P3-S

Learner’s Portfolio Task Pack:

Group Discussion
Student Copy

SPRING 2024
CDO
 TABLE OF CONTENTS

TOPIC / SKILL PAGES

PART 1 A. Introduction to Group Discussions
B. Sample Group Discussion Video Task 3-4

PART 2 A. Language of Group Discussions

● Agreeing and Disagreeing
● Giving and Supporting Opinions 5-6
B. In-Class Discussion Task 1

PART 3 A. Language of Group Discussions

● Clarifying
● Taking Turns 7-8
B. In-Class Discussion Task 2

PART 4 A. Language of Group Discussions

● Justifying Opinions
● Refutation 9-10
B. In-Class Discussion Task 3

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 PART 1

A. INTRODUCTION TO FORMAL GROUP DISCUSSIONS

⮚ WHAT DOES A FORMAL GROUP DISCUSSION LOOK LIKE?
For your portfolio task this semester, you are going to have a formal discussion with
a group of your classmates. A group discussion is a critical conversation about a
particular topic, or perhaps a range of topics, conducted in a group of a size that
allows participation by all members. An effective group discussion generally has a
number of elements:

●All members of the group have a chance to express their own ideas and feelings freely and to pursue and
finish out their thoughts;
● All members of the group can hear others’ ideas and feelings stated openly;
● Disagreements are expected, but it is important that the discussion is based on the content of ideas and
opinions;
● Group members can receive and respond to respectful, honest, and constructive disagreements and feedback.
Feedback could be positive, negative, or merely clarifying or correcting factual questions or errors, but is in all
cases delivered respectfully;
● A variety of points of view are put forward and discussed;
● The discussion should not be dominated by any one person;
● Group members are not expected to reach an agreement or consensus. They can always agree to disagree at
the end.
⮚ GETTING PREPARED
There are important differences between having a casual conversation with friends and having a formal group
discussion. While chatting with friends you might talk all at once, interrupt each other mid-sentence, argue loudly,
laugh at someone’s opinion, or use slang. However, while having a discussion with a group of people in a formal
setting, all these things that you can do among friends must not happen.

THINGS TO DO THINGS TO AVOID

✔ Speak clearly and in full sentences.
✔ Listen to the opinion of others carefully.
✔ Show you have listened to the opinion of others
by commenting on what they have said and by
asking them questions.
✔ Remember to respond to what other people have
to say.
✔ Remember to use proper English and expressions
that can facilitate discussions.
✔ Be respectful and open-minded.
X Don’t interrupt your friends mid-sentence when
they are giving their opinion.
X Don’t talk over your friends. Wait until they have
finished speaking before you begin to talk.
X Don’t dominate the conversation – make sure to
invite your friends to contribute with their
opinions.
X Don’t mumble. Have confidence in what you have
to say and speak clearly.
X Don’t laugh at the opinion of others even if you
don’t agree with it.
X Don’t use slang.

● You must present your points in a logical and clear manner.

● Do not worry if someone has a different point of view from you.
● You should give reasons to explain why you have a particular point of view.
⮚ VIDEO TASK 1: You are going to watch a video giving you some useful advice on
speaking effectively. Mark the statements below True (T) or False (F) according to the information in the clip.
Video link:
https://www.youtube.com/watch?v=jNmwNB3xFr8&ab_channel=BritishCouncil%7CLearnEnglishTeens

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1. ____ In a formal discussion, you need to speak faster than usual.
2. ____ You should support your opinions with reasons while answering a question.
3. ____ You should avoid looking directly at your friends’ faces in a discussion.
4. ____ Practicing online or on the phone is a good idea for learning to speak clearly.
5. ____ Smiling is a bad idea since people may think you are not serious enough.

⮚ VIDEO TASK 2: You are going to watch a video on expressing opinions in group discussions. Fill in the gaps in
the sentences below according to the information in the clip. First one is done for you. Video link:
https://www.youtube.com/watch?v=I5l7e6oW-GM&ab_channel=BritishCouncil%7CLearnEnglishTeens

1. To express your opinion, you can say “I think”, ________________ and ________________.
2. Another way to express your view is to use the ________________ forms of these.
3. You can use ________________ and ________________ to make your statements stronger.
4. Words like ________________ and ________________ show that you’re serious about the topic.
5. ________________________________ is a good conversation skill to keep the dialogue going.
6. Knowing how to ________________ and ________________ is a valuable skill in a discussion.
7. “I’m not sure about that” is a ________________ phrase to use when you have mixed feelings.
8. Don’t just state your view alone; use a statement to ________________ it.

