IDENTIFYING AND USING UNDERLYING

PRINCIPLES
VOCABULARY

In groups, choose a BINGO card on which vocabulary items related to exams are written and identify the word and
cross it out. There are 3 patterns which you can choose to use:

B I N G O B I N G O B I N G O
X X X X X X X
X X X X X X X
X X X X X X X
X X X X X X X
X X X X X X X
EXERCISE: FREE-WRITING

List some of the exams or tests that you took in the past then write down how you felt
about them. Try to use some of the words that you have learnt in the BINGO game.
BRAINSTORMING IDEAS ON THE MOTION

In individuals, write down as many ideas as you can think of FOR and AGAINST the motion “Exams should be
abolished in schools”. Then, get into groups of four to five to discuss and study the arguments with other group’s.

FOR AGAINST
UNDERLYING PRINCIPLES IN ARGUMENTS
• Explain to students that every argument is based on underlying principles.
Example:
Argument Exams should be abolished because they put too much pressure on students
Underlying principle Too much pressure on students
• Explain to students that if they can work out the underlying principles of the argument of their opposing team,
they can use it to construct a counter-argument to challenge their position. Then ask students to attempt the
practice by identifying the underlying principle and forming a counter-argument.
Practice:

Opposition argument: Exams should not be abolished because they let teachers know whether students understand
the topic taught in class.
Underlying principles:
Counter-argument:
CONSTRUCTING COUNTER-ARGUMENTS

Divide the class into two sides, Affirmative and Opposition, then ask them to think of at
least three strong arguments to agree or disagree with their partner with the motion
“Exams should be abolished in schools”.
Then ask them to think of counter-arguments to rebut the points raised by their
opponents.
MINI-DEBATE

Students will take part in an informal debate or a group discussion. Ask a pair from
Affirmative side to join another pair from the Opposition side to form a group of four
students. Ask students to make use of the main arguments and counter-arguments they
have prepared to conduct an informal debate/discussion with previous motion.