DEBATE

Pro
Junior
Book 3

Teacher’s Guide
Teaching Guide for Each Section
Warm-Up

Main Purposes

• To draw upon students’ prior knowledge about the topic

• To get the students mentally ready to learn about and discuss the debate topic in detail

Suggested Teaching Method

• Ask students if they can explain the title of the unit.

• Ask students questions to get them to share their background knowledge about the topic.

• If possible, show pictures and videos related to the topic.

Learning about the Topic

Main Purposes

• To provide an overview of the topic by providing arguments for and against the topic

• To illustrate to students how to formulate supporting ideas

• To improve students’ reading comprehension

Suggested Teaching Method

• For lower-level classes, you should play the audio file or read the passage aloud to the

students. Intermediate-level students should take turns reading the passage aloud. More

advanced classes should read the passage silently by themselves.

• While reading the passage, have students circle vocabulary words they do not know. Then,

after reading each paragraph or the entire passage, write the students’ words on the board

and define them.

• Ask students to state which body paragraph provides ideas in favor of the topic and which

paragraph provides counter arguments.

• Ask students to underline the supporting arguments in each body paragraph.

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Vocabulary Check

Main Purposes

• To ensure that students understand the reading passage by learning key vocabulary words

• To provide students the vocabulary necessary to debate the topic successfully

Suggested Teaching Method

• Ask students to find each of the vocabulary words in the passage and circle them. Explain that

they should try to figure out the meanings of words from context.

• If the students still have trouble understanding the words, give them model sentences using

the words.

• Encourage the students to determine the part of speech for each word to help them find the

correct definitions.

• Have the students read the sentences in the exercise and let them find the correct words for

each sentence.

Comprehension Questions

Main Purposes

• To ensure that students understand the main ideas and supporting ideas from the reading

passage

• To develop students’ critical thinking skills

Suggested Teaching Method

• Before answering the questions, have students refer to the reading passage and review the

main ideas and supporting ideas.

• For lower-level classes, you should read the questions aloud to the students. Intermediate-level

students should take turns reading the questions aloud. More advanced classes should read

the questions silently by themselves.

• When answering the questions, ask students to identify the sentence(s) that support(s) each

answer.

• If time allows, ask the students to explain why the incorrect answer choices are wrong.

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B uilding Arguments

Main Purposes

• To get students to think critically about the topic by deciding which arguments and examples

are relevant to the given argument

• To help students determine and anticipate counterarguments from their opponents

Suggested Teaching Method

• Explain to the students the meaning of the terms main argument, supporting argument,

supporting example, and counterargument.

 The main argument is the overall opinion that the students are trying to prove or

disprove.

 The supporting arguments are related ideas that logically support the idea in the main

argument.

 The supporting examples give facts, statistics, personal experiences, and other such

specific ideas that prove the supporting argument and the main argument.

 The counterargument attacks the main argument of the other team. In this exercise, the

counterarguments either attack the main idea given in questions 1, 2, and 3, or attack

the opposite argument.

• For lower-level classes, you should read the questions aloud to the students. Intermediate-level

students should take turns reading the questions aloud. More advanced classes should read

the questions silently by themselves.

• Ask the students comprehension questions to make sure they understand the questions and

answers. Define difficult vocabulary words if necessary.

• Explain to the students that they can use the reading passage to help them answer the

questions, but emphasize that they should also use their own knowledge and opinions.

• Emphasize the logical methods used to build arguments, specifically how supporting

arguments illustrate one aspect on the main argument and how supporting examples use

specific situations to prove the argument.

• Review the correct answers as a class. If time permits, explain why the incorrect choices are

weaker or logically incorrect.

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Opinion Examples

Main Purposes

• To show students examples of supporting arguments with clear examples for and against the topic

• To provide students with additional arguments related to the topic

• To develop students’ critical reading and brainstorming skills

Suggested Teaching Method

• For lower-level classes, you should play the audio files or read the passages aloud to the

students. Intermediate-level students should take turns reading the passages aloud. More

advanced classes should read the passages silently by themselves.

• Give students time to fill in the blanks individually before checking the answers as a class.

• If students are having a hard time finding the answer, summarize the main points or key

words for the students.

Organizing Supporting Arguments

Main Purposes

• To confirm students’ understanding of key supporting arguments

• To help students develop their own arguments for the debate

• To improve students’ critical thinking and logic skills

Suggested Teaching Method

• If necessary, have students refer to the reading passage and review the main ideas and

supporting ideas.

• For lower-level classes, you should read the questions aloud to the students. Intermediate-level

students should take turns reading the questions aloud. More advanced classes should read

the questions silently by themselves.

• Restate the main arguments for each side and encourage students to consider which ideas

logically support the arguments.

• When reviewing the correct answers, point out key words that the students should look for

when determining which argument the supporting ideas relate to.

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Planning Your Supporting Arguments

Main Purposes

• To demonstrate a logical supporting argument and example for students

• To help students generate their own supporting ideas for the debate

Suggested Teaching Method

• In this section, have the students read the arguments and find the key words in both the

arguments and examples.

• Encourage the students to elaborate on these ideas when generating their own ideas. Have

them write notes for an outline of their arguments on the space provided.

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Making Your Arguments

Main Purposes

• To help students prepare for the debate by having them generate supporting arguments with

relevant examples for the main argument

• To develop students’ logic and argumentative skills

• To have students successfully debate the topic

• To familiarize students with the debate process by having them present logical arguments and

use formal debate language

Suggested Teaching Method

• Assign teams for the debate. This can be done based on the students’ opinions about the

motion, by having the students draw straws, or by having you pick the teams. Have the same

number of members on each team if possible.

