◆ 【参考】 英語ディベート教材 HPDU of Japan id class vol 2

（この部分には、何かディベート関連の 画像を物理的にのり等で貼って下さい）

Volume 2: The Basics of Debating

Volume 2. ディベートの基礎

[著]

小林良裕 S.A.D.ワークス

初めての英語ディベート [学校印刷用]

An Introduction to Debating in English

Lesson 3 Refutation / 反論をする Sec 1. Listening Comprehension

Step 1 Listen & Answer ... p.4 Step 2 Listen & Answer (2nd Try) ... p.5 Sec 2. Forms of Refutation

Step 1 Using the Format of Refutation ... p.6 Step 2 Using the Form of Refutation (1) ... p.6 Step 3 Using the Form of Refutation (2) ... p.7 Step 4 Refuting the Sample Speech ... p.8 Step 5 Further Exercises ... p.9

Lesson 4 Question & Answer / 質疑応答 Sec 1. Question for Clarification

Step 1 Listen & Answer ... p.10 Step 2 Confirmation Questions ... p.10 Homework ① Writing an Argumentative Speech ... p.12

- Memo on Important Dates -

・Homework ①

First Draft 提出日： Second Draft 提出日：

・Homework ②

First Draft 提出日： Second Draft 提出日：

・Oral Test の予定日：

CONTENTS (目次) p.2

Sec 2. Pointing out Unsupported Opinions

Step 1. Listen & Answer ... p.14 Step 2. Analyzing Sample Sentences ... p.14 Step 3. Analyzing a Speech Script ... p.15 Step 4. Pointing out Unsupported Opinions ... p.15 Sec 3. Pointing out Flaws in Causality

Step 1. Listen & Answer ... p.16 Step 2 Asking Questions on Causality of Events ... p.16

Lesson 5 Mini-debate Practice / 簡易フォーマットでの練習

Sec 1. Question & Summary

Step 1. Decide the Speaker Roles ... p.18 Step 2. Mini-Debate Practice (Question & Summary) ... p.18 Sec 2. Question & Refutation

Step 1 Decide the Speaker Roles ... p.20 Step 2 Mini-Debate Practice (Question & Refutation) ... p.20 Sec 3. Question, Summary, & Refutation

Step 1. Read the Speech Script of Your Group Members ... p.22 Step 2. Mini-Debate Practice (Question, Summary, &

Refutation) ... p.22 Step 3. Judging ... p.23

Lesson 6 Negative Side Strategies / 否定側の戦略 Sec 1. Negative Constructive Speech

Step 1. Listen & Answer ... p.26 Step 2. Analyzing the Structure of Disadvantages ... p.26 Homework ② Writing a Negative Constructive Speech ... p.28 Sec 2. Refuting Negative Constructive Speeches

Step 1. What to Focus on about Negative Constructive Speeches. ... p.30 Step 2. Mini-Debate Practice (Constructive Speech,

Questioning, Summary, & Refutation) ... p.31

Scratch Paper of Note-taking ... p.34

p.3

【 Lesson _３. Refutation [Sec. _１ Listening Comprehension]

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[Step 1] Listen & Answer (first try)

Your teacher will make an argumentative speech. Listen and answer the questions below. You will listen only once.

(1) What is the main topic of the speech?

a. summer vacation b. summer memories

c. summer homework d. difficulties in life

(2) How many reasons did the speaker give to support his or her idea? a. one b. two c. three d. four

(3) What is the problem students in Japan face? a. Summer homework is too easy.

b. Students in Japan are not studying as hard as they should. c. Summer vacation is too short to enjoy.

d. Students are too busy studying to enjoy the summer.

(4) According to the speech, what kind of thing can you do if there is no summer homework?

a. We can do fireworks. b. We can go to fireworks festivals. c. We can face our desk. d. We can study more.

(5) According to the speech, why is having good high school memories important? a. Because they give us the courage to face the difficulties.

b. Because we do not want our lives to be difficult. c. Because we want to enjoy our summer vacation. d. Because good memories are important in themselves.

Hello everyone. Today, I am going to

talk about the issue that is important to

every student _～

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[Step 2] Listen & Answer (Second try)

Now, listen to the same speech again and fill in the blanks in the speech script below:

Structure (_構成) Speech Script (_{スピーチ原稿)}

Greeting (_{あいさつ)} Introduction of topic

(_{トピックの導入)}

Hello everyone. Today, I am going to talk about the (1 ) that is important to every student in Japan. It is about the homework for the summer vacation and I believe we should have (² ) summer homework. Showing the structure of

speech

(スピーチの構成の提示)

I have one reason to support my idea.

Signposting (_{理由の名前)} The reason is “better summer memories”. Problem

(_{問題の提示)}

Example (_具体例)

Nowadays, students in Japan cannot enjoy their summer vacation and have good memories. This is because they are given too much (3 ).

For example, you must have only the memories of (4 ) this summer. You couldn’t enjoy the last week of the summer vacation, because you had to finish your homework. You wanted to enjoy the (5 ) days of the vacation, but you couldn_’t.

Solution

(問題解決の仕組み)

However, if we have no summer homework, we can enjoy the vacation (6 ). This is because you can have more free time.

For instance, you can go to (7 ) festivals on the last day of your summer vacation instead of sitting and facing your desk. I believe it is quite fantastic.

Importance (_{問題解決の重要性)}

Further explanation (_{追加の説明)}

Why is it important to have fun during the summer? This is because we can have good memories.

