Speaking & Listening

Collaborative Task:
Debating Game
At a glance
Level: ISE III

Focus: Collaborative task

Aims: Practising question formations and discussing authentic interactive

prompts in small groups and pairs

Objectives: Using set phrases when debating, keeping a tally of scores

and initiating and maintaining discussion

Topic: Universities, advertising, lifestyles, independence and celebrity

role models

Language functions: Expressing sympathy and empathy, expressing

reservations, expressing caution, challenging arguments an opinions,
evaluating different standpoints and justifying an argument

Grammar: A high degree of grammatical accuracy

Lexis: Words related to the topics above and set phrases for the
functions above

Materials needed: Student worksheets, whiteboard, pens and ISE

specifications

Timing: 2 x 60 minute classes

Procedure
Preparation

Print one of the phrases hand-out cut-up into individual phrases (and
divided by function,) per group of 6-8 students and one score card hand-
out per group. For the second class, all of the above and one topic hand-
out per group of 6-8 students.

In class
1. Tell the class that today they are going to focus on the Collaborative
task of the ISE III Speaking & Listening exam.
2. Ask the class some questions about this part of the exam, for
example:
How long is it? (Answer - up to 4 minutes).
 Speaking & Listening

What is it? (Answer - t

ask questions to find out more information and make comments).
What does collaborative mean? (Answer - two-way transfer of
information).
3. Explain to the class that it is very important to ask the examiner
questions to find out more information, so they will be practising this
in the lesson.

4. Write UNIVERSITY in the middle of the board in large letters. Ask

students to think of any questions containing the word university and
to give them to you in open-class. Write some examples on the board,
some possible questions include:
What is university? Who goes to university? Why do people go to
university? Is it important to go to university? Why are universities so
expensive? Are universities value for money? Where are the best
universities?
5. Now divide students into small groups of between 6-8 students and
ask them to ask and answer questions about universities for a few
minutes.
6. In the meantime, write this collaborative prompt on the board:
to be the case that a university education was a

7. Bring the class together and review the discussion then read out the
collaborative prompt. Tell the class that it is very important that they
initiate the conversation (ask them what this means) so they need to
think of questions they could ask the examiner about the topic.
Possible questions include:
Why do you think that?; I
University education still has value?
8. Elicit further questions the students could ask the examiner and write
them on the board.
9. Explain that in their small groups they are going to play a game using
the prompt and certain phrases. Give each group a pack of phrases
cards. Tell them to deal them out so that each member of the group
has different phrases for each section, for example:
Expressing sympathy and empathy; expressing reservations;
expressing caution; challenging arguments and opinions; evaluating
different standpoints and justifying an argument.
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10. Practise using some of the phrases with the students. Ask them who
ask them in which
situations they could use these phrases (for example, if somebody is

the other categories until the students are familiar with some of the
phrases. Now give each group a score card.
11. Ask the class to discuss the prompt using their phrases. Tell the
students that they get 1 point each time they contribute to the
discussion and 2 points every time they use a phrase correctly. They
should write their names on the score card and keep a tally. Allow
around 10 minutes for this activity.
12. Bring the class together and review how well the students have
fulfilled the task, asking who won in each group. Go to point 14.
13. Second class Follow the same procedure as above but use
AMBITION as a starting topic. Now, either give each group a
different topic card (from the topic worksheet) and ask them to do the
same as the last class, or divide the class into different pairs. Deal
the cards out again so they have a different selection. Allow 10
minutes for this.
14. Bring the class back together and review the activity, asking each
group or pair to demonstrate their discussion for a few minutes.
15. -emphasise the
need for students to initiate and maintain the interaction using some
of the phrase
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Extension activity

More advanced students can be given another topic from the topic hand-
out to discuss in pairs.

Further support activity

Weaker students can be given a smaller selection of phrases, and be
asked to work in pairs in their groups to support each other (i.e. in a
group of 6 there will be 3 pairs).

After class
Ask students to write a prompt about ambition and discuss this with a
classmate using some of the phrases.
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Student Worksheet
Phrases
(print on card and laminate if possible)

Cut-up the following phrases, keeping them in their categories (1-6). Give
each group a set of cards and ask them to deal them out so that each
member has a selection of each category.

1 Expressing sympathy and

empathy

1 1

1 1 I do sympathise with you

1 I hope things get better soon 1 Oh dear!

1 I hope you feel better soon 1 Too bad!

1 1

1 I know how you must be feeling 1 I know what you mean

2 Expressing reservations

2 I have my doubts about that 2 Do you think that...? I doubt it

2
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3 Expressing caution

3 I would be careful with that if I

were you

3 Just be careful with that 3 If I

4 Challenging arguments and

opinions

4 I can see ?

possibly

4 Per
?

? 4
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5 Evaluating different
standpoints

5 5 I agree entirely

5 5 You might be right

5 5

6 Justifying an argument

6 I think 6 I feel that

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Student Worksheet
Topics

Cut-up these topics and give out a different topic to each group. Ask one
person from the group to read out their topic and discuss them using the
phrases they have been given

1. Advertising is harmful to our society

Advertising is everywhere in our modern world, wherever you look
you see adverts. Although I understand that some people want it
regulated, I think people should be free to choose for themselves.

2. Lifestyles

The government seems to be overly-concerned with the welfare of its

citizens, insisting on a certain amount of fresh fruit and vegetables a
day, and regular exercise. Personally, I think it is up to the individual
what they eat and how much exercise they do.

3. Independence
I keep on hearing arguments that young people should be encouraged
to leave home as young as possible around age 18, so they develop

idea.

4. Role models
It seems that all young people want today is to be rich and

whether there are any celebrities who are positive role models.
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Student Score Card for Topic Debates

Score 1 point for every time you contribute meaningfully to the
discussion, and 2 points every time you use a phrase correctly.
Topic ____________________________

NAME of Contributed to Used a phrase Total

STUDENT discussion correctly

1.

2.

3.

4.

5.

6.

7.

8.

Topic_____________________________

NAME of Contributed to Used a phrase Total

STUDENT discussion correctly

1.

2.

3.

4.

5.

6.

7.

8.