Gambar Sampul Bahasa Inggris · e_Chapter 5 Lets Have a Debate
Bahasa Inggris · e_Chapter 5 Lets Have a Debate
Achmad Doddy

24/08/2021 16:37:14

SMA 12 K-13

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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

/

'l

u:ʃn/

2. corruption

/

'

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.