• Give the teams approximately 10 to 15 minutes to create their arguments. Encourage the

students to refer to the Reading Passage, Building Arguments, Opinion Examples, Organizing

Supporting Arguments, and Workbook to help them create their arguments.

• As the students prepare their debates, make sure that each argument is supported by clear

logic and examples.

• Have the students determine the roles each team member will have. Have them decide who

will give the main argument, first supporting argument, first counterargument, etc.

• When the preparation time is over, arrange the desks or tables in the classroom that students

face each other during the debate.

• During the debate, have students write the opposing team’s arguments and their

counterarguments against these ideas in the bottom section of the chart.

• Give each team between one and two minutes to present each of their arguments and

counterarguments.

• If students do not have enough space on this page to write their arguments, then have them

use the note taking page in their debate books or write in their notebooks.

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Answer Keys and
Sample Answers
Unit 01 Judging New People
This unit asks whether judging people based on first impressions is appropriate. The arguments in favor

include that people’s ability to judge others is instinctual, while one argument against it is that our first

impressions are based on limited information and are therefore unlikely to be accurate.

Warm-Up (page 09)

Possible Answers

1. Do you enjoy meeting new people?

→ Yes, I think meeting new people is fun.

2. What do you usually notice when you meet someone for the first time?

→ I usually notice the way the person talks and dresses.

3. Can you judge someone from one meeting?

→ Yes, I think we can understand a lot about a person after one meeting.

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Unit 01 Learning about the Topic

Learning about the Topic (page 10)

Judging People Based on First Impressions Is Okay

 For one, first impressions are usually accurate.

 Second, judging people this way has developed due to evolution.

Judging People Based on First Impressions Is Not Okay
 For one, first impressions are based on limited data.

 Second, our judgements can be prejudiced.

to do most of the work.

Vocabulary Check (page 11)

1. Most baby animals can recognize their mothers instinctively.

2. This painting made a strong impression on me.

3. Honesty is the most important trait to become a police officer.

4. It is not good to be prejudiced against people who are different.

5. I only have a(n) superficial understanding of biology. I don’t know much about it.

Comprehension Questions (page 11)

1. What evidence suggests that first impressions are accurate?

First impressions are the same as other’s long-term opinions of a person.

2. Why was judging people based on first impressions important in the past?

People needed accurate judgements to help them survive.

3. What is the problem of judging people based on superficial factors?

They do not show us the deeper parts of someone’s personality.

4. How can a person’s traits sometimes create a wrong impression?

They can remind people of someone they do not like.

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Building Arguments (page 12)

1. Which sentence best summarizes the main argument in favor of judging people based on first
impressions?
b. First impressions are the easiest way to judge people.

2. Which sentence is a supporting argument for the main argument you chose above?

b. People can make instinctive judgements about others.

3. Which sentence gives a good supporting example for the supporting argument you chose
above?

a. The ability to make first impressions comes from evolution.

4. Which sentence is the best counterargument against the opposite team?

c. People’s instincts about others are usually right.

Opinion Examples (page 13)

Chris Summary: Chris thinks that first impressions do not give us enough information to

judge someone.

Michelle Summary: Michelle argues that people’s natural ability to judge people has

developed through evolution.

Organizing Supporting Arguments (page 14)

Judging People Based on First Impressions Is Okay

1. People’s first impressions are usually correct.

2. Humans have a natural ability to tell people’s true personalities.

Judging People Based on First Impressions Is Not Okay

1. People make first impressions too quickly for them to be accurate.

2. Our first impressions can only be based on prejudices.

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Making Your Arguments (page 16)

Possible Answers

Choose your main argument.

My feeling is that .

 people can judge others based on first impressions

 judging people based on first impressions is usually wrong

Write your supporting argument with a supporting example.

To start off, first impressions are based on important character traits.

In detail, when we judge someone, we look at the way they act toward us and talk.

Their behaviors give us a clear idea of how they will treat us later.

Write one of your opponent’s arguments and why you do not agree with it.

Our opponents believe that people do not have enough information after one meeting

to judge someone.

I think their opinion is wrong since the most easily noticeable character traits of

people often show their true personalities.

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Choose your main argument.

My feeling is that .

 people can judge others based on first impressions

 judging people based on first impressions is usually wrong

Write your supporting argument with a supporting example.

To start off, first impressions are based on limited information.

In detail, when we first meet someone, we can only see their general characteristics. We do not

know their deep thoughts or feelings.

Write one of your opponent’s arguments and why you do not agree with it.

Our opponents believe that people can judge others based on instinctual impressions.

I think their opinion is wrong since people do not show their true personalities during a first

meeting.

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Unit 02 Making Decisions
This unit goes over the debate that making decisions in a group is better than making decisions alone. One

of the arguments in favor of making decisions in a group is it enables people to use the group’s strengths.

One of the arguments against group decision making is that individuals can make choices more suitable for

them.

Warm-Up (page 17)

Possible Answers

1. Do you find making decisions alone easy or not?

→ I think making decisions with other people is easier.

2. What decisions do you usually make with your friends?

→ We make decisions such as what food to eat and what games to play.

3. Do you prefer to make decisions alone or as a group?

→ I prefer to make decisions as a group since we can get many different opinions.

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Unit 02 Learning about the Topic

Learning about the Topic (page 18)

Making Decisions as a Group Is Better

 To start, we can use a team’s strengths.

 Next, groups make it easier to present ideas.