Having good high school memories gives us the (8 ) to face difficulties. We face difficulties in life. We may find it extremely difficult to (9 ) them.

However, if we have good memories, we can be (10 ) that our life is good and it is worth fighting for. So, good memories are quite important.

Closing_{（終わりの挨拶）} For this reason, I think there should be no summer homework.

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Lesson _３ . Refutation [Sec. 2 Forms of Refutation]

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[Step 1] Understanding the form of Refutation

At the end of this section, you are to refute the argument you have heard in the previous section. Before that, we will learn useful expressions to do so.

このセクションの最後に、前のセクションで聞いた議論への反論をしてもらい ます。その前に、反論する上で使えるフォーマットを学びましょう。

Using the words in the list, fill in the blanks in the box below. 以下の単語リストを使って、下のボックス内の空所を埋めて下さい。

Words List: [ important always true relevant the opposite true ]

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[Step 2] Using the form of Refutation (1)

Complete the following dialogues by filling in the blanks. Use the expressions above. (1) A: I think we should learn English because it helps us communicate with

visitors to Japan from overseas.

B: What you have said is not ( ) because some visitors do not speak English at all.

(2) A: I believe students should be allowed to bring portable video games to schools because they can enjoy their school lives by playing with them.

B: I think that is not ( ) because school is a place not for having fun but for studying.

・ ＜人名＞ said .

・ However, this is

① not ( ) 「正しくありません」

② not ( ) 「いつも正しいとは限りません」

③ not ( ) 「重要ではありません」

④ not ( ) 「関係ありません」

⑤ ( ) 「逆です」

because .

◆ The format for refutation (反論のフォーマット)

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[Step 3] Using the form of Refutation (2)

Choose the most appropriate key phrase to complete each of the refutations below. 以下の反論では、その意見がどう間違っているのか端的に指摘する表現が欠けています。それ ぞれ、選択肢から適切なものを選びなさい。

[選択肢] a. not true b. not always true c. not important d. not relevant e. the opposite

1)【論題】 “Cats are better pets than dogs”

You said cats are better pets than dogs

① because cats eat less than dogs, saving money for food

but that’s [ ] because it won’t cost a lot to feed a pet, whatever it is.

② because they are more lovely than dogs

but that’s [ ] because some people think otherwise.

③ because cats live longer than dogs

but that’s [ ] because my *sources say dogs can live longer than most cats*

④ because I like cats and hate dogs.

but that’s [ ] because your personal taste has nothing to do with pets in general.

⑤ because we do not have to take dogs for walks every day.

but that’s [ ] because that means cat owners lose the chance to have exercise every day. *注: 種類にもよりますが、実際はねこは15年、犬は12年程度だそうです。

2)【論題】 “We should remove *vending machines in high schools”

You said we should remove vending machines in high schools

① because they make us waste our money

but that_{’s [ ]} (複数回答可)

because they also give us the chance to learn how not to waste money.

② because they are dangerous when we have an earthquake

but that_{’s [ ]} (_{複数回答可)}

because we can *fix them firmly on the wall so that they won’t fall down.

③ because elementary schools do not have them.

but that’s [ ] because elementary schools have little to do with the topic.

④ because they use electricity, causing *global warming

but that’s [ ] because removing them will not solve global warming.

⑤ because vending machines

*jam and take our money

but that_{’s [ ]} (_{複数回答可)}

because it rarely happens.

語注）sources: 情報源 vending machine: 自動販売機 fix firmly: しっかりと固定する global warming: 地球温暖化 jam: (コインなどが) つまる

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[Step 4] Refuting the Sample Speech

Reread the script on page 5 and prepare to present your refutation to it. Focus only on the most crucial failure in the argument. ⁵ページのスクリプトをもう一度読み、反論を発表する 用意をして下さい。一番決定的とあなたが考える、問題点 1 つのみを取り上げること。

① Indicate the beginning of your refutation (反論の開始の合図)

② Summarize the argument you are going to refute (これから反論する議論の要約)

③ Briefly point out what is wrong with the argument (議論の問題の簡潔な指摘)

④ Explain why the argument is wrong (議論の問題点の説明)

⑤ Indicate the end of your refutation (反論の終わりの合図)

① Let me refute [ his / her ] argument.

② [ He / She ] said that [ ]

because [ ]

③ However, this is [ ] ④ because [

]

⑤ Therefore, [ his / her ] argument does not stand. That’s all. Thank you.

◆Format for Refutation

□

□

□

□

Class: Student No.: Name:

Check List p.8

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[Step 5] Further Exercises

Read the following arguments and prepare to present refutations to some of them assigned by your teacher. Use the format below. 以下の議論のうち、先生が指定したものについ て反論を考え、発表して貰います。

(1) We should not eat ice cream because eating it makes us fat.

(2) Fireworks in summer festivals should be banned because they are noisy. (3) Zoos should be abolished because they treat animals badly.

(4) English should be taught in elementary schools in Japan because so many people in this world speak the English language.

(5) Cats are better pets than dogs because cats can catch mice.

(6) Nuclear power plants （原子力発電所）should be constructed more because they would cause little environmental problems.

(7) The Japanese government should stop its space exploration program (_宇宙 開発計画) because it is a waste of money.

(8) Children should not use the Internet because there are so many bad websites that have bad influences on them.

(9) Tokyo should host the 2020 Summer Olympics because it would give economic benefits to Tokyo.

