Which side are you on?
Forming views and opinions— New Edition —Gillian Flaherty
Advisor: Hideo Oka• Preface

Which side are you on? Forming views and opinions presents fifteen
controversial issues that have been carefully chosen to appeal to students.
New and interesting information is presented in this stimulating collectionof texts. Students will vastly increase their knowledge about controversial
issues such as cloning technology, equal opportunities for men andwomen, and children and television. Students are exposed to different
opinions on each issue and are encouraged to use these opinions as wellas their own.
Which side are you on? focuses on reading, vocabulary and listening skills
and can also be used as a discussion book. A variety of types of reading
texts are used to motivate students. Comprehension exercises guidestudents to a clear understanding of the texts and the issues. Vibrant andrealistic dialogues present different viewpoints and focus on useful
vocabulary and expressions. Controlled listening exercises help students
to develop effective listening skills. Common phrases used for different
aspects of discussion are focused upon; for example, disagreeing, giving
examples and presenting surprising facts. The skill of discussion isdivided into sub-skills to help students gain confidence. This also provides
students with concrete practice activities. Optional discussion questions
are presented along with comprehensive teaching notes. Should teachers
decide to use the book as a discussion resource, students are presented
with lots of opportunity to prepare for each discussion. Which side areyou on? presents a variety of stimulating issues that students will enjoy
learning more about.

• How to use this book

Before you readThis section helps students think about the topic and about their own
opinions. Once they have answered the questions, they compare answers
with at least one other person.
Reading
This section introduces different opinions about the topic. Students readthe two short texts and then answer the comprehension questions.
ListeningFirst, students hear two people discussing the issue presented in the unit.
As they listen they fill in the missing words. This section introduces more
colloquial expressions and more concrete opinions. Then students listen
to four statements and decide which speaker mentions each opinion in
the dialogue. This section helps students understand the dialogue betterand learn new expressions.

iii

Pros and Cons
Students try to remember all of the main points for both sides of theissue mentioned in the unit. They complete the table with the points. Ifthey can’t remember they should look back at the unit. This will help
students prepare ideas and expressions to use in the next exercise.
Discussion tactics
Students use the expressions in the box to write a response to each of
the five sentences. They can use opinions already mentioned in the unitor their own opinions. They should look back over the unit if they havetrouble coming up with a response. This exercise will help students learn
many expressions commonly used in discussion and debate.
Taking it further
These discussion questions are graded and become more difficult. You
may wish to choose a question that will not be too difficult for yourclass. Alternatively, you can let the students discuss all three of thequestions. All of the questions are suitable for students to discuss inpairs, groups or as a class. It can be a good idea to begin with small
group discussions and then open the discussion up to the whole class.
Make sure that all of the groups get a chance to contribute. You may also
wish to appoint a secretary for each group who is responsible for taking
notes during the discussion.
Question 1 usually requires students to describe a graph or somestatistics. Students may sometimes be asked to analyze the information.
Question 2 focuses on examples that are relevant to Japan. Students areusually presented with a fact or statistic to illustrate a point.
Question 3 invites the students to have a discussion about the issue
introduced in the unit. By now students have had the chance to develop
some ideas and opinions about the topic.