Making Decisions Alone Is Better

 To start, we can make the most appropriate decision.

 Next, making decisions alone can be faster.

Vocabulary Check (page 19)

1. I finally came up with this great idea and won the game.

2. Groups can create synergy when they work on the project together.

3. In optimal conditions, this tree can live for 100 years.

4. The government failed to take immediate action.

5. We were very happy with the outcome of our work.

Comprehension Questions (page 19)

1. What does synergy relate to?

Synergy relates to using a team’s strengths.

2. Why do people feel less pressure in a group?

Because no member takes responsibility for the outcome alone

3. How can groupthink cause problems?

People make bad decisions just to make others happy.

4. Why does making decisions as a group take longer than making them alone?

Because all members need to agree to a decision

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Building Arguments (page 20)

1. Which sentence best summarizes the main argument in favor of making decisions as a group?
a. It is easier to come up with ideas as a group.

2. Which sentence is a supporting argument for the main argument you chose above?

c. Groups can use each member’s knowledge to come up with ideas.

3. Which sentence gives a good supporting example for the supporting argument you chose
above?

b. Groups can always think of more and better solutions than individuals.

4. Which sentence is the best counterargument against the opposite team?

c. Individuals may feel more pressure and make the wrong decision.

Opinion Examples (page 21)

Kayla Summary: Kayla believes that groups can make better decisions when everyone

shares their ideas(or opinions).

Jackson Summary: Jackson sometimes agrees with his friends’ decisions just because he

doesn’t want to argue.

Organizing Supporting Arguments (page 22)

Making Decisions as a Group Is Better

1. Groups make creative decisions by using synergy.

2. It is easier to come up with ideas as a group.

Making Decisions as a Group Is Better

1. Individuals make decisions quicker than groups.

2. Groupthink does not happen when making decisions alone.

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Making Your Arguments (page 24)

Possible Answers

Choose your main argument.

It is my belief that .

 making decisions as a group is better

 making decisions as individuals is better

Write your supporting argument with a supporting example.

My first argument is groups make more creative decisions because of synergy.

Synergy means the whole is greater than the sum of its parts.

What I mean is individuals in the group share previous experiences and learned

knowledge to help the group come to the best decision.

Write one of your opponent’s arguments and why you do not agree with it.

The other team believes that groupthink leads individuals to make bad choices to

please others in the group.

I think this is wrong since individuals in a group who do not like an idea can speak

out freely and everyone will listen.

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Choose your main argument.

It is my belief that .

 making decisions as a group is better

 making decisions as individuals in better

Write your supporting argument with a supporting example.

My first argument is people can make decisions more quickly by themselves.

What I mean is individuals can decide for themselves what they want to do. They do

not have to worry about what other people want to do.

Write one of your opponent’s arguments and why you do not agree with it.

The other team believes that groups can make more creative decisions than individuals.

I think this is wrong since members in a group have to make decisions that make the

other members happy. This leads to less creativity, not more.

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Unit 03 Gasoline Cars
Students will discuss whether gasoline cars should be replaced with electric cars in this unit. Among the

arguments in favor of the topic is the idea that gasoline cars create too much pollution. One of the opposing

ideas is that the technology for non-gasoline cars is not advanced enough yet.

Warm-Up (page 25)

Possible Answers

1. Do you think cars make too much pollution?

→ Yes, I think cars are one of the main sources of pollution.

2. How can people make less pollution?

→ They can use public transportation instead of driving and eat less meat.

3. How will people travel in the future?

→ I think people can drive computer-controlled cars that run on electricity.

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Unit 03 Learning about the Topic

Learning about the Topic (page 26)

Replace Gasoline Cars

 First, gas cars create too much pollution.

 Second, electric cars are much cheaper.

Keep Gasoline Cars
 First, the technology for electric cars is still not perfect.

 Second, our road systems are still not designed for electric cars.

Vocabulary Check (page 27)

1. A new factory increased the amount of pollutants in my city.

2. My teacher announced today that we would take a field trip next week.

3. For now, we do not have the medical technology to cure all diseases.

4. This program is designed to help young kids understand foreign cultures.

5. You can use your smartphone after charging its battery.

Comprehension Questions (page 27)

1. Why are gasoline cars harmful to the environment?

They produce pollutants and make global warming worse.

2. Why is it cheaper to use an electric car?

It costs about $3 to fully charge an electric car.

3. How far can a car go with a single tank of gasoline?

A car with a full tank of gasoline can go 500 km.

4. Which is easier to find on highways?

Highways have plenty of gasoline stations for cars.

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Building Arguments (page 28)

1. Which sentence best summarizes the main argument in favor of using electric cars?
b. Electric cars are much more efficient than gasoline cars.

2. Which sentence is a supporting argument for the main argument you chose above?

c. Electric cars are much cheaper to run than gasoline cars.

3. Which sentence gives a good supporting example for the supporting argument you chose
above?

a. It costs $3 to charge an electric car, but more than $40 for a tank of gas.

4. Which sentence is the best counterargument against the opposite team?

a. Electric will be able to travel farther in the future.

Opinion Examples (page 29)

Chris Summary: Chris thinks electric cars are better for the environment because they do

not cause air pollution.

Michelle Summary: Michelle thinks there are not enough charging stations for electric

cars.

Organizing Supporting Arguments (page 30)

Replace Gasoline Cars

1. Cars that burn fossil fuels produce pollution.

2. Electric cars can be recharged at a very cheap prices.

Keep Gasoline Cars

1. The technology for electric cars is not ready yet.

2. There are many gas stations but few places to charge an electric car.

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Making Your Arguments (page 32)

Possible Answers

Choose your main argument.

