Session 1 Review Study Records and Warm-up Conversation. Check Study Path: Study from more than one unit in each session. Review Study Score. Provide coaching information. Stress the importance of frequent practice. Language Focus: Logical Force and Structure Discuss how to express degrees of logical force: must, suggests, implies, etc. Main Activity 1: Sentence Ordering Sentence Ordering and linking one idea to another: as a result, another example, etc. Main Activity 2: Mini-Debate Topic Have a mini-debate with the student about a topic like: (1) Technology has improved the quality of life. (2) Good and Evil: Some people are born into a life of crime. (3) People never change - History repeats itself. Language Focus: Logical Force and Structure Review terms such as: even if, this means, must, leads us to conclude, it isn't unreasonable to think that, in this case, on the contrary, without a single exception, overgeneralization, premise, conclusion, deductive argument, inductive argument, evidence to support or refute an argument, etc. and use these terms in a sentence, or give an example. Here is an example of an inductive argument: The sun has always come up before, so it will come up tomorrow. Here is an example of a deductive argument: All men are mortal. Socrates is a man. Therefore Socrates must be mortal. Main Activity 1: Sentence Ordering Review linking words such as: it, this, as a result, such a, another example, in fact, however, on the other hand, etc. Words such as these refer to something previous in the development of an idea or paragraph. They are important for linking ideas in a presentation or argument and giving a sense of cohesion. For example: 1. The Roswell video is, in fact, a clever fake. 2. If such a thing had really happened, there would have been no way to cover it up. Looking at these two sentences, there is no way that their order could be reversed. On the other hand, by removing the reference, 'such a thing', the order can be changed to: If the Roswell incident had really happened, there would have been no way to cover it up. The Roswell video is, in fact, a clever fake. In this case, there is no sense of cohesion, and the order works either way. Main Activity 2: Mini-Debate Topic Have a mini-debate with the student about a topic like: (1) Technology has improved the quality of life. (2) Good and Evil: Some people are born into a life of crime. (3) People never change - History repeats itself. Find arguments for and against each proposition. Then look for examples and evidence. Look for holes in the arguments and incorrect logic. UFOs: For and Against 010_EX8_003.PDF Written Exercises A-D UFOs: For and Against 010_TG8_003.PDF This Unit focuses on the building of arguments and counter arguments, point by point. Arguments for and against the existence of UFOs are presented, with comprehension questions, and supported by 'notes,' which are displayed on screen. These notes help students visualize how arguments and counter arguments line up against each other and can build an argument. In the second lesson, For or Against?, students listen to a statement and decide whether it supports the For or Against position. The lessons, Drake's Equation and Rulers and Clocks, are bonus lessons which provide supplementary information for students interested in science. The final lesson, Sentence Reordering, focuses on how sentences are logically arranged to present an argument or sequence of ideas. This lesson follows up a similar lesson, Module 7, Unit 2, Epidemic. Goals: (1) To be able to understand and analyze the points and evidence in an argument. (2) To be able to understand and express logical relationships between ideas. (3) To be able to cite and/or challenge evidence, assumptions, and inferences in an argument. Session 2 Review Study Records and Warm-up Conversation. Check Study Path: Study from more than one unit in each session. Review Study Score. Provide coaching information. Stress the importance of frequent practice. Extension Activity: Dictation and Sentence Ordering Dictate sentences out of order and have student put them in order. Explain why the order matters. Main Activity 1: Unit Summary Ask the student to summarize the arguments for and against the existence of UFOs. Main Activity 2: Mini-Debate Topic Have a mini-debate with the student about a topic like: (1) War is inevitable. (2) Everyone should learn a foreign language. (3) Grades (in school) and tests are necessary. (4) Education should be mandatory and free. Extension Activity: Dictation and Sentence Ordering Dictate the following sentences. Then have the student put them into the correct order, which is indicated by the numbers 1-4. Note that the term 'senses' is being used to refer to sight, sound, touch, etc. ( ) This is because multimedia exercises can involve several senses.(3) ( ) In particular, it supports the view that multimedia exercises can be very effective.(2) ( ) Recent research in the neural sciences has provided many insights into how learning takes place.(1) ( ) As a result, these senses can work together, each helping the learning process take place.