(10) Smoking tobacco should be made illegal because smoking is unhealthy.

■Format for Presenting Refutation ⁽反論の発表用フォーマット)

You said [ ] However, it is ( ) because [ ]

That’s all. Thank you.

Class: Student No.: Name:

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Lesson 4 . Q&A [Sec. 1 Questions for Clarification

]

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[Step 1] Listen & Answer (first try)

Your teacher has already delivered a speech. However, you were too sleepy to focus on the topic. You must ask your partner about what your teacher said. _あなたの先生は、すでに 1 つスピーチを 発表しました。しかし、あなたは残念ながら眠くて聞き逃してしまいました。パ ートナーに質問をして、その内容を復元して下さい。

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[Step 2] Confirming what you have found

Your teacher is so kind that he or she will give you the chance to confirm what you heard. Use the question format below and ask questions. パートナーから聞き取った内容が正しいかど うか、以下の表現で先生に質問をして確認しましょう。

Let me ask you some questions.

(1) What was the topic of the speech?

It was ( a. St. Valentines’ Days b. school uniforms c. firework festivals ). (2) What was the teacher’s opinion on the topic?

They should be ( a. *banned b. *promoted c. enjoyed ). *ban: 禁止する *promote: 促進する

(3) How many reasons did the teacher have to support his opinion? The teacher had ( a. one b. two c. three ) reason(s).

(4) What was the first reason?

The teacher thinks it is ( a. noisy b. dirty c. funny ). (5) What was the second reason?

The teacher thinks they are ( a. unnatural b. beautiful c. dangerous ) . Thank you.

・The topic of your speech was . Is that right?

・You believe that . Is that right?

・You have ( one / two / three ) reasons to support your opinion. Is that right?

・Your first reason was that . Is that right?

・Your second reason was that . Is that right?

(1) 聞き取れなかったことの確認 (Wh-questions)

(2) 聞き取ったことの確認 (Yes-No questions) Page

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◆ Speech Script

Structure (_構成) Speech Script (_{スピーチ原稿)}

Greeting (_{あいさつ)}

Introduction of topic (_{トピックの導入)}

Hello everyone. Today, I want to argue that we should ban⁽_{禁止する)} fireworks festivals (花火大会) in Japan.

Showing the structure of speech (スピーチの構成の提示)

I have two reasons to support my opinion.

Signposting (_{理由の名前の提示)} The first reason is the noise. Let me explain Problem

（問題の提示）

When we have fireworks festivals, many of us suffer from (～に苦しむ) the noise. For example, I usually go to bed before 9 pm. However, on the night of a fireworks festival, I cannot sleep because it is too noisy.

Solution

(問題解決の仕組み)

If we have no fireworks festivals, it will get much calmer at night in summer.

Importance (_{問題解決の重要性)}

Why is this point important? This is because we have the right to enjoy quiet nights and have a good sleep.

Transition & Signposting_{（二つ目の理由} への移動と理由の名前の提示）

Next, let me explain the second reason. It is the danger.

Problem

（問題の提示)

As you know, the fireworks use gunpowder(_火薬). People make mistakes. Mistakes that involve gunpowder can be very dangerous.

Solution.

(問題解決の仕組み)

The only way to prevent the danger is to ban the fireworks festivals in Japan. This will help us enjoy safer lives.

Importance (_{問題解決の重要性)}

This point is important because safety comes first. We cannot enjoy anything if our lives are endangered.

Closing (_{スピーチの終わり)} For these reasons, I think we should ban fireworks festivals in Japan. Thank you.

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HW _① Writing an Argumentative Speech

Choose one topic among the five below and write an argumentative speech. Your speech doesn’t have to be super persuasive; rather, we welcome funny speeches that are easy to refute and fun to listen to. We will use your speech to practice refutation.

① [ ] The school uniform of our high school should be Kimono.

② [ ] The capital of Japan^{（日本の首都）} should be Sapporo.

③ [ ] Our school should keep penguins in the swimming pool.

④ [ ] We should ban giving Giri chocolate on St. Valentines’ Day.

⑤ [ ] The day of Halloween should be a national holiday^{(国民の休日)} in Japan.

- Hints (スピーチ原稿を書く上でのヒントです) -

◆ 議論の名前(signpost)の例：

・「より良い～」: <比較級 + 名詞>

“better safety” “better economy” “better fashion sense” “better chances to learn about animals” “better enjoyment”

・「～を…する」: <他動詞の名詞形 + 名詞>

“saving money” “promoting cultural understanding” “prevention of fights” “making more friends”

・名詞のみ ： (上のどちらとも思いつかない場合のみ使って下さい)

“health” “bad tooth” “more fun” Topic for your Speech (選んだトピックの [ ] にチェックを入れること)

□

□

□

□

Class: Student No.: Name:

Check List

Due date: / p.12

Speech Script Structure Hello everyone. Today, I want to argue that

自分が肯定する論 題を提示します。

I have one reason to support my opinion. ^{スピーチ構成を示}

します。

The reason is “ ”. Let me explain

理由を新聞の見出 しのように、名詞 で 簡 潔 に 述 べ ま す。

Problem

We have a problem.

現状で、どの様な 問題があるのか説 明します。

Solution

Then, if we introduce this plan, we can solve this problem as

follows.

その政策を導入 すると､どの様な 仕組みで問題が 解決するのか説 明します。

Importance

Why is this point important?