It is my belief that .

 people should drive more electric cars on our roads

 gasoline cars are more convenient than electric cars

Write your supporting argument with a supporting example.

My first reason is that electric cars do not produce carbon dioxide and do not harm

the environment through pollution.

What I mean is that gasoline cars harm nature and their pollution has caused global

warming.

Write one of your opponent’s arguments and why you do not agree with it.

The other team believes that gasoline cars are more convenient than electric cars.

I disagree with this because electric cars will be able to be charged almost anywhere at any time

in the future. But gasoline cars can only be refilled at gas stations.

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Choose your main argument.

It is my belief that .

 people should drive more electric cars on our roads

√ gasoline cars are more convenient than electric cars

Write your supporting argument with a supporting example.

My first reason is gasoline cars can be driven almost anywhere for any distance.

What I mean is gasoline cars can travel farther on a tank of gas. If we need more gas,

there are gas stations almost everywhere.

Write one of your opponent’s arguments and why you do not agree with it.

The other team believes that electric cars can are more convenient than gasoline ones.

I disagree with this since our road systems are still mainly designed for gasoline cars.

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Unit 04 Choosing College Majors
This unit deals with the topic of whether students should choose college majors based on their academic

interests. One pro argument is that students should explore the subjects that interest them while they are in

college. One con argument is that student should choose their majors based on how much money they can

earn with their major.

Warm-Up (page 33)

Possible Answers

1. What is your favorite subject at school?

→ My favorite subject is history.

2. What subject is the most difficult for you?

→ The most difficult subject for me is literature.

3. What do you want to major in a college?

→ I think I would like to major in history.

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Unit 04 Learning about the Topic

Learning about the Topic (page 34)

Choose Based on Academic Interests

 First, college students should explore their academic interests.

 In addition, students who choose their majors just because of their job potential

may have a hard time finishing college.

Choose Based on Other Factors

 First, some majors lead to jobs that pay more money.

 In addition, people’s interests can change over time.

Vocabulary Check (page 35)

1. I struggle to remember the names of my classmates.

2. My friends receive financial support from their schools.

3. Susan wanted to drop out of the race. but she did not give up.

4. Psychologists are asked to actively explore important issues.

5. She has the potential to be a great scientist.

Comprehension Questions (page 35)

1. Why is it better for students to major in a subject they like?

Because their curiosity will help them get better grades

2. What can happen to students who choose majors based on job potential?

They might change their majors more often than other students.

3. Why do some people consider salary first when choosing a major?

Because some majors lead to much higher-paying jobs

4. How can it be a problem for students to major in subjects they liked in high school?

One’s academic interests can change over time.

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Building Arguments (page 36)

1. Which sentence best summarizes the main argument in favor of letting students choose their
majors based on their interests?
b. Students studying something they love will study harder.

2. Which sentence is a supporting argument for the main argument you chose above?

a. Students will be happier and perform better in subjects they care about.

3. Which sentence gives a good supporting example for the supporting argument you chose
above?

b. Students who enjoy learning about history will do well in history classes.

4. Which sentence is the best counterargument against the opposite team?

c. Studying what you love can help you be successful in the future.

Opinion Examples (page 37)

Kayla Summary: Kayla believes that college students should learn about subjects that

interest them.

Jackson Summary: Jackson says that college students should study subjects that will be

helpful for their career(or, future)

Organizing Supporting Arguments (page 38)

Choose Based on Academic Interests

1. Students will enjoy school more if they study what they like.

2. If we study a subject we like, we can get a deep understanding of it.

Choose Based on Other Factors

1. Subjects such as science and engineering offer more job opportunities.

2. Students can receive financial scholarships by majoring in certain subjects.

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Making Your Arguments (page 40)

Possible Answers

Choose your main argument.

I believe that students should choose a major based on .

 the subjects that interest them

 other factors that can affect their futures

Write your supporting argument with a supporting example.

To begin with, students that choose their major based on their academic interest will perform

better.

This means that they will have an easier time getting the career they want. Many good jobs

look at people’s college grades. They prefer people with high grades.

Write one of your opponent’s arguments and why you do not agree with it.

The opposite side says it is important to choose a major that prepares students for a

career with a high salary.

But this is wrong because students may become discouraged and drop out if they

are not passionate about their major.

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Choose your main argument.

I believe that students should choose a major based on .

 the subjects that interest them

 other factors that can affect their futures

Write your supporting argument with a supporting example.

To begin with, students should choose majors that will help them earn more money.

This means that they will have more comfortable lives as adults. Students who study science and

math usually earn much more money than students who study art or literature.

Write one of your opponent’s arguments and why you do not agree with it.

The opposite side says it is important to choose a major that students will enjoy.

But this is wrong because some majors do not lead to jobs that pay much money. These students

will have harder lives as a result.

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Unit 05 Saving Money
In this unit, students will debate whether it is better to save money for later in life or spend more money

now. One of the arguments in favor of the saving money is that it makes people more prepared for their

futures. One of the con arguments is that spending money benefits the economy.

Warm-Up (page 41)

Possible Answers

1. What do you spend your money on?

→ I usually spend my money on snacks at the convenience store and pens at the stationery shop.

2. Do you have your own bank account?

→ Yes, I have a checking account and savings account.

3. Do you save money?

→ Yes, I try to save at least 10 percent of my money.

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Unit 05 Learning about the Topic

Learning about the Topic (page 42)

Save Money for the Future

 First, saving money makes the future more stable.

 Next, saving money lets us make more money.

