Hello. Hi, Isabella. How are you? I'm fine. That's good. Wait, sorry, I think my headphones are a bit messed up. Can you try speaking again? Sorry. Hello. Oh, okay. Yes, sorry. Now it works out. I couldn't hear you before. Apologies for missing yesterday's lesson. I had an accident with my roommate. My roommate had to go to a and e last minute. Do you know what a and e is? Don't she got into an accident until she had to go to the emergency room. She had a concussion, which is like something that affects your head, a week ago, and I think it started flaring up. So her symptoms got a lot worse. So she had to go to the emergency room and I had to go with her. So apologies to missing yesterday's lesson. It was unexpected and it happened very late at night. So by the time I came back, it was like six in the morning. And my lesson was starting in two hours. And I only, I didn't have any so I wanted to make sure that it would be a productive lesson so sorry that's why it was so last minute the cancellation. I hope that was okay. But Yeah so she's better now. Don't worry but Yeah so for today's lesson. So sorry for today's lesson. How are you, Isabella? How was your day today? But good. What did you do today? I went to my piano class and. Is sorry, what level are you in piano? I'm practicing to have a eight, eight, eight level, eight levels. Did you did you not say last a few lessons ago that you were practicing for a concert or a performance? Yes. Is that the same performance? Yes. Yeah. Another one is exam. Eighth grade eighth eighth grade. Okay, I've never done piano, so I'm always impressed by people who can do piano, because I find it very difficult. Did you enjoy it? Did you have fun? Yes, okay, cool. So again, apologies to missing last lesson. She had a medical condition and I was worried about her, so we had to go to the hospital to make sure she was okay, but it was very late to act. Again, apologies for that happening, but for this lesson. So last lesson we talked about. How to do a proposition case. So do you remember that? How to make a proposition case. So a proposition case is what the person who agrees with the motion does or the affirmative team. Do you remember some of that? Yeah, yes. Okay. So this lesson, we're going to be breaking down the structure a bit by bit. So we're going to start today with the first speaker. So again, I know we've talked about this before in the previous unit, but this is just going into it in a bit more depth in a different perspective, so approaching it in a different way. So let me pull up lesson six here. Okay, cool. So basic skills, the first speakers. So in this lesson, we'll learn the basic skills you need to become a good first speaker. So the first step is defining the motion. So could really change my pen color. Could you read this first part for me, Isabella? Whoever speaks first in the debate, in a debate, gets to define the motion your oppopponent. Nice. Have to choose, but to accept your definition, even if they don't like it, don't agree with it. Yeah. So what this is saying is, again, there are two first speakers, one for the proposition team and one for the negative team. Which speaker goes first? Which team? The the creative Yeah the affirmative team or the proposition team, they go first, right? So there are two first speakers, one for the affirmative, one for the negative. However, the first speaker in the proposition team defines the motion. So this means that even though there is another first speaker in the negative team, that other first speaker in the negative team has to agree and accept the definition said by the first speaker of the positive team of the agree team, even if they don't like it, even if they don't agree with it. Does that make sense? Yes. So they can define the motion in whatever terms they want. If they're from the proposition team and they're the first speaker and all speakers, all the speakers, if they're even even on the other teams, so all speakers on both teams have to follow along with that definition, which means that you have to be very prepared, right? Because you could be in the negative team and you could be planning for a completely different definition. And on the day of the debate, maybe the first speaker of the proposition team, first, we, the proposition team completely goes to a different definition. You have to prepare for that possibility as a part of the negative team that they might say a definition that you don't agree with or you haven't thought of. Does that make sense? Yeah. Yeah, okay. So the best motion definitions will be tight, focused and precise. So tight means it's not very broad, right? Tight means that it's very clear what the definition is. There is no wiggle room. There is no room to debate it or go around it. It's a very solid definition. Focused means it's on topic. It's not going into different areas, it's not going off topic. It's relevant and it's focused on the topic area. And then precise means that there's detail, right? Precise means that it's sort of similar to tight. It just means that it's very straightforward. It's very clear in what it wants. So the reason why the best motions are these three things is to minimize the areas in which your opponents can attack you. So if you have to general of a definition for emotion, that gives the opportunity to the other team to find some wiggle room in it, to find some room, wait, maybe you didn't say something specific and they can insert something different into the definition because you haven't been clear enough. Does that make sense? Yes. They kind of interpret it differently if it's not clear or precise enough because that I don't know if I could think of an example. Maybe it's something online that like cigarettes are bad, right? That's not a very good definition because who are they bad for? For you, for the environment, for other people, right? There's some wiggle room there. So wiggle