Level I

Chapter 8
Listening Speaking

English | Vietnamese Section

English | Vietnamese
IC3, IT, TOEFL, Best Answer
Self- and Teacher Evaluation

Topic: Development Partners: Stag Hunt & Development Teamwork

Đối tác phát triển

Guiding Question

What social and cultural changes accompany development, and whom do you trust in the development process?

Câu hỏi hướng dẫn:

 Những thay đổi về văn hoá xã hội nào đi cùng với phát triển, Ai là người mà bạn tin tưởng trong quá trình phát triển?

Skills:

In this chapter you will do these things:

English Language Skills:

• Vocabulary for Conducting Discussions
• Responsibilities of a Discussion Leader
• Comparing Vietnamese and American Discussion Styles
• Group Discussion Dynamics

Vietnamese Language Skills:

• Pronunciation Review
• Global Development Vocabulary

English Language Lesson

Back to Top

Introductory Motivation and Focus:

Stag Hunt

A French philosopher from the 1700s, Jean-Jacques Rousseau, pondered the dilemmas of humans in situations where personal gain and safety may be in conflict with the social good or social cooperation. In Rousseau’s "Nature and Appearance of Deer" taken from "Livre du Roy Modus," he describes a situation like this:

Early society would form an alliance to catch large animals such as deer. Successfully hunting such a creature would benefit a group of people with food and materials such as hide, bones and antlers. In order to capture such a large animal, a wide circle was formed and hunters moved toward the center to trap the animal within the circle, thus enabling the group a successful hunt.

But what if Hunter “A” saw a rabbit, which would be easy for one hunter to hunt, and would provide a fine tasty meal for his family? Should Hunter “A” abandon the hunt for the deer, which may result in no deer at all, in order to hunt the rabbit? Perhaps Hunter “A” believes the deer hunt will not be successful because others may pursue rabbits, too. Breaking from the circle of hunters may give the deer a way to escape and ruin the hunt, thus leaving many to find food on their own. But pursuing the rabbit would certainly be enough food for Hunter “A”’s needs.

Discussion: In small groups of four or five students, answer the following questions:

1. Which hunter would you be—Hunter “A” or one of the other hunters that remains with the cooperative hunt?
2. What are the benefits for hunting the stag?
3. What are the benefits for hunting rabbit?
4. What are the consequences for Hunter “A”’s actions?
5. What are the consequences for the hunters that remain with the stag hunt while Hunter “A” is off hunting rabbit?
6. To have social cooperation in a stag hunt, what must be done prior to the hunt? After the hunt?
7. Are there examples in today’s world of the stag hunt?

Vocabulary:For Conducting Discussion

The vocabulary items listed below are for discussion skills. Use these phrases in your discussions.

SUGGESTED VOCABULARY FOR LEADING A DISCUSSION

http://elc.polyu.edu.hk/elsc/material/Speaking/discussion_skills.htm#Group%20Discussion%20Evaluation%20Form

1. Getting Started
   • Is everybody ready to begin?
   • Okay are we ready to start?
2. Bringing People into the Discussion
   • (Name), what do you think?
   • (Name), do you have anything to add?
3. Encouraging Everyone to Participate
   • What do you think about (Name)’s point?
   • Does anyone have anything to add?
   • Would anyone like to comment on what (Name) said?

Discussion Skills I

1. Clarifying
   • Could you go over that again?
   • I’m afraid we don’t really understand what you said.
   • I’m not sure we all understand what you mean.
2. Controlling People Who Talk Too Much
   • Let’s hear what some others have to say.
   • I think you’ve got a good point there. Why don’t we find out what other people have to say?
3. Keeping the Discussion Moving
   • Perhaps we should go on to the next point.
   • We have only a few minutes left, so could we move on?
   • Are there any more comments before we move on to the next point?
4. Keeping the discussion on the Subject
• That’s interesting, but it raises a different point. Could we come back to that later?
5. Reaching Agreement and Summing Up
   • Do we agree that......?
   • So, to sum up, we’ve decided .......