iv

はしがき
これまで，いわゆる「英会話」ではあいさつや道案内を中心に練習しましたが，21 世
紀に入り国際化が激しくなると，それだけではすわってからのまともな話しができず，国際舞台で仕事をするにはとうていおよばないことがわかってきました．今や英語で意見を発表し，議論できるような英語力が求められています．この Which side are youon? は日本の大学生を対象に，英語で議論する力をのばすために作られた教材です．しかし，「議論する」といっても問題点への理解と，表現するための英語力がともなわなければ空回りしてしまいます．その点，このテキストはとてもシステマティックに構成されており，確実に力がつくよう配慮されています．まずトピックに関して読んで論争点になじみ，英語表現を練習し議論の手法を訓練した上で，英語で議論するという手順をふんでいるからです．
15 のトピックは日本の学生にとって関心が高く論議を呼ぶようなものを，幅広い分野から選んでいます．フリーター，喫煙と飲酒に関する話題から，男女平等の問題，子供とテレビの問題を考え，コンピュータ，クローニングの話に至ります．まずこれらの話
題に関する生き生きとした記事を読むことにより，学習者は問題点を把握し，英語表現にもなじむことになります．その後，段階をおって，一方で語彙・表現を練習し，他方で議論をするための手法を訓練していくように構成されています．それらを通して，学習者は英語で自己表現することに自信をつけていき，最後の発展練習に至るころには，英語および知識面ともに力がつき，内容を中心に議論ができるようになっているでしょう．
本書を通して，学生の皆さんは英語でディスカッションする手法を学びながら，それと同時に，国際舞台において国際語である英語でコミュニケートし，自分の意志を伝えることの重要性を身につけていくことでしょう．コミュニケーションは一方通行的なものではなく，相手とのやり取り，交渉ですから，意見を交換しながら議論することが不可欠になってきます．その意味において，本書は皆さんが国際舞台に飛躍するための貴重なステップとなるでしょう．

本書の使い方
この教科書は 15 ユニットあり，通年で使う場合，1 ユニットを 2 週間でカバーするよう編成されています．半期の場合には，Reading の部分を予習してこさせるなどして毎週 1 課のペースで進めばよいでしょう．また，学生の力と時間的な余裕に応じて，最後の Taking it further は選択的に扱うことができます．各ユニットは，次のように構成されています．
Before you read
トピックへの導入です．答えを選び，隣と比べてみたりすると面白いでしょう．
Reading
その課のトピックに関する 2 つの記事を読み，英語になじみ，論争点を把握します．
内容理解を確認するための 2 種類の問題に答えてください．
Listening
CD で 2 人の議論を聞き，まず下線部をうめます．2 ～ 4 語のディクテーション形式v

になっています．CD はノーマルスピードにポーズをつけたものとつけていないものが2 回録音されています．必要に応じて繰り返してください．その後，4 つの文を聞いて，どちらの話し手の意見なのかを答えてください．
Pros and Cons
その課の論争点に関して，賛否両論の理由を一覧表に書き込みます．もし思い出せなければ，本文へもどって確認してもいいでしょう．これらの理由づけや英語での表現が，これからの議論に役立つでしょう．
Discussion tactics
ここでは議論するための手法を練習します．例を参考にしながら，ボックスの中にある表現を利用して，応答を完成させてください（5 問）．その課で用いられた意見を使っても，自分の意見を書いても結構です．
Taking it further
この発展応用練習には 3 問あり，易から難へと段階づけられています．クラスのレベ
ルと時間的な余裕に応じて取捨選択ください．また，ペアでやらせたり，グループに分けて活動させる方法もあります．その際，グループのまとめ役を決めておいて，最後にクラス全体に発表させると面白いでしょう．
（1） 表や図の内容を伝える練習です．活動を促すために設問が準備されていますが，それがない場合には，“What is the relationship between A and B?” というよ
うな質問を教師またはパートナーがするといいでしょう．
（2） 日本に関する情報や統計です．内容に関して意見を求めるような質問がいくつか提示されているので，答えてください．グループで意見交換をしたり，教師が意見を集めてさらに議論しても面白いでしょう．
（3）その課のトピックに関する総括的な議論になります．これまでに学習した表現や理由づけを活用して，自分の立場をはっきりさせ，論理的に説得力をもって論じてください．口頭で議論する前に，自分の意見を一度書いてみるとしっかりした議論につながるでしょう．

vi• Contents
Unit 1
Cell phones: Do we use them too much?

Page1

Unit 2‘Freeters’: Can people be satisfied with a freeter lifestyle in thelong term?

7

Unit 3The Olympic Games: Have they lost their meaning?