room means that there's some room to sort of interpret it differently or to insert your own definition into it, right? So cigarettes are bad, bad for who, right? So that's why it's so important to be clear, cigarettes are blah, blah, blah. So what type of object are they? What, what, what if, what substance do they have? What effect they have, and who are they bad for and why? Does that make sense? Yes. Yeah. Okay. So this also allows you to develop your proposition much more fully and thoroughly. So if you have a very specific definition, you are very clear on what you're talking about, but what do you need to do before you define it? So. First step of what you need to do before you can define the give a definition is to understand what kind of emotion it is. So could you read this for me? It is a policy. Policy motion. I one concern with changing, with what happens in the world, policy motion might begin. This house would blathe government should. So that's just what you insert, what you want to say. So a policy motion is where you're trying to change what's currently happening or going on in the world. So this could mean that you want to make a new policy, right, which is sort of like a law. You have to follow it or if you're not making a new, sorry, the police cars, the sirens and the police cars are going on. I don't I think there's an ambulance. So if you hear that siren in the background that's just outside, sorry, but so it's either making a new policy or it's changing an existing policy and trying to make it better for society. So again, they would start with this houseword or the government should. So we talked a bit about this before. Do you remember what I was talking about when I said house in policy? I can't remember. So there are different groups that sort of are in parliament. So for example, the uk would have the house of commons, right? And this is where houses are way like laws are made, laws are approved. So it's just part of parliament where laws are made, change they're debated about. So or the government should. So the government as a broader group, the government should do this. So policy motions call for either something to be done that isn't being done, or something that's being done to be done differently. So what this means is something to be done that isn't being done, which all that means is, let me write this down, all this means is create a new policy or change an existing policy. So something that is being done to be done differently. So maybe the audio is a policy on cigarettes, but you want to change it because you don't think it's good enough. So for example, this house would give every citizen a universal basic income, or this house would impose a 20 mile per hour speed limit in all built up areas. So all they're concerned about policy motions are usually concerned with the current situation. So what's going on now? It's not really seeing into the future. It's also focusing on what's currently happening and the current consequences if they don't do that. So that's one type of motion, policy motions, right? So you either, again, create a new policy or change an existing policy. Does that make sense? Do you have any questions so far? Okay, cool. So. Sorry, norso. Again, these are different examples. This is innovation adaptation. So this means that they create innovation means they create a new one. Adaptation, or adaptation means that they change an existing policy. So how do you define it? Again, these are just going into more in depth about policy motion. So I gave you a basic definition. Now we're going to go through more specific examples. So could you read this first part for me? Novation. This house would give every citizen a universal basic income. If you are proposing an innovation, you need in your definition to answer these questions. What from what would you? Take. How would it be brought into being? Three, what was its scope be? Well done, Isabella. Very good pronunciation. So firstly, to innovation. So that's an example that we talked about on the last side of innovation is what is it changing and existing policy is or is it making a new policy? A new policy? Exactly. So so if you think about innovations, if you innovate something, it means it's you're making it, you're making a new thing. So this house would give every citizen a universal basic income. So universal basic income is where I believe the government gives people all over the world a small amount of income as a basis for them. So they have some money. So if you are proposing innovation, so if you're proposing. Yeah so if you're proposing to create a new policy, what youhave to talk about is these three questions. So what form would your innovation take? So what are you innovating? What are you creating? How would be how would it be brought into being? How would this happen? How is it possible for this new change to happen? And what would its scope be? So scope, I don't believe is a word you've heard of before. Do you know what it means? No. Worries. So all that means is the range of something. Let me write that down the range of something because you write that down for me, Isabella也不。