language Programme
100 years or so. One consequence of
so-called “global warming” resulting
from the greenhouse effect could be
melting of the polar ice. This in turn,
could lead to a rise in sea level which
could flood large areas of highly
populated coastal land.
If carbon dioxide proves to be
harmful as thought in order to reduce
carbon dioxide levels we need to
reduce the amounts of carbon-rich fuels
burned.
Taken from
King
À
sher Science Encyclopedia
, 1997
16. What is
Á
own out when fuels which
contain carbon are burned?
a. Carbon dioxide.
b. Wood.
c. Peat.
d. Radiation.
17.
What effect does carbon dioxide
have on the atmosphere?
a. It makes the atmosphere darker
to long-wave radiation.
b. It makes the atmosphere allows
most of the Sun’s rays to pass
through.
c. It makes the atmosphere allow
most of the Sun’s rays to pass
through it to heat the Earth’s
surface.
d. It makes the atmosphere become
warmer.
18. The Earth
re
Á
ects
much of the heat
energy back into the atmosphere ....
What does the Indonesian equivalent
of the italicised word?
a.
Menyerap
.
b.
Memancarkan
.
c.
Mencerminkan
.
d.
Memantulkan
.
19.
What causes the Earth to become
warmer?
a. The Sun’s rays re
Á
ected by the
Earth into the atmosphere.
b. The heat radiation sent back
to Earth by gases that grow
warm.
c. Re
Á
ected radiation that escape
the atmosphere.
d. The burning of wood or peat.
20.
What will happen if the sea level
rises?
a. The polar ice will melt and make
the sea get cooler.
b. Some large areas of coastal land
will be inundated.
c. Some large areas of coastal land
will be dried up.
d. The surface of Earth will be
Á
ooded with water.
119
Review 1
Genetic engineering of the human
food supply is a highly contentious
issue, with credentialed scientists
arguing on each side. Most likely the
controversy will continue. The effort by
biotech companies to genetically modify
food will continue to increase and
resistance by consumers to genetically
modi
À
ed food will continue to grow.
PRO:
Genetic engineering is a
valuable new technology that can
develop more plentiful and nutritious
foods, with great potential bene
À
ts for
humanity and the environment, and
this new scienti
À
c discovery needs to
be implemented as quickly as possible
for humanitarian reasons.
CON:
As with every new scienti
À
c
technology, harmful side effects of
genetic engineering are inevitable
and great care should be taken in its
implementation, including carefully
controlled long-term tests on human
health and environmental impacts.
PRO:
Genetic engineering is a natural
extension of traditional breeding; just as
conventional breeding allows us to
combine valuable traits within closely
related species, genetic engineering
allows scientists to access genes from a
broader range of organisms to produce
more valuable and productive crops
and livestock.
CON:
Genetic engineering uses
arti
À
cial laboratory techniques, rather
than natural reproductive mechanisms,
techniques which breach natural
reproductive barriers and combine
genes from distant species in ways that
could never occur in nature suddenly
altering genetic patterns that have
developed over millions of years, and
greatly increasing the likelihood of
unanticipated side effects.
Taken from
www.rag.org.au
Questions 21–25 are based on this text.
21. The most suitable title for the text is
.
a. Genetic Engineering
b. Genetic Engineering: the
Controversy
c. The Benefits of Genetic
Engineering
d. The Dangers of Genetic
Engineering
22. Genetic engineering of the human
food supply is a highly
contentious
issue ....
The synonym of the word in italics
is
.
a. agreeable
b. cooperative
c. understanding
d. controversial
23.
Which paragraphs are for genetic
engineering?
a. Paragraphs 1 and 2.
b. Paragraphs 2 and 4.
c. Paragraphs 3 and 5.
d. Paragraphs 2 and 3.
24. Which statement is true according
to the text?
120
Developing English Competencies
for Grade XII of Language Programme
a. Proponents of genetic engineering
say it enables the production of
more abundant and nourishing
foods.
b. Proponents of genetic engineering
say it is different from traditional
breeding.
c. Opponents of genetic engineering
say the implementation of the
technology should be ignored.
d. Opponents of genetic engineering
say it has no side effects.
25. Genetic engineering uses
arti
À
cial
laboratory techniques, ....