13

Unit 4
Marriage: Should people get married earlier?

19

Unit 5
Smoking and drinking: Should we do more to stop people smokingand drinking?

25

Unit 6English: Should everyone learn it?

31

Unit 7
Exercise: Is it good for everyone?

37

Unit 8
Divorce: Is it better than an unhappy marriage?

43

Unit 9Cars: Should we try to limit traffic in city centers?

49

Unit 10Working parents: Should both parents work?

55

Unit 11
Computers: Should we continue to develop computer technology?

61

Unit 12Television: Who should take responsibility for what children watch
on television?

67

Unit 13
Gambling: Should we do more to stop people gambling?

73

Unit 14
Gender gap: Should men and women be treated equally?

79

Unit 15
Cloning: Should we continue to develop human cloning technology?

85

Additional pre-reading questions

91

vii

Unit1 Cell phones

Do we use them too much?

• Before you read

Choose your answer and compare it with your partner’s. If you choose‘other’ write down your own answer.
1. In what ways does your cell phone make life more convenient?
a. If the person I want to talk to is not there, I can send a text message.
b. It makes it unnecessary to carry an address book.
c. I never have to waste time searching for a payphone.
d. Other. _____________________________________________________
2. What is the main disadvantage of cell phones?
a. Cell phone use may be connected to certain kinds of cancer.
b. If I use my cell phone a lot it is quite expensive.
c. Listening to other people’s cell phone conversations is annoying.
d. Other. _____________________________________________________
3. Why are cell phones so popular with young people?
a. They are very convenient.
b. They are fashionable.
c. They make people feel important.
d. Other. _____________________________________________________

1

Unit 1

• ReadingRead the newspaper story and the magazine column and then answer thequestions.

1. 1-02

Girl Dragged by Train
Calls for Help on Cell Phone
driver. The driver
Amber Scott of Madison the train’t believe it whenCounty, Indiana, is lucky couldn
ed a message on
to be alive thanks to her he receiv
io telling him aboutcell phone. Last Tuesday his rad. He immediately
she was driving to Amber
the train anduniversity when she stopped
Amber.
stopped at a train crossing. rescued
Amber
Amazingly
The driver behind her hit
away from theher car and she was pushed walked
on ly
wi thnt
into a speeding train. Her acc ides. ‘I really thought
car became caught in the bruise
was going to betrain and was dragged that I
Amber told us
along for about half a killed,’yesterday. ‘I’m just somile.
I had my cell
Amber was terrified but glad thatwith me. I often
she managed to make a phone
at home because I
call on her cell phone. She leave it
it very much. I’ll
called 911 and told the don’t use
wa s be taking it with me
wh at
op era tor
here from now on,
happening. The police everyw!’
then managed to contact though
HELP
1. drag: 引きずる
2. bruise: 打撲傷（only bruises： ほんの擦り傷程度）

2

Unit 1

2. 1-03W H AT ’ SUP?

text messages to eachother. This is a great way
to tell your friends whichclub you are in or even toflirt with someone you’reAccording to phoneinterested in. But now
companies, there is a huge people are sending text
increase in themessages to people theynumber of text messages
don’t know and even goingand.
p.m
10
een
betw
t
senon blind dates with them!
andaysFridon.
a.m
2Aren’t things getting out of
Saturdays. Phone
hand? Whatevercompanies must be
happened to simple
making a fortune – somemessages likepeople send as many as
R U coming out 2nite?
twenty messages a day.
Young guys and girls
everywhere are sending

TEXTMESSAGING
MADNESS

Jodie
Campbell’s
weeklyopinioncolumn
HELP
1.
2.
3.
4.

flirt: （異性と楽しく）おしゃべりする
blind date: （第三者の仲介による）相手を知らずにいくデート
out of hand: 手におえない
RU coming out 2nite?: 発音をそのまま文字化しているので，‘Are you coming out tonight?’ と読めばよい．

• Understanding the main ideas
1. Choose the best summary for each of the two passages.
a. A cell phone helps you organize your social life.
b. Always carry your cell phone.
c. Cell phones have advantages and disadvantages.
d. Not everyone owns a cell phone.