What is? So the range is the full possibility of something. So for example, it's easy to think of this in terms of numbers. So if I had a data set that had numbers from zero to 100, so maybe I had one, five, 22, 96, all of laand, all of them were arrange from one to 100. There was 11 hundred in that data set, and that's the smallest number. And the biggest number that would be the range. Because that's a full possibility or a full. Area full possibility, a full area, I'll change that a bit. Full possibility, a full area of something, right? So it's one to 100 that's the range because that's how the full area or extent or possibility of something. So that's the mathematical definition if you want to do it in English. So in for example, in everyday life about the scope of something, that's sort of where you're focusing, right? So what area are you focusing on? Let me just add that oops. Not sorry, it's not the me of it. Okay, does that make sense? Yes, could you write down range for me? I'm finish. Okay. Well, it's done, Isabella. So again, scope is what area you're focusing on. So that the full area of something, what area are you focusing on? So that's the questions you need to answer. What form would you innovation take? So how would the innovation what would the innovation be? How would the innovation happen and how much would the innovation cover? How much area would the innovation cover? So in this case, if you were to apply these three questions to this innovation, this is what youhave to ask, how much would the universal basic income be? How would it be funded? And who would count as a citizen? So, universal basic income, how much would that be? Who would fund the universal basic income and what would count as a citizen? So it says every citizen would have a universal basic income. What counts as a citizen? Does that make sense? These are the things that you have to think about. Any questions? No, no. Okay, cool. So now moving on to adapting. So again, adapting, is this creating new policy or changing an existing one? Yeah well, Isabella, so if you think of the word adapting, right, if you adapt something, you're changing it, right? So this house would impose a 20 mile per hour speed limit in all built up areas. So that's the example of an adapting motion. So built up areas is like areas where homes are areas where there are street lamps. So if you're proposing adapting, you'll need to answer these questions. What will be changed so that, again, it's changing the existing motion. What will be changed? What will the scope of the change be, right? So what's the minimum and maximum that you can do with that change? And how will this change be implemented? So how will this change happen? So again, all this means is what will be changed? To what extent will it be changed? To what extent is how much will it be changed? And how will this change be implemented? So in this case, if you were to those questions for the example motion, it would be what will be changed, which means what counts as a built up area? Who will it apply to? Is the scope, right? So the range of the area, right? Who will it apply to? Who must follow that speed limit, and how will the new law be enforced? How will it be implemented? So how will it happen? So all implemented means is, how will that be? How will that change be made? Does that make sense? Yes, Yeah. Okay. So preparation could you read this for me, Isabella? In both cases, the more question you can think of in the preparation stage, the more precisely precisely the size defined your motion will be, the easier it will be to propose and the easier it will be to define against attack. Wild and Isabella, very wild, very well pronounced words. So all this means is the more questions and answers you can think of before the actual debate, the more stuff that you can prepare before the actual debate. So in the preparation phase, the better it will, the better the more the more defined your motion will be, right? So the better the definition you can come up with for your motion. And so if there's a greater definition, it means that it's easier to propose because you know what you're talking about. And if it's easier to propose, that means it's easier to defend against any sort of attack if you know what you're talking about, if you're precise and clear about what your motion is, does that make sense? Yeah, okay. So. These are some principles for defining policy motions, again, policy motions or where it's emotion about a policy, so either making a new one or changing an existing one. So some principles for for defining policy motion. So some things to think about when defining them is one practical right? It's something that can be done right. So you can't, for example, say. The government should give every person $1 million, right? Because that's not really possible, right? It's it's a lovely idea of everyone having lots and lots of money, but it's not very practical. It's not really something that can be done or every person should get a unicorn in their house, right? Again, that's not that's not possible, right? So it's just something that can be done, right? Realistically, it can be done enforceable, something that people accept, they're enforceable. So it means that you enforce something. So enforce means you push it on people, right? So all this means is that people have to accept the policy, right? Because remember, the policies are for the people. If the people or the people who live in that country don't like the policy, they're not going to accept it. And so they're not going to follow it. Does that make sense? That's why it's very important to think about that people, if people will accept this policy, if theyfollow it right. Otherwise it's not going to be a good policy because no one likes it. So practical, enforceable and finally, simple, something that can be explained in less than a few minutes. So imagine if your definition lasted half an hour, right? Imagine if when you defined emotion, it lasted half an hour, right? That would be very, very long and very, very boring. And that's why policy motions, so definitions are policy motions have to be explained quite quickly and precisely, right? It can't go on for half an hour. It can't go on for 20 minutes. It can't even go on for ten minutes, because that is far too long. So these are the three principles, practical, enforceable and simple. So do you understand what these three principles mean? Yes so in your own words can you define these three principles for me not in the words on the slide but in your own words. 嗯，article名字。踢透了看了。