どうしてこの問 題を解決するこ とが重要なのか、 説明します。

For this reason, we should take this plan. Thank you. スピーチ終了 p.13

Lesson 4 . Q&A [Sec. 2 Pointing out Unsupported Opinions

]

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[Step 1] Listen & Answer (Distinguishing facts from opinions)

Your teacher will read aloud 10 sentences. You listen and answer whether each of them is a fact or an opinion. これから先生が、10 の文を読み上げます。それぞれが事実か、それとも 意見なのか答えて下さい。

【Your Answers】

(1) [ Fact / Opinion ] (2) [ Fact / Opinion ] (3) [ Fact / Opinion ] (4) [ Fact / Opinion ] (5) [ Fact / Opinion ]

(6) [ Fact / Opinion ] (7) [ Fact / Opinion ] (8) [ Fact / Opinion ] (9) [ Fact / Opinion ] (10) [ Fact / Opinion ]

Fact: something that can be proved, that actually exists, or that everyone agree is true (証明でき、実査に存在し、あるいは皆が真実だと同意するもの)^. Opinion: someone’s belief or judgment about someone or something ⁽ある人が

持つ、誰かあるいは何かに対する信念・判断)^.

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[Step 2] Analyzing the sentences: Focusing on qualifier words

Take a look at the sentences which your teacher read aloud. Underline any opinion bearing words and phrases. (先生の読んだ文を見て、その文が書き手の意見であると示す表現に下線を 引いて下さい)

【Qualifier Words】Opinions can be recognized easily by checking what are called

“Qualifier Words”, which express values, feelings, and judgments.

① Adjectives⁽形容詞) and Adverbs(_副詞)

e.g. wonderful / best / most / beautiful ② Auxiliary Verbs ⁽助動詞)

e.g. must / should / may

③ Phrases that express the speaker's degree of certainty concerning the claim e.g. probably / possibly / It is certain that ～ / surely

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[Step 3] Analyzing a speech script

This time, your teacher will read aloud the speech below. As you listen, determine which sentences (from ①～⑩) contain opinion. ⁽先生が以下のスピーチを読み上げます。聞きな がら、意見を含む文を①～⑩より選びなさい)

【Answer】Sentences with opinion are: [ ]

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[Step 4] Pointing out unsupported opinions

Opinions must be supported by some evidence or examples. If you find any unsupported opinions, you should question them in debate (and in your daily lives). Using the format below, ask your teacher for supports for his opinions. (_{以下のフォーマッ} トを用いて、先ほどのスピーチで見つけた根拠のない意見について、先生に質問して下さい)

◇この質問は、本当かどうか疑わしい事実について、その証拠を求める際にも使います。

Speech Script

Hello everyone. Today, I want to argue that all English classes should be taught by native speakers of English. I have one reason. The reason is “better

communication skills”. Let me explain Problem

① We have a problem. ② Japanese people study English for more than six years. ③ However, they are not good at communicating in English. ④This is a problem.

Solution

⑤Then, if all English classes are taught by native speakers, we can solve this problem. ⑥Classes taught by native speakers must be more communicative than the classes taught by Japanese teachers. ⑦So, this problem will be solved.

Importance

⑧ Why is it important to solve this problem? ⑨ Japan should be more internationalized. ⑩ For that purpose, promoting the communication skills in English must be important.

For this reason, we should take this plan. Thank you.

You said . (_{←相手の意見を引用)}

But, [ do you have any evidence? / isn’t it just your personal opinion? ] (1) Questions to point out unsupported opinions (根拠の無い意見を指摘する質問)

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Lesson 4 . Q&A [Sec. 3 Pointing out Flaws in Causality

]

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[Step 1] Listen & Answer (Causality of Events)

Your teacher will deliver an argumentative speech. Arrange the following events in order as told in the speech (スピーチを聞いて、プランの導入で発生する出来事を、スピーチで述べら れた順番に並べ替えなさい)^.

air conditioner: エアコン climate change: 気候の変化 polar bear: ホッキョクグマ melt: (氷などが)溶ける the North Pole: 北極 global warming: 地球温暖化 fossil fuel: 化石燃料 reduce：～を減らす reduction: 減らすこと

CO2 emission: _{二酸化炭素の排出}

① 二酸化炭素の排出が減る (reduction in CO² emissions)

② 電気の使用量が減る (reduction in the amount of electricity use)

③ ホッキョクグマが生き延びる (survival of polar bears)

④ 地球温暖化を食い止める (prevention of global warming)

⑤ 化石燃料が節約される (saving fossil fuels)

⑥ 学校のエアコンを止める (stopping the use of air conditioners)

⑦ 北極の氷が増える (more ice in the North Pole)

[ → → → → → → ]

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[Step 2] Asking Questions on Causality of Events

When we explain how a plan solves a problem, we usually explain the causality of events (i.e. A causes B). Sometimes, the causality is not clear or highly dubious. In such cases, you should ask questions on how an event causes another event. Use the format below to ask your teacher a question on the causal relation between two events. (_{プラン導入で} 問題がいかに解決されるかを説明する際には、ある出来事が別の出来事を引き起こすという、因果関係を説明 します。この因果関係は、時々明確ではないか、疑わしい場合があります。そんな場合は、以下のフォーマッ トを使って質問をしましょう。練習として、上で聞いたスピーチについて先生に質問してみましょう)

You said [ ] leads to [ ] . ↑ 原因の出来事 ↑ 結果の出来事

But, do you have any evidence? ⁽←因果関係の存在が怪しい場合)

how much difference does it make? ⁽←因果関係を認めても、変化が殆ど無いと疑われる場合) Page

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Vocabulary List

(2) Questions to point out flaws in causality (因果関係上の問題への質問)

【Sec.2 Step 1】

(1) Ikebukuro is the best place to study in Japan. (2) Ikebukuro is in Tokyo.