VOCABULARY FOR LISTENING ACTIVELY

1. Asking for Clarification
   1. What do you mean?
   2. I’m not sure what you mean.
   3. Sorry, but I don’t understand what you mean
   4. Could you explain what you mean by ...?
   5. Are you saying that .........?
   6. I’m not sure I follow you. Did you say that ....?
2. Clarifying or Restating (Your Comments)
   1. I mean .......
   2. In other words, ........
   3. The point I’m trying to make is .....

Discussion Skills II

1. Paraphrasing
   1. (Name) said that .........
   2. What (Name) means is .........
   3. I believe (Name)’s point is ...........
   4. I think (Name) feels that ...... Isn’t that right?
   5. Let me see if I understood. You said ...........
2. Checking for Understanding
   1. Do you see what I mean?
   2. Is that clear?

VOCABULARY FOR EXCHANGING OPINIONS

1. Asking for an Opinion
   1. What do you think of .........?
   2. How do you feel about .....?
   3. What’s your opinion of ........?
2. Giving an Opinion
   1. In my opinion, .........
   2. Personally, I think that ........
   3. It seems to me .........
   4. As far as I’m concerned, .........
3. Agreeing (usually used by the ‘discussion leader)
   1. That’s right.
   2. You’re right.
   3. I think so, too.
   4. I agree with you.
   5. I definitely agree.
   6. I completely agree with you.
4. Expressing Reservations (usually used by the ‘discussion leader)
   1. Yes, but.....
   2. Possibly. but.....
   3. Yes, but the problem is....
5. Disagreeing
   1. I don’t really agree with you.
   2. I’m not sure I agree with you. The reason is that.....
   3. Yes, that may be true, but.....

VOCABULARY FOR TAKING TURNS

• Getting Attention—To indicate that you want to speak, you can use nonverbal signals such as leaning forward or raising your hand. You can also gain the attention of the group members during a pause by saying :
  • May (could) I ask a question?
  • May (could) I say something here?
  • May (could I make a suggestion?

or :

• I have a question I’d like to ask.
• I have a point I’d like to make.
• Interrupting—If you feel that a interruption would be appropriate, you can wait for a pause in the conversation and then say :
  • Excuse me, but........
  • Pardon me, but........
  • Excuse me for interrupting, but.......
  • Sorry to interrupt, but........
• Keeping Your Turn
  • Excuse me, I’d just like to finish this point.
  • If you could wait for a second, I’m just about to finish my point.
  • Could I please just finish my point?
• Continuing after an Interruption
  • Anyway, .......
  • As I was saying, ........
  • In any case, .......
  • Going back to what I was saying,......
  • As I was saying, .........

VOCABULARY FOR DEALING WITH A PROBLEM

• Emphasizing a Point
  • It seems to me that the real issue is.......
  • I think the basic cause is......
  • As far as I can see, the main problem is......
  • In my opinion, the basic problem is......

VOCABULARY FOR STATING PRIORITIES

• In my opinion, the main thing is.....
• As I see it, the most important point is....
• I feel that the most important consideration is.....

VOCABULARY FOR ASKING FOR OPINIONS

• (Name), would you like to give us your opinion about .......
• (Name), what’s your opinion about .....
• (Name), I wonder if you’d like to comment on .....
• (Name), what’s your reaction to ......
• (Name), how do you feel about .....

Study Skill A:

Group Discussion: Bridges Between Cultures

Group discussion is an essential part of this curriculum. Not only is it a useful way to learn the listening and speaking skills of another language, but it is an essential tool for cross-cultural exchange. If there is no discussion, how can we get to know one another? How can we understand one another’s culture? For too long, English language learning has been a one-way street. The student of English learns about North American, British and Australian cultures in order to speak more fluently. The learning of language is a bridge to learn about other cultures, and also a way for students of English to tell others about their own culture.

In Chapter 7, we learned the importance of listening carefully. We also learned some skills for participating in discussions. In this chapter, we continue with these discussion skills.