Spend Money Now

 First, we should spend more money for the sake of the economy.

 Next, spending money makes us happier.

Vocabulary Check (page 43)

1. If there is a(n) emergency, you should call the police.

2. The movie was so memorable that I can’t stop thinking about it.

3. Children need a(n) stable home life to grow up happy.

4. The president worked to make sure the economy remained strong.

5. Water is essential for life. Every living thing needs water to survive.

Comprehension Questions (page 43)

1. How does saving money make your future more stable?

You do not have to worry about money for any emergencies.

2. How can saving money increase your fortune?

Saved money earns interest in the bank.

3. How can spending money benefit businesses?

Spending money helps make the economy strong.

4. Why is it better to enjoy our money now?

Because we may not be able to spend our money later

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Building Arguments (page 44)

1. Which sentence best summarizes the main argument in favor of saving money?
b. A savings account with a lot of money makes life more stable.
2. Which sentence is a supporting argument for the main argument you chose above?

c. Saved money can help you a lot when an emergency happens.

3. Which sentence gives a good supporting example for the supporting argument you chose
above?

b. Saved money can be used if you suddenly lose your job.

4. Which sentence is the best counterargument against the opposite team?

a. By saving money, you can achieve long-term goals such as buying a house.

Opinion Examples (page 45)

Chris Summary: Chris wants to be prepared for his future by saving his money now.

Michelle Summary: Michelle says we do not know what will happen in the future, so it is

better to spend some money now.

Organizing Supporting Arguments (page 46)

Save Money for the Future

1. It is important to save money in order to prepare for emergencies.

2. Saving money today will result in even more money tomorrow.

Spend Money Now

1. Spending money helps stimulate the local economy and protects small businesses.
2. Spending money can create memories that last a lifetime.

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Making Your Arguments (page 48)

Possible Answers

Choose your main argument.

I think that people should .

 spend less money now and save for the future

 spend their money now if they want to

Write your supporting argument with a supporting example.

One reason is saving money helps people to be more prepared for their futures.

This means that people will not have to worry about money even if they get sick or lose their

jobs because they have a lot of money in the bank.

Write one of your opponent’s arguments and why you do not agree with it.

The other side says that spending money helps the local economy develop, which makes everyone

wealthier.

But this is wrong since the people who spend their money are not becoming wealthier. They are

just losing their money.

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Choose your main argument.

I think that people should .

 spend less money and save for the future

 spend their money now if they want to

Write your supporting argument with a supporting example.

One reason is that spending money in the local community helps small businesses

and makes the economy stronger.

This means that more people will be able to have good-paying jobs and stable lives.

Eventually, this will help society to prosper.

Write one of your opponent’s arguments and why you do not agree with it.

The other side says that saving money makes life more stable.

But this is wrong since no one can predict the future. We might not need the money

later and regret missing the chance to enjoy the present.

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Unit 06 Standardized Tests
The topic of this unit is whether standardized tests accurately measure students’ abilities. The first pro

argument is that standardized tests measure all students equally. The first con argument is that standardized

tests only measure a limited set of skills.

Warm-Up (page 49)

Possible Answers

1. How often do you take tests at school?

- I take 4 tests a year.

2. Do you think it is fair to grade students by the test results?

→ Yes, I do because the test scores show how well the students know about the subject.

3. Do you think standardized tests are necessary?

- Yes, because they have the same questions for all students of the same grade and show the test

scores in number.

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Unit 06 Learning about the Topic

Learning about the Topic (page 50)

Standardized Tests Measure Students’ Abilities Well

 For starters, standardized tests are equal.

 Second, standardized tests require students to apply their school learning.

Standardized Tests Do Not Measure Students’ Abilities Well

 For starters, standardized tests measure only certain aspects of students.

 Second, standardized tests are often biased and based on cultural experiences that

not all students have.

Vocabulary Check (page 51)

1. Judges will assess the figure skater’s performance.

2. The debater had a very biased opinion.

3. The company’s old system has been abandoned due to a flaw.

4. The school requires students to have a certain level of English proficiency.

5. The charity helps students who are at an economic disadvantage.

Comprehension Questions (page 51)

1. How are standardized tests fair for all students?

They have the same questions for all students.

2. What skills do standardized tests measure?

They measure students’ academic knowledge.

3. What is a problem with standardized tests?

They do not measure creativity and other skills.

4. Why would an American test be difficult for international students?

Questions can refer to cultural experiences some students do not have.

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Building Arguments (page 52)

1. Which sentence best summarizes the main argument against using standardized tests to
measure students’ abilities?
a. Standardized tests cannot measure certain skills.
2. Which sentence is a supporting argument for the main argument you chose above?

b. Standardized tests do not measure students’ creativity.

3. Which sentence gives a good supporting example for the supporting argument you chose
above?

a. Students cannot show their artistic skills on standardized tests.

4. Which sentence is the best counterargument against the opposite team?

b. Some students are better at showing their skills through performances or projects.

Opinion Examples (page 53)

Kayla Summary: Kayla believes that standardized tests judge every student fairly.

Jackson Summary: Jackson argues that standardized tests are not fair because all students

have different skills.

Organizing Supporting Arguments (page 54)

Standardized Tests Measure Students’ Abilities Well

1. Standardized testing is the fairest way to evaluate students.

2. Standardized tests give students the opportunity to apply what they know.

Standardized Tests Do Not Measure Students’ Abilities Well

1. Some aspects of intelligence cannot be judged through testing.

2. Students from foreign countries may have unfair disadvantages on the tests.

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Making Your Argument (page 56)

Possible Answers

Choose your main argument.

