Lesson plan 1 (1 hour 20 minutes):

The testing debate

Previous knowledge Writing, speaking and listening to arguments; debating

Linked to Secondary 1 curriculum objectives Stage 9: Writing non-fiction;
Speaking and listening
• to form a view
Objectives
• to present an argument
• to question a viewpoint
• to justify an opinion
• to arrive at consensus in a group
Success criteria
• to persuade an audience
• to produce an effective speech
Skills • to perform orally in different situations
• to evaluate a speech
• Teacher’s Resource CD: Unit 2 Worksheet 2: Writing an argument;
Resources
Unit 2 Handout: Structuring an argument
Checkpoint links Coursebook: Units 1, 2, 4, 7
Differentiation can be achieved by:
• extent of content required
Differentiation
• selection of debate speakers
• selection of evaluaters

Activities
1 [5 mins] The class is divided into groups of two to four students per group, and told
whether they are for or against tests in schools, an equal number of groups on each
side. It is explained that they must play ‘devil’s advocate’ if it is not their own personal
view they are being asked to present, and why this is a useful life and career skill.

2 [10 mins] Groups work together to brainstorm all the reasons why the assessment
of students through internal – including entrance testing – and external testing is
desirable or not, depending on the side they have been allocated.

3 [5 mins] Arguments for the other point of view should also be collected, and
refutations placed beside each of them.

4 [10 mins] Groups put together the plan for a speech for or against testing in schools,
organising their collected ideas into a logical and coherent structure of bullet points.
(Differentiation could take the form of time length for the speech, or number of
points to be included.)

5 [10 mins] Supporting evidence in the form of examples, details and statistics is added
to each point in the plan.

6 [15 mins] Groups elect a speaker to represent them and deliver the jointly prepared
speech. The elected debate speaker practises their speech, using the plan, in front of
their group, who will suggest improvements in content and delivery.

© Cambridge University Press 2014 Cambridge Checkpoint English 9: A World View 1

 Lesson plan 1 (1 hour 20 minutes): The testing debate

7 [15 mins] In alternating order, starting with a speaker in favour of testing, the debate
speakers deliver their speeches. The rest of the class take notes of claims they wish
to challenge.

8 [10 mins] Questions from the floor are taken by the debate speakers, who answer the
queries and respond to the challenges made about their speeches.

9 The class votes for or against – or abstains if they feel neither side had the
advantage – on the motion of whether educational testing is a valid assessment
method. The teacher will ask some students to justify their vote (differentiation
by choice of student).

Homework and extension activities

a Speakers evaluate in writing their own performances – a mark out of ten could be
given, supported by comments – as speakers and responders to challenges. The rest
of the class can evaluate who was the best speaker and give reasons, supported by
details and examples, to justify their opinion.
b Students write an argumentative piece of one page giving their own view on the
issue of testing in schools and how it affects them.

© Cambridge University Press 2014 Cambridge Checkpoint English 9: A World View 2