(3) A tiger has four legs.

(4) Tigers are better pets than rabbits.

(5) Children are not allowed to drive a car in Japan. (6) Driving a car can be dangerous.

(7) The novel, Kokoro was written by Soseki Natsume. (8) The novels written by Soseki Natsume are interesting. (9) The day of Halloween should be a national holiday in Japan. (10) The day of Halloween is October 31st.

【Sec 3. Step 1】

Speech Script

Hello everyone. Today, I want to argue that we should not use the air conditioners in our high school.

I have one argument.

The argument is “protecting polar bears”. Let me explain ^P_ro

blem

We have a problem. Many polar bears are dying because of the climate change. The ice in the North Pole is melting because of the global warming. So, the place where the polar bears can live is disappearing.

Solution

Then, if we introduce this plan, we can solve this problem as follows.

If we stop using air conditioners, we can reduce the amount of electricity we use. Then, we can save the fossil fuel needed to produce electricity. This leads to the reduction of CO2 emissions. Less CO2 emissions mean less global warming. Less global warming results in more ice in the North Pole.

Therefore, polar bears can have more chances to survive.

Importance

Protecting polar bears is important because they are cute animals.

For this reason, we should take this plan. Thank you.

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Lesson 5 . Mini-debate Practice [Sec.1 Question & Summary]

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[Step 1] Decide the Speaker Roles

Assuming all of you have finished writing an affirmative constructive speech, we will have a first debate practice. Make a group of four. Depending on where you are seated, you are assigned a speaker role as below (宿題となっていた 肯定側の立論スピーチを使い、簡単なディベー トのフォーマットで練習をします。1 グループ 4 人に別れて、机をくっつけて下さい。 どの位置に座っているかで、役割を以下の様に定めます)^:

Affirmative 1st speaker (A1)

（肯定側 立論読み上げ係）

Negative 1st speaker (N1)

（否定側 1 人目 質問係）

Negative 3rd speaker (N3)

（否定側 3 人目 要約係）

Negative 2nd speaker (N2)

（否定側 2 人目 質問係）

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[Step 2] Mini-debate Practice (Question & Summary)

Following the format below, your group will practice mini-debate. Use the formats for questioning and summarizing in the next page. 以下のフォーマットに従って、グループ内で練習 をしましょう。その際には、次のページのフォームを使って下さい。

Affirmative Side (_肯定側) Negative Side (_否定側) Time (A1) Constructive Speech

(理由を 1 つ提示)

1.5min

One minute preparation (1_{分間の準備時間)}

(N1 & N2) Question & Answer (聞き取ったことを確認します)

1 min

One minute preparation (1_{分間の準備時間)} (N3) Summary

(肯定側の議論を要約します)

1 min

5.5 minutes in total

When your group has finished doing this, change the speaker roles (N1⇒ A1, N2⇒ N1, N3⇒ N2, A1 ⇒ N3). Continue the practice until everyone has experienced all speaker roles. 1回目が終わったら座席はそのままで役割を 1 つずつずらし全員が全ての役割を経験するまで続けます。 Page

18

Seating Arrangement

◆ For

N1 & N2

_{確認のための}

◆ For

^N3

_{要約スピーチ用}

Introduction

【スピーチのトピックが聞き取れなかった場合】 ・What is the topic of your speech?

【聞き取れた場合】

・You think that . Is that right?

Problem

【解決したい問題が何か、聞き取れなかった場合】 ・What is the problem you want to solve?

【聞き取れた場合】

・You said and you think this is a problem. Is that right?

Solution

【どのように問題が解決されるか、聞き取れなかった場合】 ・How will your plan solve the problem?

【聞き取れた場合】

^・Your plan will solve the problem as . Is that right?

Importance

【どうしてその問題を解決することが大切か、聞き取れなかった場合】 ・Why it is important to solve the problem?

【聞き取れた場合】

・You think it is important to solve this problem because . Is that right?

Let me summarize the *affirmative speech (*肯定側のスピーチ).

Problem

She (he) says that . She (he) thinks this is a problem.

Solution

She (he) says that if we , we can solve this problem as .

Importance

She (he) says it is important to solve this problem because .

That’s all. Thank you.

Page

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Lesson 5 . Mini-debate Practice [Sec.2 Question & Refutation]

■

[Step 1] Decide the Speaker Roles

We will have debate practices in a new format. Make a group of four again. As we did in the previous section, depending on where you are seated, you are assigned a speaker role as below (_{前回と同様、1 グ} ループ 4 人に別れて机を繋げて下さい。どの位置に座っているかで、役割を以下の様に 定めます)^:

Affirmative 1st speaker (A1)

（肯定側 立論読み上げ係）

Negative 1st speaker (N1)

（否定側 1 人目 質問係）

Negative 3rd speaker (N3)

（否定側 3 人目 反論係）

Negative 2nd speaker (N2)

（否定側 2 人目 質問係）

■

[Step 2] Mini-debate Practice (Question & Refutation)