In a group, all members of groups take on different roles and responsibilities. Some members of the group may be shy and reluctant to speak in a group. Hopefully, speaking in a small group is not as difficult as in a class of students or large group. Some members of the group may feel very uncomfortable with silence and often initiate the discussion. Some members of the group may have a sense of responsibility for the group and are good at listening and taking notes for the group. Some members may be very supportive and comforting and may encourage others to speak. Some members of the group are good at remembering facts. Others are good at expressing feelings and expressing opinions. So each member of the group has a part in making each group unique.

To better understand the way group discussions are conducted, let us look at what is expected of a discussion leader. These responsibilities are written from a Western perspective. As you look at these responsibilities, ask yourself if the method for discussion is the same in Vietnam.

RESPONSIBILITIES OF A ‘DISCUSSION LEADER’

http://elc.polyu.edu.hk/elsc/material/Speaking/discussion_skills.htm#Group%20Discussion%20Evaluation%20Form

• Start and conclude the discussion, paying attention to the time limits.
• Give all group members an equal chance to participate. You may have to control members who talk too much and to involve quiet members.
• Keep the discussion on the subject. If participants move onto a completely different subject or start bringing up irrelevant points, you should politely bring the discussion back to the subject.
• Keep the discussion moving. You may have to cut off discussion politely if members spend too much time on one point or start repeating the same ideas. However, you also have to decide when discussion is useful and should be encouraged.
• Make sure that all group members can understand each other. You may also have to ask people to speak more slowly or more loudly so that everyone can understand them. You may also have to help speakers who are having difficulties explaining their ideas.
• Summarize when needed and look for areas of agreement. Make sure that all participants understand and accept the group decision.

Exercises and Activities for Speaking Skill A:

Exercise #1: A Vietnamese Discussion Comparison

When having discussions in your native language and culture, how is it conducted? In small groups of 4 or 5 students, compare Vietnamese styles of discussion to American styles of discussion by filling out the form below. Discuss your answers with one another.

American Culture	Vietnamese Culture
1. Reasons for Having a Discussion: It gives students the chance to hear other students’ ideas. It increases student confidence in speaking. It can change attitudes. It gives students the experience of working together or as part of a team. It helps to understand a topic or discussion more deeply. It improves student ability to think critically. It helps to solve a particular problem. It helps the group to make a particular decision. Ideas can be generated. Ideas can be shared. Ideas can be ‘tried out’ and experimented with. Ideas can be responded to by others. Working in groups can be fun. Working in groups can provide supportive and nurturing environment for students. Students can learn from each other in groups. It improves students’ English.	1. Reasons for Having a Discussion:
2. Group Member Participation: What is important? To share my ideas with the group. To listen to other’s ideas without interrupting. To express disagreement when necessary. To stay on the topic To encourage others to speak	2. Group Member Participation: What is important?
3. A Good Discussion Group means that: Everyone in the group has shared ideas. One person speaks at a time and others listen. The group cooperates and works together. The group stays on the topic. Everyone participates in decision making.	3. A Good Discussion Group means that:
4. Discussions are an important part of the learning process. Students participate in discussions from an early age—from the beginning of their education. Higher education relies heavily on student discussion.	5. How are discussions used in the Vietnamese school system?

Lecture/Presentation:

The following speech is a paraphrase of a keynote address. A “keynote address” means that the speech is one of the major speeches given at a convention or meeting. This speech was given by the Chief Executive Officer of the Mekong Commission, Dr. Olivier Cogels on November 18, 2004 in Bangkok at the IUCN World conservation Congress.

The Mekong River Commission, or MRC, is an intergovernmental body—that is, an organization whose members are governmental representatives from different countries. The member countries of the MRC are Cambodia, Lao PDR, Thailand, and Vietnam. It is important to note that China, which is a country that the Mekong River also runs through, is not a member of the MRC.

The Speech is called, “Water Resources and Poverty Alleviation in the Lower Mekong Basin.” The Lower Mekong Basin is the Mekong Delta.

The transcript for the speech is provided for you to read along with the speaker. You may listen to the speech with or without the transcript. You may want to listen to the speech, then read the transcript. Use the speech and the transcript in ways that help you to understand the topic.