My opinion is that .

 standardized tests measure student abilities well

 standardized tests do not measure student abilities well

Write your supporting argument with a supporting example.

I want to open by saying that standardized tests measure the skills and subjects that are most

important in school.

This is seen in the fact that standardized tests often focus on reading and math. These are the

subjects that students spend the most time learning in school.

Write one of your opponent’s arguments and why you do not agree with it.

The other side claims that standardized tests have questions that are biased against students

of different backgrounds.

However, this is wrong because standardized tests are written to be as neutral as possible.

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Choose your main argument.

My opinion is that .

 standardized tests measure student abilities well

 standardized tests do not measure student abilities well

Write your supporting argument with a supporting example.

I want to open by saying that not all characteristics can be seen in standardized test

scores alone.

This is seen in the fact that creativity and artistic ability are difficult to observe in

standardized tests.

Write one of your opponent’s arguments and why you do not agree with it.

The other side claims that standardized tests are the only fair way to evaluate

students’ performance.

However, this is wrong because every student has different cultural backgrounds and will have

certain disadvantages with the test.

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Unit 07 Mandatory Voting
Whether voting in government elections should be mandatory or optional is the topic of this unit. One

argument in favor of mandatory voting is that it would ensure that all citizens’ opinions are considered, while

one of the arguments against it is that forcing people to vote goes against personal freedoms afforded by

democratic societies.

Warm-Up (page 57)

Possible Answers

1. Have you ever voted at school?

→ Yes, students at my school vote for class president once a year.

2. Why do you think some people do not vote?

→ They do not vote because they do not have enough time or interest.

3. Do you think everyone should vote?

→ I think people should only vote if they have a strong opinion about the election.

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Unit 07 Learning about the Topic

Learning about the Topic (page 58)

Voting Should Be Mandatory

 For one, requiring people to vote would ensure that all citizens’ opinions are
considered.
 Second, voting rates are declining.
Voting Should Be Optional
 For one, most democracies are free countries.
 Second, people who are not interested or know little about politics will vote without
thought.

Vocabulary Check (page 59)

1. Wearing a school uniform is mandatory in many private schools.

2. Despite the rain, there was a large turnout for the concert.
3. Please ensure that all doors are locked.
4. The market price of smartphones has been declining since last month.
5. Your friends can influence your interests and behavior.

Comprehension Questions (page 59)

1. How does voting affect political leaders?

Elected rulers make choices based on voters’ opinions.

2. What is a possible outcome of low voter turnout?

A candidate with unpopular ideas can be elected.

3. How can mandatory voting be undemocratic?

Citizens of democracies should have the right to refuse to vote.

4. Why should only people who care about politics vote?

Sincere voters are more likely to elect helpful candidates.

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Building Arguments (page 60)

1. Which sentence best summarizes the main argument in favor of mandatory voting?

a. Mandatory voting enables all citizens’ voices to be heard.

2. Which sentence is a supporting argument for the main argument you chose above?

b. All citizens can let politicians know what they need by voting.

3. Which sentence gives a good supporting example for the supporting argument you chose

above?

c. Politicians will make helpful policies based on voting results.

4. Which sentence is the best counterargument against the opposite team?

c. People can become better informed about politics with the help of the media and

education.

Opinion Examples (page 61)

Chris Summary: Chris believes that all citizens should be involved in voting because the

policies they make will affect everyone.

Michelle Summary: Michelle thinks only voluntary voting is valuable.

Organizing Supporting Arguments (page 62)

Voting Should Be Mandatory
1. It is important to choose leaders who will represent all citizens.

2. Low voter turnout can lead to unfavorable national policies.

Voting Should Be Optional

1. Citizens should be able to choose whether to vote or not.

2. Irresponsible voting can be worse than not voting at all.

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Making Your Arguments (page 64)

Possible Answers

Choose your main argument.

I strongly believe that _________________________________________________________________.

 all citizens should be required to vote

 all citizens should not be forced to vote

Write your supporting argument with a supporting example.

The first reason I believe this is leaders must be chosen by all citizens.

To be specific, the opinions of all citizens should count in an election. Mandatory voting is the only way to

make sure that all citizens share their opinions.

Write one of your opponent’s arguments and why you do not agree with it.

Our opponents believe that mandatory voting will lead to people voting without thinking much about

their choices.

This is wrong because people will have to know more about politics if they are forced to vote.

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Choose your main argument.

I strongly believe that _________________________________________________________________.

 all citizens should be required to vote

 all citizens should not be forced to vote

Write your supporting argument with a supporting example.

The first reason I believe this is in a free and democratic society, people should have the right to vote or

not.

To be specific, people should not be forced to do anything as long as they are not directly hurting another

person. If someone does not want to vote, then their choice should be respected.

Write one of your opponent’s arguments and why you do not agree with it.

Our opponents believe that mandatory voting will lead to having all opinions represented.

This is wrong because people who do not care about politics or think their vote does not matter will not

vote seriously.

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Unit 08 Free Health Care
The debate topic in this unit is whether nations should provide free health care for their citizens. The primary

argument in favor of this topic is that having access to free health care is a fundamental human right. The

notion that free health care might lead to people abusing the system is one of the con arguments .

Warm-Up (page 65)

Possible Answers

1. Have you or your family been in a hospital?

→ Yes, I have been in a hospital for a few days because of the flu.

2. Do you think doctors should get paid a lot of money? Why or why not?

→ Yes, I think doctors should earn a lot because their work saves people’s lives.