Following the format below, you practice mini-debate in your group. Use the formats in the next page for questioning and refutation. Note that the nature of questioning this time is different from the previous practice: you are expected to point out weaknesses in the argument. When your group has finished, change the speaker roles and continue the practice as before. 以下のフォーマットに従って、別のグループと練習をします。質問と反論では、 次ページのフォーマットを利用して下さい。今回の質問では、前回とは異なり、相手の議論の弱点を指摘しま す。前回と同様、全員が全てのポジションを経験するまで練習を続けて下さい。

Affirmative Side (_肯定側) Negative Side (_否定側) Time (A1) Constructive Speech

(理由を 1 つ提示)

1.5min

One minute preparation (1_{分間の準備時間)}

(N1 & N2) Question & Answer (相手の議論の弱点を指摘します)

1 min

One minute preparation (1_{分間の準備時間)} (N3) Refutation

(肯定側の議論を反論します)

1 min

5.5 minutes in total

Page

₂₀

Seating Arrangement

◆ For

N1 & N2

_{議論の弱点を指摘する}

◆ For

^N3

_反論用

For all parts

【根拠の無い意見が述べられた場合】

・ You said . ^{(←相手の意見を引用)} But, [ do you have any evidence? / isn’t it just your personal opinion? ]

【議論の 3 要素のうちいずれかが不明な場合】

・ Could you explain what is the problem you want to solve in more details? how your plan will solve the problem

why it is important to solve the problem

Solution

【因果関係に疑問のある内容が述べられた場合】

・ You said [ ] leads to [ ]. ↑ 名詞句を入れます ↑ 名詞句を入れます

You said if , (then) .

↑ 文を入れます ↑ 文を入れます

But do you have any evidence?

↑ 因果関係の存在が怪しい場合

how much difference does it make?

↑ 因果関係を認めても、変化が殆ど無く大して問題解決につながらないと疑われる場合

Let me refute what she (he) said.

I have ( ) refutations. ← 反論をする数を述べます。

Problem &Importance

She(he) said we have a problem that . However, this is [ not a problem at all / just a minor problem ] ⁽←どちらか選びます) because .

Solution

She (he) said that her (his) plan will solve the problem. However, this is [ not true / not always true / doubtful ]

because .

That’s all. Thank you.

Page

21

Lesson 5 . Mini-debate Practice [

3

]

■

[Step 1] Read the speech script of your group members

You have practiced questioning, summarizing, and refuting. This time, you will practice all of these three parts in a single session. 今回は、質問、要約、そして反論をまとめて一回の練習で行います。Homework 1 の スピーチを使います。

■

[Step 2] Mini-debate Practice (Question, Summary, & Refutation)

Follow the format and seating arrangements as below. You may consult the previous pages for useful expressions you have practiced so far. これまでのセクションと同様に、全員が 一度それぞれのポジションを経験するまで続けて下さい。

Affirmative 1st speaker (A1)

（肯定側 立論発表係）

Negative 1st speaker (N1)

（否定側 1 人目 質問係）

Negative 3rd speaker (N3)

（否定側 3 人目 反論係）

Negative 2nd speaker (N2)

（否定側 2 人目 要約係）

Affirmative Side (_肯定側) Negative Side (_否定側) Time (A1) Constructive Speech

(理由を 1 つ提示)

1.5min

One minute preparation (1_{分間の準備時間)} (N1) Question & Answer

(相手の議論を確認し、弱点を指摘)

1.5 min

One minute preparation (1_{分間の準備時間)} (N2) Summary (_{肯定側の議論を要約)}

1 min

(N3) Refutation

⁽肯定側の議論を反論します)

1 min

7 minutes in total

Page

22

Seating Arrangement

■

[Step 3] Adjudication (judging which team was superior)

We will watch a model presentation by a group. Your task here is to listen, take notes, and evaluate their performance. Your teacher will take notes which are to be shown on OHC. 1つのグループに実演して貰います。先生のノートは書画カメラで写します。

Speaker Roles Evaluation

◆ Constructive speaker: [ ] Comment

・Topic:

・Problem:

・Solution:

・Importance:

1) Questioner: [ ] Speaker Points [ 1 2 3 ]

【Question】

【Answer】

・If the answer adds new information on a particular point of the affirmative case, draw a line to show connection.

Comment

2) Summary Speaker: [ ] Speaker Points [ 1 2 3 ]

・ Add any new information you failed to take note with another. color.⁽自分のノートと比べて、ノートし損ねた事があれば立論のノートに違う色で

付け加える)

Comment

3) Refutation speaker : [ ] Speaker Points [ 1 2 3 4 5 ] Comment

Total Score:

[ / 11 ]

Class: Student No.: Name:

p.23

◆ For

^N1

◆ For

N1

Intro

【聞き取れた場合】

・You think that . Is that right?

【*非常用： 万が一スピーチのトピックが聞き取れなかった場合】 ・What is the topic of your speech?

Problem

【聞き取れた場合】

・You said and you think this is a problem. Is that right?

【*非常用： 万が一解決したい問題が何か、聞き取れなかった場合】 ・What is the problem you want to solve?

Solution

【聞き取れた場合】

^・Your plan will solve the problem as . Is that right?

【*非常用： 万が一どのように問題が解決されるか、聞き取れなかった場合】 ・How will your plan solve the problem?

Importance

【聞き取れた場合】

・You think it is important to solve this problem because . Is that right?

【*非常用： 万が一どうしてその問題を解決することが大切か、聞き取れなかった場合】 ・Why is it important to solve the problem?