In the beginning of this chapter, the Stag Hunt Dilemma was introduced to you and discussed this scenario. As you listen and understand this speech, can you apply the concepts of the Stag Hunt Dilemma to this real situation affecting your country. What is the stag in this situation? Who are the hunters? What are the rabbits?

Water Resources and Poverty Alleviation in the Lower Mekong Basin

Keynote address by Dr Olivier Cogels, Chief Executive Officer

Mekong River Commission

18 November 2004

IUCN World Conservation Congress, Bangkok, Thailand

http://www.mrcmekong.org/news_events/presentations/pre_13.htm

(paraphrased transcript) Mr. Chairman, Excellencies, Distinguished participants, Ladies and Gentlemen, On 5 April 1995, Cambodia, Lao PDR, Thailand and Viet Nam decided to cooperate for the sustainable development of water and related resources in the Lower Mekong basin. An inter-governmental body was created for this purpose: the Mekong River Commission. The four main areas of cooperation are: Developing the basin: careful planning and coordination to develop the resources of the Mekong, Using the water: adoption of common rules for equitable and reasonable use of the water of the river system, Protecting the people and the environment: prevention and the stopping of harmful effects, through flood management and protection of environment and water quality, Developing freedom of navigation on the mainstream . The people of the Mekong basin are amongst the poorest in the world. Still, the population continues to grow. It is believed that by the year 2025, the population will grow to 80 million. The Mekong River has been an important source of livelihood for the people who live in the basin. Many are farmers depending on rice, wetland plants and their source of protein—fish. For tens of millions of people, the water of the river system is the primary source of nutrition. Unfortunately, the increasing population is placing huge pressure on this fragile resource, both directly through increased fishing and habitat loss, and indirectly through changes in the quality and quantity of water. In many places in the basin, the river provides employment for an increasingly young, often landless rural population. This situation is not sustainable and urgent action is needed. Coupled with the pressures of population increase are the forces of nature. Flooding remains an important phenomenon for the sustainability of our wetlands and fisheries, however, the incidences of flash flooding due to changes in land-use bring death, devastation and economic cost to the region. Plus the Mekong Delta needs to be protected against increasing saline intrusion. We all know very well that water resources development in such a large, international river basin is not without risks and difficulties. However, we believe that the risks of non-development or of insufficient cooperation are even higher. The agreement signed in 1995 shows that the governments of the four countries are aware of this need for cooperation. Development in one country may indeed have impacts in another country, and investments in one sector may have impacts on other sectors. But we believe that, if carefully managed on the basis of dialogue and joint planning and with due consideration for environmental and social impacts, the development of water resources in the Mekong basin may constitute a key to long term poverty alleviation and socio-economic well-being in the region. Our approach to this urgent need is through Integrated Water Resources Management (IWRM) at basin scale, which allows for a holistic view of the various needs and interests of the member countries. With this approach, we trust that a well-balanced, equitable, and peaceful development of the basin is possible, for the direct benefit of the Mekong people. MRC was created on the basis of a very good cooperation agreement signed in 1995. It is an institution owned and managed jointly by its member countries. It has valuable technical capacity and benefits from growing international support. MRC is in a privileged position to continue to act as a key facilitator and coordinator of sustainable water resources development in the Mekong basin, applying the principles of Integrated Water Management, with poverty alleviation being the main goal. It was my pleasure to discuss these vital issues here with you and with this address I hope we continue to build a strong, open and constructive partnership that is grounded in an understanding of the basin’s fragile ecosystem and of the very vital requirements for development in this region. Thank you for your kind attention (end of transcript)

Exercises and Activities for Listening Skill A:

Exercise #2: Discussion. In small groups of 4 or 5 people, discuss the following questions:

• In this speech, what is the “stag” of this story? In other words, what is the common good for the countries of the Mekong?
• Who are the “hunters”? In other words, who are those that will benefit and work for the common good? Who needs to coordinate their efforts?
• What are the “rabbits”? In other words, why would the “hunters” or government participants leave the coordinated efforts? Why would they leave?
• What role does China play? Would there be an advantage for China to be a part of the coordinated effort?