B. A SAMPLE GROUP DISCUSSION

⮚ VIDEO TASK 3: You will watch Rebecca, Kathy and Paddy have a discussion on online education. While watching,
take notes on their arguments for and against online education. Video link:
https://youtu.be/pzF3itMg6zA
ARGUMENTS FOR ONLINE EDUCATION ARGUMENTS AGAINST ONLINE EDUCATION

⮚ You will watch the sample video again. This time, try to focus on the discussion language the speakers are using
and take notes.
WORDS AND PHRASES USED TO FACILITATE THE DISCUSSION

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 PART 2
A. LANGUAGE OF GROUP DISCUSSIONS: AGREEING AND DISAGREEING & GIVING AND SUPPORTING OPINIONS
⮚ BEFORE YOU LISTEN
LEAD-IN: Have a brief discussion on the following questions in your groups.
1. How much of the population in your country can be described as “smokers”?
2. Did many of your friends in high school smoke? Why do you think people start
smoking at a young age?
3. Do you think making university campuses “smoke-free” is a good idea? Why or why
not?

VOCABULARY WORK: Match the vocabulary items (1-5) in the table below with their definitions (a-e).
1. combat (v) ____ a. an intermediate position or possible agreement between two opposing views
2. prevalence (n) ____ b. nervous or confused because you are worried about something
3. distracted (adj) ____ c. used for a particular purpose
4. middle ground (n + n) ____ d. the fact that something is very common or happens often
5. designated (adj) ____ e. to try to stop something unpleasant or harmful from happening or increasing

⮚ AUDIO TASK 1: You will listen to a discussion on prohibiting the use of tobacco products on university campuses.
While listening, take notes on the speakers’ arguments for and against banning smoking in universities.

ARGUMENTS FOR BANNING SMOKING ARGUMENTS AGAINST BANNING SMOKING

ON UNIVERSITY CAMPUSES ON UNIVERSITY CAMPUSES

⮚ AUDIO TASK 2: Listen to the conversation again. While listening, write down the words and phrases speakers
use for agreeing and disagreeing with each other, and for giving and supporting their opinions.

AGREEING DISAGREEING AGREEING IN PART

GIVING OPINIONS SUPPORTING OPINIONS

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 ⮚ AGREEING AND DISAGREEING
- There are certain phrases used for agreeing and disagreeing. It’s important to know which phrases and
expressions are appropriate for formal and informal situations.
- The key to disagreeing is to be polite. You can do this by using a nice tone or adding words to make your
statements sound better.
- Here are some phrases you can use when you want to agree or disagree in different situations:
AGREEING DISAGREEING AGREEING IN PART
I (definitely) agree. I’m sorry, but I disagree. Yes, perhaps, however ...
You have a point. I disagree. Well, yes, but ...
(That’s a) good point. I don’t agree. Yes, in a way, however ...
(That’s) right. I don’t think that’s true. Hmm, possibly, but ...
That’s what I think. I don’t think so. Yes, I agree up to a point, however ...
I think so too. That’s not always true. Well, you have a point there, but ...
Exactly! I guess you could be right, but ...
⮚ GIVING AND SUPPORTING OPINIONS
- It is often useful to support your opinion by giving reasons and examples.
- E.g., In my opinion, there’s too much advertising on TV these days. To give you an example, the movie I
watched last night had ads almost every ten minutes! If you ask me, they shouldn’t show ads in the middle
of movies on TV.
- Here are some phrases you can use when you want to give your opinion:
GIVING OPINIONS SUPPORTING OPINIONS
I (don’t) think that … Because / As …
In my opinion / view, For example,
If you ask me, … For instance,
As far as I’m concerned … To give you an example,