For all parts

【根拠の無い意見が述べられた場合】

・ You said . ^{(←相手の意見を引用)} But, [ do you have any evidence? / isn’t it just your personal opinion? ]

【議論の 3 要素のうちいずれかが不明な場合】

・ Could you explain what is the problem you want to solve in more details? how your plan will solve the problem

why it is important to solve the problem

Solution

【因果関係に疑問のある内容が述べられた場合】

・ You said [ ] leads to [ ]. ↑ 名詞句を入れます ↑ 名詞句を入れます

You said if , (then) .

↑ 文を入れます ↑ 文を入れます

But do you have any evidence?

↑ 因果関係の存在が疑わしい場合

how much difference does it make?

↑ 因果関係を認めても、変化が殆ど無いと疑われる場合

Page

₂₄

_{否定側チーム}

◆ For

N2

◆ For

^N3

Let me summarize the affirmative speech.

Problem

She (he) says that . They think this is a problem.

Solution

She (he) says that if we , we can solve this problem as .

Importance

She (he) says it is important to solve this problem because .

That’s all. Thank you.

Let me refute what the affirmative side said.

Problem & Importance

They said we have a problem that . However, this is [ not a problem at all / just a minor problem ] ⁽←どちらか選びます) because .

Importance

They said that their plan will solve the problem.

[ ] leads to [ ] .

However, this is [ not true / not always true / doubtful ]

because .

That’s all. Thank you.

Page

25

Lesson 6 .

[Sec.1 Negative Constructive Speech]

■

[Step 1] Listen & Answer

The constructive speeches you have written so far are called

“Affirmative constructive speech” because they affirm the adoption of a plan. In a debate match, we have another type of constructive speech called “Negative constructive speech”, which argues that we should not follow the plan. _{これまで書い} た立論スピーチは、ある政策の採択を肯定する内容であり、それで「肯定側立 論」と呼ばれます。ディベートの試合では、政策の導入を否定する「否定側立論」 と呼ばれるスピーチがあります。

Your teacher will deliver a negative constructive speech on the motion below. Listen and answer the questions below. You will listen only once. これから以下の論題についての、 先生の否定側立論を聞き取り、続く質問に答えて下さい。

Motion (_論題):

The first period of our high school should start at 7:30.

*disadvantage: 不利益、デメリット (⇔ advantage: メリット)

*否定側はこの disadvantage の説明を議論として提示します。

1) What is the signpost for the disadvantage?

It was “students ( ) in ( )”.

2) According to the speech, how many students sleep in a class now?

a. many students b. some students c. a few students d. no students

3) According to the speech, what will cause students to sleep in class?

a. their hunger b. shorter sleep time c. lack of attention d. sleepy teachers

4) According to the speech, why is the consequence a serious problem? Because students will learn [ less / more ] from lessons.

Page

26

Vocabulary List

【Lesson 6. Sec 1. Step 1】

■

[Step 2] Analyzing the Structure of Disadvantage

One assumption behind any negative constructive speech is that the present situation is good (or at least better than what will be brought about by the affirmative plan) and needs to be defended. So, your explanation of a disadvantage should include the following three things:

① Present Situation: “What is the (g ) thing about the present situation?”

② (Causal) Link: “How will the affirmative (p ) harm the good thing?”

③ Seriousness: “Why the loss caused by the plan is a (s ) problem?”

否定側立論は、前提として「現状は良い (または少なくとも肯定側の政策でもたらされる世界よりも良い)」と いう立場を取ります。それで、Disadvantage の説明においては、「① 現状にはこんな良い点があり」「② その 良い点は肯定側の政策で失われ」「③ その喪失は深刻な問題である」という 3 点を必ず入れて下さい。

Speech Script

Hello everyone. I argue that we should not follow the plan presented by the affirmative side.

I have one disadvantage.

The argument is “students sleeping in class”. Let me explain ^P_re

sent situation

Under the current situation, we see no students sleeping in class.

For example, I visited a class yesterday. Everyone was concentrating on the class. I was very impressed.

So, we have no problem on this point now.

Causal Link

However, if we introduce this plan, we will have a problem. Students will sleep during class. Students will need to wake up earlier than now. Their sleep time will be about one hour shorter than now. Then, they will start to sleep during class.

Seriousnes

This is a serious problem because sleepy students cannot learn anything from the class. Their academic achievement will suffer.

For this reason, we should not follow this plan. Thank you.

Three Elements of Disadvantage (DA)

Page

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HW _② Writing a Negative Constructive Speech

This time, you are going to write a negative constructive speech on the banning of cellphone use.

Motion:

The Japanese Government should ban all cell phone use by junior high school students and younger. (日本政府は、中学生以下による携帯電話の使用を禁止するべきだ)

- Brainstorming & Outlining -

Following is the possible arguments in opposition to the motion. Pick one and use it in your speech. ⁽以下は論題を否定する議論の候補です。1 つ選び、それを元にスピーチを書きなさい)

① [Less protection against crimes (犯罪への不十分な守り)]

② [More difficulty in contacting (連絡がつかなくなる)]

(書き始める前に、このスペースを使って書く内容をブレインストーミングして下さい)

・時間の配分の目安： 10 分あれば、2～3 分を書く前の準備に使い、6 分程度で実際に書き、最後の 1 分で見直し。

□

□

□

□

Class: Student No.: Name:

Check List

Due date: / p.28

Speech Script Structure Hello everyone. Today, I strongly disagree that

自分がその採択を 否定する論題を提 示します。

I have one disadvantage. ^{スピーチ構成を示}

します。

The disadvantage is “ ”. Let me explain.