Exercise #3: Evaluate Yourself and the Group.

Group Discussion Assessment (English.unitecnology.ac.nz/resource_exchange/resources/GroupDiscussionSkillsUnit.doc)
Self Assessment				Group Assessment
I shared my ideas with the group.				Everyone in the group shared some ideas.
I listened to others’ ideas without interrupting.				The group listened when others were speaking.
When I disagreed it was in a pleasant way.				The group cooperated and worked together.
I kept on task; listening, thinking and making comments on the topic.				The group talked about the topic.
I helped the group work together by encouraging others and being positive.				The group involved everyone in the decision making.
I took part in the decision making.				People in the group learnt form each other.
Next time I could…				Next time the group could…

Study Skill B:

Group Dynamics

(from: http://startup.curtin.edu.au/study/group.html. 'Task' and 'Maintenance' roles section has been developed from a concept by Judith Dwyer in: Business Communication: Strategies and Skills 1999, Prentice Hall, Sydney)

A useful strategy for developing an effective dynamic in your discussion group is to identify task and maintenance roles that members can take up. Here is a list of these roles, and the dialogue that might accompany them in a group discussion about the speech above.

Positive Task Roles

• Initiator: “From a local perspective, what are the benefits to being part of the MRC?”

• Information seeker: “Does anyone know who started the MRC?”

• Information giver: “I know that cooperation began with the formal signing of the Geneva Accords, when Cambodia, Laos and Viet Nam were newly independent nations.

• Procedure facilitator: “I'll write this down to keep track of our discussion.”

• Opinion seeker: “Do you think that it would be in the Chinese interest to be a part of the MRC?”
• Opinion giver: “I think that if every country was on its own without the MRC, that Vietnam being the last country that the river runs through, would have a much more severe problem with water pollution.”

• Clarifier: “So are you saying that Vietnam would benefit most from the MRC?”

• Summarizer: “So we say that the ‘stag’ is the Mekong River; the ‘hunters” are Cambodia, Laos, Thailand, Vietnam and China; and the ‘rabbits’ are things like building dams on the river or trying to make business deals that benefit only one country.

Positive Maintenance Roles: These become particularly important as the discussion develops and opposing points of view begin to emerge.

• Social Supporter: “We're coming up with some good ideas here.”

• Harmonizer: “Nguyen and Tam have looked at the issue from opposing points of view. Let's see if we can take something from both points of view.”

• Tension Reliever: “This discussion's really dynamic. It's good that we have so many different perspectives.”

• Energizer: “Hey, the point that Yen made has really got me thinking. Let's explore his idea some more.”

• Compromiser: “Half the group supports Nguyen's view and half supports Tam's. Now we need to formulate a compromise that we can all live with.”

• Gatekeeper: “How do you feel about the issue, Hanh? Your contribution here would be really valuable.”

During an effective group discussion each participant may take up a number of task and maintenance to keep the discussion moving productively.

As well as these positive roles, there are a number of negative roles which are often taken up in group discussion. You should avoid taking up these roles and learn to identify them in other group members. The discussion group may adopt the ground rule that avoid negative role behavior. Described below are some negative roles to be avoided.

Negative Roles to be Avoided

• Disgruntled non-participant: someone who does not contribute and whose presence inhibits the participation of other group members.

• Attacker: someone who acts aggressively by expressing disapproval of other members and their contributions to the discussion.

• Dominator: someone who takes control of the discussion by talking too much, interrupting other members, or behaving in a patronizing way.

• Clown: someone who 'shows off', refuses to take the discussion seriously, or disrupts it with inappropriate humor.

 

Exercises and Activities for Listening Study Skill B:

Exercise #4: What Role Do You Play in Group Dynamics? Reflect on what type of participant you are in a group discussion. What roles do others in your group play? You may want to discuss this with a friend or classmate, or may want to keep your observations to yourself.

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