B. IN-CLASS DISCUSSION TASK 1

⮚ In groups of 3 or 4, you will have a discussion on the following topic:
“The world would be a better place if everyone spoke the same language.” Do you agree or disagree? Discuss.
1. Brainstorm
⮚ Consider the following questions, and on a piece of paper write down the answers you can come up with: What
are some advantages to everyone speaking the same language in the world? What are some possible
disadvantages?
2. Organize the Ideas
⮚ Next, group the ideas under two categories: arguments for everyone speaking the same language and
arguments against everyone speaking the same language. Think of some concrete examples that you can give
for each argument.
⮚ Finally, decide on your roles. Who will be agreeing with the statement and who will be disagreeing?
3. Speak
⮚ Now that you have made your preparations, have a 5-minute mini discussion on the topic. Make sure to use
the words and phrases from the table above for agreeing and disagreeing as well as giving and supporting
your opinions during the discussion.
⮚ You can consult your notes, but you should not read from them as this will not be allowed during the graded
task.

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 PART 3

A. LANGUAGE OF GROUP DISCUSSIONS: CLARIFYING & TAKING TURNS

⮚ BEFORE YOU LISTEN
LEAD-IN: Have a brief discussion on the following questions in your groups.
1. Which do you think is easier: expressing yourself in English or your mother
tongue? Why do you think so?
2. In your opinion, is it a good idea to teach academic subjects in universities
in English? Why or why not?

VOCABULARY WORK: Match the vocabulary items (1-5) in the table below with their definitions (a-e).
1. medium (n) ____ a. to not give enough care or attention to people or things that are your responsibility
2. adopt (v) ____ b. a method or way of expressing something
3. approach (n) ____ c. something that encourages a person to do something
4. neglect (v) ____ d. to accept or start to use something new
5. incentive (n) ____ e. a way of considering or doing something

⮚ AUDIO TASK 1: You will listen to a discussion on English as the medium of instruction in universities. While
listening, take notes on the speakers’ arguments for and against this approach.
ARGUMENTS FOR ARGUMENTS AGAINST
ENGLISH AS THE MEDIUM OF INSTRUCTION ENGLISH AS THE MEDIUM OF INSTRUCTION

⮚ AUDIO TASK 2: Listen to the conversation again. While listening, write down the words and phrases speakers
use for asking and giving clarifications, and for taking turns by polite interruption and inviting others to
contribute.
ASKING FOR CLARIFICATION GIVING CLARIFICATION

TAKING TURNS
POLITE INTERRUPTION INVITING OTHERS TO CONTRIBUTE

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 ⮚ CLARIFYING
- When you don’t understand something a speaker says, ask for clarification or an example. Asking questions shows
that you are interested and have been paying attention.
- Similarly, when you explain something, give examples to help the listener understand your ideas.
- Here are some phrases you can use when you want to ask for or give clarification:
Asking for Clarification Giving Clarification
Sorry, I don’t get what you mean. What I’m trying to say is …
What do you mean exactly? What I mean by that is …
Can you give (me) an / another example? Let me give you an example.
I didn't understand what you said about … For example, … For instance, …
I'm sorry, I didn't catch what you said about …
⮚ TAKING TURNS
- During a discussion, it is polite to take turns talking. Taking turns keeps the conversation going and shows that you
are interested in what the other person is saying.
- If the other person asks you a question, answer it, and add some new information. If possible, ask a question of
your own.
- When you plan to interrupt someone, it’s important to introduce your interruption with a polite expression.
- Here are some phrases and questions you can use when politely interrupting someone or inviting them to
contribute:
Polite Interruption Inviting Others to Contribute
Sorry, but… What do you think / say?
May I say / add something? How about you?
May I ask a question? Don’t you think so?
I’d like to say something about that. Do you agree?

B. IN-CLASS DISCUSSION TASK 2

⮚ In groups of 3 or 4, you will have a discussion on the following topic:
“The most difficult job in the world is being a doctor.” Do you agree or disagree? Discuss.

1. Brainstorm
⮚ Consider the following questions, and on a piece of paper write down the answers you can come up with: What
makes their job difficult? What might be some things that make their job easy? What are some jobs that
might be more challenging?

2. Organize the Ideas

⮚ Next, group the ideas under two categories: arguments for the idea that the most difficult job in the world is
being a doctor and arguments against it. Think of some concrete examples that you can give for each argument.
⮚ Finally, decide on your roles. Who will be agreeing with the statement and who will be disagreeing?