2. Circle T for True or F for False for each of the following statements.
a. Amber Scott’s cell phone saved her life.				
T/F
b. Amber called the train driver on her cell phone.			
T/F
c. Amber was seriously injured in the accident.			
T/F
d. Text messaging is extremely popular.				
T/F
e. Sending a text message doesn’t cost any money.			
T/F
f. Young people send text messages only to people they know. T / F3

Unit 1• Listening

1. Listen to Kate and Jason discussing cell phones. Fill in the missing
1-04, 05
words as you listen.

Kate:A girl on the train this morning was talking really loudly on her cell 		phone. I think it’s so annoying when people talk loudly on their cellphones. I don’t want to listen to other people’s phone conversations when
I’m on the train.

Jason: I know what you mean, but cell phones keep you from (a) ____________.
I often call my friends when I’m traveling to work, just to pass the time.
Kate:

Why don’t you use text messaging instead? Then you (b) ____________people.

Jason: Actually, I use text messaging a lot. It’s such an easy way to flirt with girls!
I can even send messages to girls I’ve (c) ____________. It’s a great way
to meet people.
Kate:

I don’t think that you should send messages to people you don’t 			know. My friend Gina has been getting (d) ____________ and she doesn’tknow who is sending them. It’s quite scary.

Jason: That’s terrible! Maybe she should go to the police. I think the main
advantage of cell phones is that they are useful (e) ____________. Yourcell phone could save your life one day!

2. Listen to the four statements. Write Kate (K) or Jason (J) to show who
1-06
mentions each opinion.
a. ________		
b. ________		
c. ________		
d. ________

4

Unit 1

• Pros and Cons

Complete the table with the pros and cons of using cell phones.
Pros of using cell phones

Cons of using cell phones

cell phone could save your life.
1. A____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
4. ____________________________________________________________
5. ____________________________________________________________

people talk too loudly on
1. Some______________________________
theircell phones.
______________________________
2. ____________________________________________________________
3. ____________________________________________________________
4. ____________________________________________________________
5. ____________________________________________________________• Discussion tactics

Write a sentence disagreeing with the following opinions and giving areason.
Weak
That’s true,That’s a good point,
I know what you mean,

but…

StrongI don’t think so
I disagree

because…

EXAMPLE
Kate: I think it’s so annoying when people talk loudly on their cell phones.
I don’t want to listen to other people’s phone conversations when
I’m on the train.
Jason: I know what you mean, but cell phones keep you from gettingbored.
1. I think cell phones are a waste of time.
_____________________________________________________________________
2. Sending a text message to someone you don’t know is a good idea.
_____________________________________________________________________
3. I don’t think text messages are very useful.
_____________________________________________________________________
4. People shouldn’t use cell phones on trains and buses.
_____________________________________________________________________
5. You shouldn’t send text messages to people you don’t know.
_____________________________________________________________________

5Unit 1• Taking it further1. Look at the table and answer the following questions.

How smartphone owners from different age groups use their phones.
Texting			

100%

Making phone calls

92%

Social networking

95%

Watching videos

79%

Listening to music

75%			91%						98%						57%						29%			19%Aged 18 – 30

Aged 55+			

a. Which phone function did the highest percentage of younger
people use?
b. Which phone function was used by a higher percentage of older
people than younger people?
c. Which phone function shows the biggest gap between its use byolder and younger people?
d. What can we surmise from the chart regarding the use ofsmatrphones?
2. a. Do you think it should be legal to use smartphones while		driving?
b. Can you think of any other times when using a smartphone could		 be dangerous or annoying for other people?
3. Do we use smartphones too much? Which side are you on? Write
down your opinions before you discuss this topic. Give reasons to
support your opinions during your discussion.

6