‘One copy of Worksheets I ane 2 for each student; one extra copy of Exercise G foreach par cut into strips (optional) Some familiarity with debating (see Lesson 98) Controversy in art A question of ownership Warmer. A Hand out Worksheet 1 and demonstrate the activity by quickly drawing an object Important to your cultural heritage and explaining its significance. Ask the students to draw and describe a cultural object from their country, To review, elicit some examples from the class, Listening B 20) Make sure that the students understand the words looted artefacts (valuable objects that have been stolen especialy by an army from a defeated enemy). Cantey think of arguments for and agains returning looted artefacts? Play the recording once forthe students to decide if each speaker i for or agains returning them, Answers See 1 for 2 against 3 against 4 for C 20) Give the class time to read the statements, Then play the recording again for the: students to do the matching exercise. Answers = - Speaker af Speaker 2: d Speaker 3: bye Speaker 4: c.g D 021) Ask the students to listen to how Speakers 2 and 3 introduce their arguments. Play the opening statements again. Answer a ‘They begin by stating an opposing argument. Then they say ‘But/However’ and give their opinion. In othei words, they acknowledge the opposition. E (022) Hand out Worksheet 2 and ask the students to discuss briefly in pairs why itis important to acknowledge the opposition when giving your opinion. Can they uess any of the missing ideas before they listen? Play the recording for the students to complete the notes. Review them asa class. Did the students have any ideas not ‘mentioned in the listening? Answers 1 other points of view 5 complex (no one conect answer) 2 critical thinkers 6 seem simplistic Speaking F Review the phrases used to acknowledge the opposition and ask the students to add two of their own in the blank bubbles, eg. rephrasing the examples using although/while. The students can then workin pairs to practise acknowledging the opposition. Encourage them to disagree with each other. To review, select students to give examples. G Ask the students to choose a statement individually and to come up with one argument to support their position on it. Alternatively, give each student a statement on a pre-cut Strip. In pairs, sk the students to state the proposition and their argument. Their partner ‘must respond by acknowledging the argument and then giving a counterargument, ‘no matter what their real opinion is, The roles are then switched so that everyone can practise, The students can then choose a different statement (or receive another strip) and repeat the activity with a new partner. Follow up Put the students into small groups and ask them to wit ive controversial statements. Collect the papers, Read out one proposition ata time and state why you agree or disagree with it The fist team to acknowledge your argument and provide a counter argument gets a point. @ www.learnoutloud.com/Catalog/Education-and-Professional/Journalism/ BBC-Documentaries Podcast/7107# has a BBC podcast from 2008 about a Piece of looted art 87Worksheet 1 EY controversy in art A question of ownership ‘A Think of an object that represents your culture or your country’s history. You might have seen it in a museum, art gallery or photograph. Draw the object and explain to your partner why it is important. B Should looted art and artefacts be returned to their original owners? Listen to four people and circle a word to show whether each speaker is for or against returning looted items. Speaker 1 for against Speaker 2 for against Speaker 3 for against Speaker 4 for against C Write the number of each speaker by their argument. Some speakers may make more than one argument. a A country has the right to benefit from its cultural treasures. 1b Important items should be kept by those who can look after them properly. ¢ If we allow institutions to keep looted goods, we are saying that the law does not apply to them There are many issues that make it difficult to establish ownership, e Artand artefacts belong to the world, not just the country of origin. £ Artand artefacts belong to the culture that created them § Children need to leam about morality as well as art and culture. D Listen again. How do Speakers 2 and 3 introduce their arguments? From instar sa yah are © Cre Ue Pes | AAABAAAAAAAARADAAARAATANTATAT TAT aOndWorksheet 2 Controversy inant A question of ownership E Why do we acknowledge the opposition? Listen and complete the notes. BSSECSOCECESCOCSEEEECEESECOOCOEE + important strategy in writing esses. giving persuasive speeches and debating + shows you are aware there are (I) + demonstrates awareness that your audience and others art (2) * creates a Feeling of @) + makes your argument A) ‘most Serious (sues are G) ignoring the opposition makes your argument (6) Strategies These phrases can all be used to acknowledge the opposition. Can you think of two more phrases that could be used? What you / the other ‘team say is true, but Some | most / many people say / agree / argue that .., but. Although it could be argued that .., in fact... Its true / possible that ..; however, It is true that a country has the right to benefit from its cultural treasures. However, if the treasures are in danger of being stolen or destroyed when they are returned, a museum should keep them so that they are safe. F With your partner, choose three arguments from Exercise C and say whether you agree or disagree with them and why. You do not have to agree with each other. Use one of the phrases from the Strategies box each time you introduce an argument that you disagree with, ‘pu G Discuss one or more of the statements below with your partner. Follow your teacher's instructions. ‘Animal testing is necessary to ensure products are sale for humans, We should not give money to charity as it | encourages dependency on others. | People should be fined if they do not recycle all | Artists should not receive any financial help from recyclable materials. the government, Music with violent and sexist lyrics should {Ena should become he offal wold language. : ea + Old people should live with their families, notin ent homes. University education should be free for everyone, | A good career is more important than a f lationsh ‘ublic transport should be free. i Families should not be allowed to own more ‘moking in public places (e.g, restaurants and bus | than one car. { stops) should be legal. PNONTORONINN i rari Ss Sve ve © Compe Urey e300 | 69