3. Speak
⮚ Now that you have made your preparations, have a 5-minute mini discussion on the topic. Make sure to use
the words and phrases from the table above for clarifying as well as taking turns during the discussion.
⮚ You can consult your notes, but you should not read from them as this will not be allowed during the graded
task.

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 PART 4

A. LANGUAGE OF GROUP DISCUSSIONS: JUSTIFYING OPINIONS & REFUTATION

BEFORE YOU LISTEN
LEAD-IN: Have a brief discussion on the following questions in your groups.
1. Did you wear uniforms in high school? If yes, did you like them?
2. Do you think it is a good idea to allow students to wear casual clothes to school
instead of uniforms? Why do you think so?

VOCABULARY WORK: Match the vocabulary items (1-5) in the table below with their
definitions (a-e).
1. promote (v) ____ a. without someone's official permission to do something or be in a particular place
2. eliminate (v) ____ b. behavior that follows the usual standards that are expected by a group or society
3. unauthorized (adj) ____ c. to encourage or support something, or to help something become successful
4. uphold (v) ____ d. to remove or take away someone or something
5. conformity (n) ____ e. to defend or keep a principle or law
⮚ AUDIO TASK 1: You will listen to a discussion on compulsory school uniforms. While listening, take notes on the
speakers’ arguments for and against compulsory uniforms.
ARGUMENTS FOR ARGUMENTS AGAINST
COMPULSORY SCHOOL UNIFORMS COMPULSORY SCHOOL UNIFORMS

⮚ AUDIO TASK 2: Listen to the conversation again. While listening, write down the words and phrases speakers
use for justifying opinions (asking for reasons, giving reasons, listing reasons), and for refuting each other’s
arguments.
JUSTIFYING OPINIONS
ASKING FOR REASONS GIVING REASONS LISTING REASONS

REFUTATION
RESTATE THE PERSON’S ARGUMENT SAY THE ARGUMENT IS NOT TRUE SAY THE ARGUMENT IS PARTLY
AND EXPLAIN WHY TRUE BUT YOUR VIEW IS BETTER

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 ⮚ JUSTIFYING OPINIONS
- During a group discussion, it is important to justify the opinions you put forward by providing reasons.
- You should also invite your groupmates to justify their opinions by asking for reasons so that you can better
understand their arguments and respond to these accordingly.
- Here are some phrases you can use when asking for, giving, and listing reasons:
Asking for Reasons Giving Reasons Listing Reasons
Why do you think that? The reason why I think so is ... To start with, ...
Why do you say that? I think ... because ... Also, ...
What are your reasons for saying Due to ... Another reason is ...
that? The reason is ... Lastly, ...
Can you explain why?

⮚ REFUTATION
- When you are holding a discussion, it is natural to have opposing ideas in the group. Therefore, you might need
to refute a groupmate’s argument by employing a simple strategy.
- To refute a person’s argument, you should first restate the idea they have brought up. Then, say that their
argument is not true from your point of view, and explain why. Alternatively, you might state that their
argument could be partly true, but that your view is better.
- Here are some phrases you can use when refuting someone’s argument:
Say the argument is not true Say the argument is partly true
Restate the person’s argument and explain why but your view is better
You said that ... That’s not true because ... What you said could be true but ...
You claimed that ... I don’t think that’s accurate because ... You might be right; however, …
Your argument was ...

B. IN-CLASS DISCUSSION TASK 3

⮚ In groups of 3 or 4, you will have a discussion on the following topic:
“People should wear casual clothes in the workplace instead of formal ones.” Do you agree or disagree? Discuss.

1. Brainstorm
⮚ Consider the following questions and on a piece of paper write down the answers you can come up with:
What might be some benefits of wearing casual clothes to work? What might be some benefits of wearing
formal clothes to work?

2. Organize the Ideas

⮚ Next, group the ideas under two categories: arguments for wearing casual clothes to work and arguments
against it. Think of some concrete examples that you can give for each argument.
⮚ Finally, decide on your roles. Who will be agreeing with the statement and who will be disagreeing?

3. Speak
⮚ Now that you have made your preparations, have a 5-minute mini discussion on the topic. Make sure to use
the words and phrases from the table above for justifying opinions as well as refuting someone’s argument.
⮚ You can consult your notes, but you should not read from them as this will not be allowed during the graded
task.

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