The final on them can do it. Yeah, exactly. Practical means people can do it. Worry about them. What about enforceable? People and. And not bit will not. Will not go and you give another definition, so enforceable means people will accept it. And what's another way of saying something that's enforceable? 被被我了。They don't like to. What do you mean by people don't like it? 耐克。那可usually。So in this case, all enforceable will mean is that even it doesn't really matter whether people like it or don't like it, all enforceable means is that people will follow it, people will do it, right? So again, you might not like not being able to steal something, right? You might want to be like, Oh, I just want to steal that Candy bar because I don't want to pay, right? But at the end of the day, all that matters is that you follow the law that you can't steal. That's what enforceable means, that people will follow it. Does that make sense? Yeah. Finally, simple. What to what to work. What's definition for the emotion being simple? Easy. Yeah, it's easy to follow. It's easy to think about. It can be explained quite quickly. Very well done. It's well a so moving on. What should you do if you are the first speaker in the opposition? So we've talked a bit about the first speaker in the proposition to the first speaker in the affirmative team. What should you do if you're the first speaker in the negative team? So going after the first speaker of the affirmative team. So could you read these two things for me? Accept the motion as defined by the proposition. Look for the weaknesses, if it has too many cost, if it has too little impact, if it defended people's freedom to do what they do, underlining issues, freedom oms or freedom or. Restrirestrict. Restrict redone Yeah so very well done dialing so for the first speaker in the opposition right all that all they really have to do is you have to ensure that. Motion given because, again, who was the definition given by Isabella? The proposing earth people, the first people speaking Yeah and who's the first who's the first person who speaks in the debate? The agreyeah exactly as well. Exactly. So first part, the first speaker overall is in the affirmative team, right? So because the first speaker in the opposition team technically go second after the first speaker in the affirmative team, this means that the motion is already defined, right? Yeah the first speaker already defined the motion, which means that the opposition team have to accept the motion that is or that was already defined, right? Even if they don't agree with it, even if they think they could define it differently, they have to accept that definition and then move forward. So I have to first accept the definition and then look for weaknesses in that definition, right? So for example, is it too costly? Does it cost too much? Does it have too little impact? Is it not good enough? Does it defend people's freedom? Right? So in times of, for example, that is it, does it give them freedom? Does it restrict their freedom? What's better for the purpose? Right? So in some cases, in some motions, it might be better to restrict people's freedom to make sure that they're safe whereit's. In other motions, it might be better to give them more freedom so that they are able to feel free, so they are able to feel that they can do they can do something with their own life and they're not really restricted, right? So it just depends on the context. It depends on what the negative and what the opposition team is looking for. So again, first speaker in the opposition team accept the motion already defined, but try to find some weaknesses in that definition. Does that make sense? Yeah, okay. Any questions so far? Isabella? Okay, cool. So there's another practice. So. This house would tax meet. So do you want taxes? 嗯。放心大哈，when you buy a thing. That will have a the money will be less, not necessarily less taxes where you add more money onto something. So for example, if you're eating at a restaurant, often there is a tax for that, which means that for example, you might have paid for jesand chips, a burger and a Diet Coke. So a drink and then maybe that totals come up to $15 maybe or 15$20, let's say $20, right? So you're eating a night restaurant and your food. So what you've paid for already on your food is $20. There might be, for example, a 10% tax or a 1% tax, which means that you have to pay additional money on top of that. Which is to the government. Does that make sense? Yes. So some countries might have really cheap foods, right? But the reason why they might be very expensive is because of taxes, right? So a lot of people move out of countries that have really high taxes because they can't afford to live in there, right? They can't afford to always pay the high tax. Does that make sense? Yes. Yeah. So taxing is just you place additional money to pay towards the government on top of something. So the assumption in this specific motion, the motion would be that this house would tax meet. So the assumption, so why they're doing this, or the purpose is that a healthier environment, so fewer cows, and a healthier diet, so more vegetable based meals. These are two reasons. So one is that cows produce this toxic gas when they farcalled methane. So a lot of people don't agree with having too many cows, even if it's for their meat or their milk, because when cows fart, they produce methane, right? And methane is too much. Methane is bad for us, is bad for the environment. So a taxing meat by making meat more expensive, it might make people not want to buy cow meat as much, which would lead to a healthienvironment, because not as many cows are being made as well as a healthier diet. So yourely more on vegetables. That's why they would want to do this, as that makes sense. So definition one is 1000 tax, 1000% tax on the sale of all meat products. So 1000% is a very high amount for a tax. And definition two is a 1% tax on streakey bacon, right? These are the different amounts of taxes that you would pay for