3. Who should pay for your health care, your parents or the government?

→ I think the government needs to help pay for healthcare.

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Unit 08 Learning about the Topic

Learning about the Topic (page 66)

Governments Should Provide Free Health Care

 First, free health care is a human right.

 Next, providing free health care benefits all citizens.
Governments Should Not Provide Free Health Care

 First, if health care were free, some people would abuse the system.
 Next, giving all citizens free health care is a waste of money.

Vocabulary Check (page 67)

1. My grandfather suffered from a serious heart condition.

2. Sarah seems to be more likely to go to college than her brother.

3. Since the workers started using a new computer program, their productivity has improved.

4. The politician was criticized because she abused her power.

5. Listening to music can decrease your stress level.

Comprehension Questions (page 67)

1. What happens when nations do not offer free health care?

Citizens are required to pay more taxes.

2. How does free health care help a nation’s economy?

People with free health care are healthier and work longer.

3. What would happen if people go to the hospital for conditions that are not serious?

People who really need medical treatment would have to wait longer.

4. Why is free health care a waste of money?

It is unnecessary when wealthy people can pay for their own health care.

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Building Arguments (page 68)

1. Which sentence best summarizes the main argument in favor of free health care?
a. Free health care is a human right for all.

2. Which sentence is a supporting argument for the main argument you chose above?

c. All people deserve the right to get medical treatment when they are sick.

3. Which sentence gives a good supporting example for the supporting argument you chose
above?

a. Free health care gives all people access to the doctors and medicine they need.

4. Which sentence is the best counterargument against the opposite team?

c. Free health care benefits all people, including the rich.

Opinion Examples (page 69)

Kayla Summary: Kayla believes that free health care is good for her family members when

they are sick.

Jackson Summary: Jackson believes that free health care will make hospitals too crowded,

and it will be a(n) waste of money.

Organizing Supporting Arguments (page 70)

Governments Should Provide Free Health Care

1. People will be able to work longer hours if they have free health care.

2. Free health care is a basic human right.

Governments Should Not Provide Free Health Care

1. Free health care for the wealthy is a waste of money.

2. Free health care will decrease the quality of health care.

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Making Your Arguments (page 72)

Possible Answers
Choose your main argument.

It is my opinion that .

 everyone should have free health care.

 no one should have free health care.

Write your supporting argument with a supporting example.

My first argument is people should have free health care to be able to get the treatment

they need.

What I mean is if someone can get treatment easily, they can get back to their normal

lives quickly.

Write one of your opponent’s arguments and why you do not agree with it.

The other team believes that free health care is going to overcrowd hospitals.

Many people with small health problems will take up too much of the doctor’s time.

I think this is wrong since most people know if they really need a doctor or not.

They will only go to the hospital if it is serious. Otherwise they will go to the pharmacist.

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Choose your main argument.

It is my opinion that .

 everyone should have free health care

 no one should have free health care

Write your supporting argument with a supporting example.

My first argument is free health care provided by the government will be worse.

What I mean is government services do not charge a lot for their services, so they

cannot provide high quality care. This can make people become less healthy.

Write one of your opponent’s arguments and why you do not agree with it.

The other team believes that free health care is going to make people healthier.

I think this is wrong since most people will not be able to get the health care they need

because too many people will go to the hospital.

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Unit 09 Mobile Phones at Schools
In this unit, students will debate whether mobile phones, particularly smartphones, should be allowed in
schools. The main argument in favor of banning phones is that students do not need mobile phones while
they are at school. One of the con arguments is that students should have a right to bring phones to school
if they want to.

Warm-Up (page 73)

Possible Answers

1. Do you have your own mobile phone? Is it a smartphone?

→ Yes, I have a smartphone.

2. How often do you look at your phone?

→ I probably look at it at least two or three times an hour.

3. Does your phone make life easier or harder?

→ I think it makes my life easier because I can always contact people and get information.

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Unit 09 Learning about the Topic

Learning about the Topic (page 74)

Mobile Phones Should Be Banned

 To start, students do not need mobile phones at school.

 Furthermore, smartphones could lead to cheating.

Mobile Phones Should Not Be Banned

 To start, a ban takes away students’ rights to use their phones.

 Furthermore, schools can make rules for the use of mobile phones, such as only

allowing their use during breaks.

Vocabulary Check (page 75)

1. Sally had behavioral issues when she was a teenager.

2. The city announced a(n) ban on phone use while driving.

3. The Internet has enabled people to communicate more easily.

4. Andy did a great job! He had obviously worked hard.

5. Joining a book club is a great opportunity to meet new people.

Comprehension Questions (page 75)

1. What is one negative aspect of mobile phone use at school?

Mobile phones are distracting to students.

2. How can smartphones lead to cheating?

Students can search for answers online.

3. Why is it wrong for schools to take students’ phones away?

Because students might need to use their phones

4. What is one benefit to allowing phones at schools?

Students will learn how to use their phones responsibly.

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Building Arguments (page 76)

1. Which sentence best summarizes the main argument in favor of banning mobile phones from

school?

b. Students do not need their phones during school hours.

2. Which sentence is a supporting argument for the main argument you chose?

c. There is no reason for students to make calls or send texts during class.

3. Which sentence gives a good supporting example for the supporting argument you chose

above?

a. Students take classes all day long, and textbooks are all they need.

4. Which sentence is the best counterargument against the opposite team?

a. Removing phones from schools keeps students focused on their studies.

Opinion Examples (page 77)

Chris Summary: Schools already have all the tools students need, so mobile phones are

unnecessary.