(4) Check for accuracy for each sentence and put the sentences into the correct order, as indicated. Then have the student summarize the dictation and discuss the ordering of ideas and how the ordering is indicated by the cohesive devices: this, In particular, it, As a result, these. Main Activity 1: Unit Summary Ask the student to summarize the arguments for and against the existence of UFOs. Review terms like: hypothesis, theory, opinion, belief, truth. Give examples of each. Main Activity 2: Mini-Debate Topic Have a mini-debate with the student about a topic like: (1) War is inevitable. (2) Everyone should learn a foreign language. (3) Grades (in school) and tests are necessary. (4) Education should be mandatory and free. Find arguments for and against each proposition. Then look for examples and evidence. Look for holes in the arguments and incorrect logic. UFOs: For and Against 010_EX8_003.PDF Written Exercises A-D UFOs: For and Against 010_TG8_003.PDF This Unit focuses on the building of arguments and counter arguments, point by point. Arguments for and against the existence of UFOs are presented, with comprehension questions, and supported by 'notes,' which are displayed on screen. These notes help students visualize how arguments and counter arguments line up against each other and can build an argument. In the second lesson, For or Against?, students listen to a statement and decide whether it supports the For or Against position. The lessons, Drake's Equation and Rulers and Clocks, are bonus lessons which provide supplementary information for students interested in science. The final lesson, Sentence Reordering, focuses on how sentences are logically arranged to present an argument or sequence of ideas. This lesson follows up a similar lesson, Module 7, Unit 2, Epidemic. Goals: (1) To be able to understand and analyze the points and evidence in an argument. (2) To be able to understand and express logical relationships between ideas. (3) To be able to cite and/or challenge evidence, assumptions, and inferences in an argument. Session 3 Review Study Records and Warm-up Conversation. Check Study Path: Study from more than one unit in each session. Review Study Score. Provide coaching information. Stress the importance of frequent practice. Extension Activity: Discussion of controversial current news story What's in the news? What is a local/national/international news story? Main Activity 1: UFO Interview If someone told you that aliens were coming to Earth, would you be excited or afraid? Main Activity 2: Mini-Debate Topic Have a mini-debate with the student about a topic like: (1) Women should not be allowed to join the military in a combat role. (2) Women are better suited to be political leaders than men. (3) More women in government would mean less war. (4) Violence should not be allowed on television. (5) Governments should have the right to restrict the flow of information. Extension Activity: Discussion of controversial current news story What controversial issues are in the news? What is a local/national/international issue that is dividing people? What are the arguments on both sides? How do you think it will be decided? Main Activity 1: UFO Interview If someone told you that aliens were coming to Earth, would you be excited or afraid? Do you think there is intelligent life on other worlds? Main Activity 2: Mini-Debate Topic Have a mini-debate with the student about a topic like: (1) Women should not be allowed to join the military in a combat role. (2) Women are better suited to be political leaders than men. (3) More women in government would mean less war. (4) Violence should not be allowed on television. (5) Governments should have the right to restrict the flow of information. Find arguments for and against each proposition. Then look for examples and evidence. Look for holes in the arguments and incorrect logic. UFOs: For and Against 010_EX8_003.PDF Written Exercises A-D UFOs: For and Against 010_TG8_003.PDF This Unit focuses on the building of arguments and counter arguments, point by point. Arguments for and against the existence of UFOs are presented, with comprehension questions, and supported by 'notes,' which are displayed on screen. These notes help students visualize how arguments and counter arguments line up against each other and can build an argument. In the second lesson, For or Against?, students listen to a statement and decide whether it supports the For or Against position. The lessons, Drake's Equation and Rulers and Clocks, are bonus lessons which provide supplementary information for students interested in science. The final lesson, Sentence Reordering, focuses on how sentences are logically arranged to present an argument or sequence of ideas. This lesson follows up a similar lesson, Module 7, Unit 2, Epidemic. Goals: (1) To be able to understand and analyze the points and evidence in an argument. (2) To be able to understand and express logical relationships between ideas. (3) To be able to cite and/or challenge evidence, assumptions, and inferences in an argument.