The antonym of the word in italics
is
.
a. synthetic c. spontaneous
b. natural d. genuine
26. Ari : My fat
her gave two choices,
I can continue my study at
South Wales University or
International University. Can
you tell me where can I continue
my study?
Adi : Wow, that's sound great for
you. Well,
you’d
better to
À
nd information on
both of the universities and
choose the better one.
a. Sorry to say that
b. I’d like to suggest that
c. If I were you
d. I have no objection
27. Dadi : W o u l d y o u m i n d t o
accompanying me to go to
my grandmother's house
tomorrow?
Reni : Oh,
.
a. I have no objection
b. sure
c. I suggest
d. I'm sorry to say that
28. Nadia : Hey, Adi. Do you have
any plans for tomorrow.
Adi : No.
. Why?
a. I’m planning on may be mountain
climbing
b. Nothing’s come up yet
c. I’m thinking of going to Mount
Salak
d. Maybe you can go camping
29. Hamka :
Hi,
you would
answer a question for me.
Hatta
: It depends. What’s it for?
a. I think
b. I wonder if
c. I feel
d. I have to say
30. Ari : Hi, Ari. Do you know how's
the weather for tomorrow?
Adi :
it's going to be hot
and sunny.
a. I predict
b. The plan is
c. I’m planning
d. What I’m saying is
31.
birth control gaining
acceptance, opposition to the practice
continues.
a. Despite
b. For
c. Although
d. Since
32. Most people ag
ree with family
limitation.
, many religious
groups consider birth control
immoral.
121
Review 1
a. Nevertheless
b. Moreover
c. Therefore
d. Hence
33. We went out
the rain.
a. although
b. because
c. in spite of
d. because of
34.
I’d like to say that everyone
should read the book.
a. As a conclusion
b. To come to the conclusion
c. Concluding
d. To conclude
35. Ultimately,
all the carbon compounds
by decomposition, and the
carbon is released as CO2 to be used
again by plants.
a. break down
b. broke down
c. is broken down
d. are broken down
36. Water
into the atmosphere
by plants through photosynthesis.
a. is also released
b. is releasing
c. releases
d. has released
37. DDT
in the 1940s, and
thought to be the perfect insecticide
because it killed almost all insects
and yet seemed harmless to people
and other animals.
a. has been used
b. had been used
c. could be used
d. was
À
rst used
38. A nucleus
of protons and
neutrons.
a. is made up
b. makes up
c. made up
d. was made up
39. Rani : How often do you wash your
hair, Dani?
Dani : I like
my hair twice
a week.
a. washing
b. to wash
c. to be washed
d. being washed
40.
a university professor
returns from a sabbatical leave, he
should be better quali
À
ed.
a. Until
b. When
c. Even though
d. Unless
41. It was a
windy and rainy night.
, I decided to go out.
a. Nevertheless
b. Otherwise
c. Hence
d. Though
42. The boy and his fat
her saw the
accident,
?
a. do they?
b. don't they?
c. did they?
d. didn't they?
43. His youngest brother has graduated
from junior high school,
?
a. has he?
b. hasn't he?
c. had he?
d. hadn't he?
122
Developing English Competencies
for Grade XII of Language Programme
44. The p
rince asked Cinderella,"Will
you marry me?".
The prince asked Cinderella
.
a. if she will marry him
b. if he will marry her
c. if she would marry him
d. if he would marry him
45. Tomb
Raiders
by Steven
Spielberg.
a. is not directed
b. was directed
c. was not directed
d. is being directed
and animatic animal
sea, lake
Carbon Cycle is the cycle of carbon
usage by which energy
Á
ows through
the earth’s ecosystem. The basic cycle
begins when photosynthesizing plants
use carbon dioxide (CO
2
) found in the
atmosphere or dissolved in water ....
.... Ultimately, all the carbon
compounds are broken down by
decomposition, and the carbon is
released as CO2 to be used again by
plants.
Carbon Cycle
Source
:
Microsoft Encarta Premium,
2008
Factory
Soll and organism
Limestone
respiration
Root
respiration
Litter
Decomposition
Animal respiration
Plant respiration
Assimilation by plant
respiration by algae
Fossil fuels:
coil, gas, petroleum
C. Writing
Finish the following text based on the diagram.