理由を新聞の見出 しのように、名詞 で 簡 潔 に 述 べ ま す。

Present Situation

Under the current situation,

現状は、どの様な 点で望ましい状態 であるのか説明し ます。

(Causal) Link

Then, if we introduce this plan, we will have a problem.

その政策を導入す ると､どの様な仕 組みでその現状の 良さが失われるの か説明します。

Seriousness

This is a serious problem.

どうしてこの良さ が損なわれること が深刻な事態であ る の か 説 明 し ま す。

For this reason, we should not follow this plan. Thank you. スピーチ終了 p.29

Lesson 6 . Negative Side Strategies [ Sec .2

]

■

[Step 1] What to Focus on about Negative Constructive Speeches

In the last section, you have learned that what you need to prove in negative constructive speeches is different from the affirmative ones. Hence, in order to refute negative constructive speeches, you need to adjust your focus accordingly. 前回のセクションでは、否定 側立論では、何を証明するかを確認しました（肯定側立論ではある問題がどの様に解 決されるかを説明するのに対して、否定側立論ではある問題がどう発生するのかを説

明します）。否定側立論を指定する場合は、従って肯定側立論へのそれとは違う観点に基づく必要があります。

Your teacher will read the negative constructive speech you heard in the previous section again. Your task here is to complete the following refutation speech by adding the most appropriate phrase or sentence shown on the next page. 前回使った否定側立論を、 先生が再度読み上げます。それを聞いて、以下の空所を埋めて反論スピーチを完成させて下さい。選択肢は次 のページにあります。

Let me refute what the negative side said.

Present Situation

They said we have no problem about [ _{① ].} However, we already have that problem. [ _{② ].}

So, they need to prove why our plan will uniquely worsen the situation.

(Causal) Link

They said that our plan will lead to [ ③ ] .

However, this is [ ④ ] because [ ⑤ ]. For example, some clubs have practice early in the morning. Their practice will be replaced by the early class, so their sleep time will not get shorter.

They also said that less sleep time automatically leads to sleeping in class. However, this is doubtful because [ ⑥ ] . They should show how many more students will sleep in class if the first period of our high school starts at 7:30.

Serious.

They said this is a serious problem. However, this is not true because [ _{⑦ ]} So, overall academic achievement will improve.

That’s all. Thank you. Page

30

【選択肢】

a) less sleep time

b) even if some students sleep, most of them will stay awake and benefit from the additional lesson.

c) many students already come to school early in the morning d) they have no evidence

e) students sleeping in class. f) not always true

g) Lazy students are already sleeping in class even now.

■

[Step 2] Mini-debate practice

Follow the instructions below and enjoy the final mini-debates:

① Prepare the negative constructive speeches on cellphone ban.

② Make groups of four. Half the groups will be the affirmative side, and the other half will be the negative side.

③ Assign the roles A1 ～ A4 and N1 ～ N4, depending on where they are seated.

④ Speakers on the negative side should use the expressions in pages 24 and 25. For the affirmative speakers, you may use the expressions in the next pages. これまで練習したミニディベートのフォーマットに、否定側立論と関連するスピーチを加えます。４人グルー プを作り、クラスの半分のグループが肯定側に、残りが否定側になります。論題は、小中学生の携帯電話の使 用禁止です（肯定側立論に加え、宿題として否定側立論を用意し終わっているはずです）。試合は以下のフォー マットで行います。必要であれば、否定側は 24~25 ページの表現集を、そして肯定側のチームは次ページの表 現集を利用して下さい。

Affirmative Side (_肯定側) Negative Side (_否定側) Time

(A1) Constructive Speech 1.5min

1 minute preparation (1_{分間の準備時間)}

(N2) Question & Answer 1.5 min 1 minute preparation (1_{分間の準備時間)}

(N3) Summary (_{肯定側議論の要約)} 1 min (N1) Constructive Speech 1.5 min 1 minute preparation (1_{分間の準備時間)}

(A2) Question & Answer 1.5 min

1 minute preparation (1_{分間の準備時間)}

(A3) Summary (_{否定側議論の要約)} 1 min

(N4) Refutation (_{肯定側へ反論)} 1 min

(A4) Refutation (_{否定側へ反論)} 1 min

14 minutes in total

Page

31

◆ For

A2

_確認

◆ For

A2

_弱点

◆ For

A3

_要約

P.S.

・You think there is [ no / only a minor ] problem now because . Is that right? ・Why do you think the current situation is good?

Link

・Our plan will cause a problem [ as / by ] . Is that right?

・How will our plan cause a problem?

Serious.

・You think it is a serious problem because . Is that right? ・Why is it a serious problem?

For all

・ You said .

But, [ do you have any evidence? / isn’t it just your personal opinion? ]

Link

・ You said [ ] leads to [ ].

You said if , (then) . But do you have any evidence?

how much difference does it make?

Let me summarize the negative constructive speech.

Pre. Situ.

They say that . So, they think there is [ no / only a minor ] problem.

Link

They say that if we introduce our plan,

[ there will be a problem / the situation will get worse ]

(↑現状で問題が存在しないと主張している場合) (↑現状の問題が悪化すると主張している場合)

because .

Serious.

They say it is a serious problem because . That’s all. Thank you.

＊以下は

肯定側チーム

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