1. The Overwhelmed Teen.

Situation: A teenager who feels overwhelmed by school,

extracurricular activities, and social life, leading to a lack of interest in chores. They believe
that their busy schedule justifies their resistance and argue for more understanding from
parents.
2. The Disciplinarian Parent. Situation: A parent who emphasizes the importance of chores
and discipline, believing that these responsibilities are essential for teaching life skills. They
express frustration about their teen’s resistance and share their views on the consequences of
a lack of responsibility.
3. The Organized Peer. Situation: A friend who values organization and responsibility,
believing that maintaining a tidy space leads to a clearer mind and better productivity. They
encourage others to see the benefits of chores and decluttering from a positive perspective.
4. The Social Media Influencer. Situation: A teen who is influenced by social media trends
promoting minimalism and decluttering. They argue that excessive material possessions and
chores distract from more important aspects of life and advocate for a more minimalist
lifestyle.
5. The Psychological Counselor. Situation: A counselor who discusses the psychological
implications of resisting chores, emphasizing the need for balance between independence
and responsibility. They highlight how developing a sense of responsibility can lead to
better mental health and self-discipline.
6. The Negotiator. Situation: A teenager who tries to mediate between parents and peers,
seeking a compromise on chores. They propose a system where chores can be balanced with
personal time, advocating for open communication about responsibilities.
7. The Cultural Advocate. Situation: A teen from a cultural background that places high
importance on family roles and responsibilities. They argue that chores are a way to
contribute to family harmony and emphasize the cultural values that shape their perspective.
8. The Laid-Back Parent. Situation: A parent who takes a more relaxed approach, arguing
that teenagers should have the freedom to prioritize their interests over chores. They
advocate for negotiating responsibilities and understanding the need for independence
during adolescence.
1. The Materialist. Situation: A student who believes that accumulating wealth and
possessions is essential for happiness. They argue that financial stability and material
comforts provide security and enhance life experiences.
2. The Minimalist Advocate. Situation: A student who champions a minimalist lifestyle,
arguing that true happiness is found in simplicity and the absence of clutter. They emphasize
the joy of experiences over possessions and share personal anecdotes that support their
perspective.
3. The Family-Centric Individual. Situation: A student who believes that happiness stems
from meaningful relationships with family and friends rather than material wealth. They
advocate for prioritizing time spent with loved ones over the pursuit of possessions.
4. The Environmentalist. Situation: A student who connects the topic to environmental
sustainability, arguing that consumerism harms the planet. They suggest that embracing
simplicity can lead to a more sustainable lifestyle and contribute to overall well-being.
5. The Personal Development Enthusiast. Situation: A student who believes that true
happiness comes from personal growth and self-discovery rather than material
accumulation. They advocate for investing in experiences that foster personal development,
such as travel, education, and hobbies.
6. The Balancer. Situation: A student who seeks to find a middle ground between materialism
and minimalism. They argue that while wealth and possessions can enhance life, true
happiness ultimately comes from meaningful connections and experiences.
7. The Skeptical Observer. Situation: A student who questions the validity of both extremes
—materialism and minimalism. They raise concerns about how society defines happiness
and suggest that it may vary significantly for different individuals
8. The Cultural Critic. Situation: A student who analyzes how different cultures view wealth
and happiness. They argue that some cultures prioritize community and experiences over
material success, which can lead to greater overall happiness.
Useful Expressions for Harkness Discussion

1. Introducing a Point:
o "I would like to begin by addressing..."
o "An important perspective to consider is..."
2. Agreeing with a Point:
o "I agree with that viewpoint because..."
o "That aligns with my understanding; I also believe..."
3. Disagreeing with Respect:
o "I see your point, but I would argue that..."
o "While I acknowledge your perspective, I contend that..."
4. Adding to a Point:
o "Building on that idea..."
o "Furthermore, it is crucial to consider..."
5. Providing Examples:
o "For example..."
o "A relevant example is..."
6. Clarifying a Thought:
o "To clarify my position..."
o "What I mean to convey is..."
7. Summarizing:
o "To summarize our discussion..."
o "In conclusion, we have explored..."
8. Encouraging Others to Share:
o "I would appreciate hearing your thoughts on this."
o "What insights do others have regarding this issue?"
9. Transitioning Between Ideas:
o "Now, let us transition to another point..."
o "In relation to this discussion..."
10. Expressing Uncertainty or Asking for Input:
o "I am uncertain about this, but..."
o "Does anyone hold a different perspective on this matter?"
Useful Expressions for Harkness Discussion

1. Introducing a Point:
o "I would like to begin by addressing..."
o "An important perspective to consider is..."
2. Agreeing with a Point:
o "I agree with that viewpoint because..."
o "That aligns with my understanding; I also believe..."
3. Disagreeing with Respect:
o "I see your point, but I would argue that..."
o "While I acknowledge your perspective, I contend that..."
4. Adding to a Point:
o "Building on that idea..."
o "Furthermore, it is crucial to consider..."
5. Providing Examples:
o "For example..."
o "A relevant example is..."
6. Clarifying a Thought:
o "To clarify my position..."
o "What I mean to convey is..."
7. Summarizing:
o "To summarize our discussion..."
o "In conclusion, we have explored..."
8. Encouraging Others to Share:
o "I would appreciate hearing your thoughts on this."
o "What insights do others have regarding this issue?"
9. Transitioning Between Ideas:
o "Now, let us transition to another point..."
o "In relation to this discussion..."
10. Expressing Uncertainty or Asking for Input:
o "I am uncertain about this, but..."
o "Does anyone hold a different perspective on this matter?"
 Assessment rubrics. Speaker’s name ____________________________

Criteria Questions Comments

Criterion A: • To what extent is the vocabulary appropriate and varied?
Language- • To what extent are the grammatical structures varied?
Maximum 6 points • To what extent does the accuracy of the language contribute to effective
communication?
• To what extent do pronunciation and intonation affect communication?
Criterion C: To what extent does the candidate understand and interact?
Interactive skills— • How well can the candidate express ideas?
communication • How well can the candidate maintain a conversation?
Maximum 6 points
● stays engaged throughout the discussion

● listens to the comments of others, carefully considering their points

before speaking.
● refers to the comments of others, using their names.