different products. So a 10% tax on all sales of meat would be enough to make people want to buy something else while still being enforceable. So again, what all they're defining is how much a tax would be for different types of meat products. Does that make sense? Yes. Yeah. Okay. So moving on. So today's motion is that this house believes so again, this house is the house of parliament believes that kids should be punished for bad grades. So. So initially, what are your first thoughts on this motion? Do you agree or disagree with this motion? And give me just one example of why. This is motion means when the kids do some bad things, they should be punished for bad. Great. Yeah. So what this motion is saying is that if a child gets a bad grade, so maybe they failed it or maybe they didn't get the best, but maybe they just got like a fee, which again, different people have different definitions of a bad grade, which is why this is very subjective. So subjective means it's different per person. So that's important to think about. Some people might think so, for example, if it's out of eight Marks, right? So if you got eight, say that's 100% you got correct. Some people might think a seven is still a bad mark because you haven't gotten the best mark possible, right? Those have been more strict to families, whereas less strict families might think that a five hour of eight is a really good grade, but four out of eight is a horrible grade, right? So it does depend on each person. But all this motion is saying is that if you get a bad grade, children should be punished. What do you think about that? Agree, you don't agree, how come? Because. The student didn't the kids didn't do any bad things, just have a bad brecannot. Don't it's not. I don't know how to explain you know a very good point there Isabella, before about how just because they got bad grades doesn't mean they did a bad thing, right? So for example, you might be really, really good at English but not be the best at maths, right? So why should you be punished for doing bad at math if you've done really good for English, right? Or you might be very, very stressed, which means that you get worse Marks ths because you're so anxious, right? So there are different reasons why kids get bad grades. It doesn't always mean that they are a bad student or a bad person. It might just mean that they're having trouble understanding a subject, right? So Yeah, I completely agree with what you said, Isabella, of how kids shouldn't be punished for bad grades. However, there are two sides to this argument as with every motion. So. So we're going to do what we do every lesson just to practice. Our thinking skills are critical thinking skills, I should say. Should get pit Oh so let me change that to a brighter color so you can see it. So should get punished. Should not get punished. And then pros, cons. And then pros, cons. So let me just draw this for you. Okay. So I would like you to come up with at least two points per problem as you normally do. Is that okay? Yeah that will give you less than ten minutes. So maybe around eight minutes just because of time. And if you need, if you have any questions, you can always ask me, but I'll give you around eight minutes, maybe a bit less than that. I like you to come up with at least two points per column and then we can go through the answers after. If you can't finish all, don't worry, we'll just go through the rest after. Is that okay? Yeah, okay, cool. I'm finish. Okay, Isabella, well done. So let's go through it together. So for first, prothis should get punished. But I didn't write the the not that comes not get punished recons. No worries is Abella. Let's just see what you have done. I understand that it's not enough time to do every single thing, so no worries. Because. Because he isn't learning class. So because they they didn't learn in class, yes. Anything else, they might work hard and have a good grade next x time. Very well done. Good to good, great nitime, that was a very good point. What about cons, which should get punished? They might be good at the other. Lesson subjects yes, yes, so whthey they didn't do bad things, so they should not be punished. What about prose for should not get panished? They will not be afraid of getting a punished it. If they didn't get a good grade. Well done. Is that anything else? Yes. They might hate this subject and if and they will not learn at it. So they will never be good if they get punish. They might hate the subject. They might hate the subject and so they might never be good if they get punished. Very well done Isabella. So well done for the points that you have come up with. So for cons for should not get punished right we could say that. Getting punished could be something quite minor. So it could just be, for example, take away their phone or iPad. So they learn. The importance of doing well or if they do not get punished, they might continue getting bad grades. So these are some things we can think about for this. So very well done for what you've come up with, Isabella. I'm very, very impressed. So that's it for today's lesson. I hope you had a good lesson. Again, apologies. Missing last lesson. My friend does nearly go to the hospital. I hope you learned a lot from this lesson. I again, my favorite point that I think you've come up with would be that if they do get punished, they might work harder and get a good grade next time, as well as you emphasizing that if they hate the subject and they get punished, that might make them hate the subeven more so they don't do well. So that's a very good point there as well. Should be very, very impressed. And I will see you for next lesson. The next the motion for next lesson is where the pyramids built by aliens. So I see you for next, and I hope you had a good lesson today, Isabella. Okay, see you next time, have a lovely rest of your day, bye, thank you, no worries, bye bye.