Michelle Summary: Michelle believes that students should be allowed to bring(or use)

their phones if they do not hurt other students.

Organizing Supporting Arguments (page 78)

Mobile Phones Should Be Banned at Schools

1. If all students have phones, then some will cheat on tests.

2. Students do not need to use their mobile phones during class hours.

Mobile Phones Should Not Be Banned at Schools

1. Teachers should not be allowed to take anything that their students own.
2. Having a rule about using mobile phones can teach students how to be responsible.

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Making Your Arguments (page 80)

Possible Answers

Choose your main argument.

I think that .

 mobile phones should be banned at schools

 students should be allowed to use mobile phones at schools

Write your supporting argument with a supporting example.

The first reason for this is that mobile phone features like internet and text messaging are not

necessary for students.

What I mean is students can always use the school phone to contact family if there is an

emergency.

Write one of your opponent’s arguments and why you do not agree with it.

The other team believes that each student has a right to keep their phone.

I think this is wrong since students cannot bring items that can be dangerous or disruptive.

Students cannot bring video games or weapons to school, so they should not have phones.

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Choose your main argument.

I think that .

 mobile phones should be banned at schools

 students should be allowed to use mobile phones at schools

Write your supporting argument with a supporting example.

The first reason for this is there are situations in school where students might need mobile phones.

What I mean is students might need to contact their family quickly if there is a problem. This is

easiest to do when students have their own phones.

Write one of your opponent’s arguments and why you do not agree with it.

The other team believes that schools have a right to take phones away from students.

I think this is wrong since students should be allowed to carry their personal items as long as they

are not inappropriate or offensive.

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Unit 10 Paying Taxes
The topic of this unit is whether poor people should be required to pay taxes. One of the arguments

explaining why they should not pay taxes is that people with low incomes cannot afford to pay taxes. Among

the counterarguments is the notion that all citizens, even the poor, should pay their share of taxes.

Warm-Up (page 81)

Possible Answers

1. Why do adults need to pay taxes?

→They need to pay taxes because the government needs to use the taxes to maintain society.

2. What do you think taxes are used for?

→ They are used to build public schools and bridges and provide services for citizens

3. Why would it be harder for poor people to pay taxes?

→ It would be harder since they do not earn much money.

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Unit 10 Learning about the Topic

Learning about the Topic (page 82)

Poor People Should Not Pay Taxes

 One argument is that poor people cannot afford taxes.

 Additionally, the wealthy can provide enough tax revenues to meet their
government’s needs.

Poor People Should Pay Taxes

 One argument is that all citizens should pay taxes.

 Additionally, taxes are usually scaled by income.

Vocabulary Check (page 83)

1. A new item brought a lot of revenue to our company.

2. In a(n) capitalist country, people can earn money and own property.

3. The government tried to solve economic inequality between its citizens.

4. The scholarship amount was scaled by each student’s grade.

5. This project was funded by money collected from donations.

Comprehension Questions (page 83)

1. Why can poor people not afford to pay taxes?

Because they do not have enough money to pay for basic things

2. Why should the rich pay most of a nation’s taxes?

The rich have much more wealth than most people.

3. Why should poor people also pay taxes?

Because they are citizens who use the government’s service

4. How are tax systems fair to people who earn less money?

They pay taxes depending on how much they earn.

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Building Arguments (page 84)

1. Which sentence best summarizes the main argument in favor of poor people not paying taxes?

c. People with low incomes should not be expected to pay taxes.

2. Which sentence is a supporting argument for the main argument you chose?

a. Many poor people have a hard time earning enough money for living.

3. Which sentence gives a good supporting example for the supporting argument you chose

above?

b. These people sometimes cannot afford to eat or have places to live.

4. Which sentence is the best counterargument against the opposite team?

c. It is not realistic for people to pay taxes when they do not have enough to live.

Opinion Examples (page 85)

Kayla Summary: Kayla argues that poor people barely have enough to survive and they

should not be required(or expected) to pay taxes.

Jackson Summary: Jackson is sure that poor people should pay taxes to enjoy the

benefits that are given to all citizens.

Organizing Supporting Arguments (page 86)

Poor People Should Not Pay Taxes

1. Governments should help the poor, not tax them.

2. People with low incomes often do not have enough money for their basic needs.

Poor People Should Pay Taxes

1. Poor people can pay just a small amount of their incomes.

2. All citizens, including poor people, should pay for benefits by the government.

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Making Your Arguments (page 88)

Possible Answers
Choose your main argument.

My opinion is that .

 it is wrong to make the poor pay taxes

 it is unfair to let the poor pay no taxes

Write your supporting argument with a supporting example.

For one, poor people need help from the government and should not have to pay for

government services.

To be specific, governments should help poor people get safe housing and find jobs.

They need help to improve their quality of life.

Write one of your opponent’s arguments and why you do not agree with it.

The other team argues that the poor need to help pay for government support systems,

such as free health care and education.

I disagree with this because these systems were created to help the poor. They should

not be expected to pay for these services themselves.

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Choose your main argument.

My opinion is that .

 it is wrong to make the poor pay taxes

 it is unfair to let the poor pay no taxes

Write your supporting argument with a supporting example.

For one, poor people should help to pay for the government services that they benefit from.

To be specific, governments provide services such as roads and sewers based on the support of

all citizens in a country. Therefore, poor people should also help pay for these things.

Write one of your opponent’s arguments and why you do not agree with it.

The other team argues that the poor need to get help from the government.

I disagree with this because each person in a free country has the same chances to get a job and

be successful. Giving money to people for not earning enough money is wrong.

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