● makes eye contact when speaking.

● makes connections between various readings and his/her own

knowledge and experience.
● avoids dominating discussions

● stays on-topic or help others to stay on-topic.

● furthers the discussion with his/her input, avoiding repetition.

● is willing to ask questions and/or to challenge others constructively

to deepen understanding.

Criterion A: Language- Maximum 6 points

Marks and Level descriptors

(0 The work does not reach a standard described by the descriptors below.)

1-2 points: Command of the language is limited.

3 points: Command of the language is partially effective.

Vocabulary is generally appropriate to the task and varied. A variety of basic and some more complex grammatical structures is used.
Language is mostly accurate for basic structures, but errors occur in more complex structures. Errors at times interfere with
communication. Pronunciation and intonation are generally clear.

4-5 points: Command of the language is effective and mostly accurate.

Vocabulary is appropriate to the task, and varied, including the use of idiomatic expressions.
A variety of basic and more complex grammatical structures is used effectively. Language is mostly accurate. Occasional errors in
basic and in complex grammatical structures do not interfere with communication.
Pronunciation and intonation are mostly clear and do not interfere with communication.

6 points: Command of the language is mostly accurate and very effective.

Vocabulary is appropriate to the task, and nuanced and varied in a manner that enhances the message, including the purposeful use of
idiomatic expressions.
A variety of basic and more complex grammatical structures is used selectively to enhance communication. Language is mostly
accurate. Minor errors in more complex grammatical structures do not interfere with communication.
Pronunciation and intonation are very clear and enhance communication.

Criterion C: Interactive skills—communication

Marks and Level descriptors

(0 The work does not reach a standard described by the descriptors below.)

1–2 points: Comprehension and interaction are limited.

The candidate provides limited responses in the target language. Participation is limited. Most questions must
be repeated and/or rephrased.

3–4 points: Comprehension and interaction are mostly sustained.

The candidate provides responses in the target language and mostly demonstrates comprehension.
Participation is mostly sustained.
5–6 points: Comprehension and interaction are consistently sustained.
The candidate provides responses in the target language and demonstrates comprehension.
Participation is sustained with some independent contributions.

Assessment rubrics. Speaker’s name ____________________________

Criteria Questions Comments

Criterion A: • To what extent is the vocabulary appropriate and varied?
Language- • To what extent are the grammatical structures varied?
Maximum 6 points • To what extent does the accuracy of the language contribute to effective
communication?
• To what extent do pronunciation and intonation affect communication?
Criterion C: To what extent does the candidate understand and interact?
Interactive skills— • How well can the candidate express ideas?
communication • How well can the candidate maintain a conversation?
Maximum 6 points
● stays engaged throughout the discussion

● listens to the comments of others, carefully considering their points

before speaking.
● refers to the comments of others, using their names.

● makes eye contact when speaking.

● makes connections between various readings and his/her own

knowledge and experience.
● avoids dominating discussions

● stays on-topic or help others to stay on-topic.

● furthers the discussion with his/her input, avoiding repetition.

● is willing to ask questions and/or to challenge others constructively

to deepen understanding.

Criterion A: Language- Maximum 6 points

Marks and Level descriptors

(0 The work does not reach a standard described by the descriptors below.)

1-2 points: Command of the language is limited.

3 points: Command of the language is partially effective.

Vocabulary is generally appropriate to the task and varied. A variety of basic and some more complex grammatical structures is used.
Language is mostly accurate for basic structures, but errors occur in more complex structures. Errors at times interfere with
communication. Pronunciation and intonation are generally clear.

4-5 points: Command of the language is effective and mostly accurate.

Vocabulary is appropriate to the task, and varied, including the use of idiomatic expressions.
A variety of basic and more complex grammatical structures is used effectively. Language is mostly accurate. Occasional errors in
basic and in complex grammatical structures do not interfere with communication.
Pronunciation and intonation are mostly clear and do not interfere with communication.

6 points: Command of the language is mostly accurate and very effective.

Vocabulary is appropriate to the task, and nuanced and varied in a manner that enhances the message, including the purposeful use of
idiomatic expressions.
A variety of basic and more complex grammatical structures is used selectively to enhance communication. Language is mostly
accurate. Minor errors in more complex grammatical structures do not interfere with communication.
Pronunciation and intonation are very clear and enhance communication.

Criterion C: Interactive skills—communication

Marks and Level descriptors

(0 The work does not reach a standard described by the descriptors below.)

1–2 points: Comprehension and interaction are limited.

The candidate provides limited responses in the target language. Participation is limited. Most questions must
be repeated and/or rephrased.

3–4 points: Comprehension and interaction are mostly sustained.

The candidate provides responses in the target language and mostly demonstrates comprehension.
Participation is mostly sustained.

5–6 points: Comprehension and interaction are consistently sustained.

The candidate provides responses in the target language and demonstrates comprehension.
Participation is sustained with some independent contributions.