Grade 6 · Sentences, Words and Talk · Discussion Skills
Speaking in a Group Discussion
Use sentence stems to build on an idea.
Learning objectives
- Use sentence stems to build on an idea
- Ask a question that moves talk forward
- Disagree respectfully with evidence
AERO English Language Arts alignment
AERO.ELA.6.SL.1
Engage effectively in a range of collaborative discussions, building on others' ideas and expressing their own clearly and respectfully. Grade 6 / MYP 1 emphasis: work with one text or a clear pairing, with modelled evidence, sentence starters and short structured responses.
AERO.ELA.6.SL.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when appropriate. Grade 6 / MYP 1 emphasis: work with one text or a clear pairing, with modelled evidence, sentence starters and short structured responses.
AERO.ELA.6.L.3
Use knowledge of language and its conventions to make effective choices for meaning, style and audience. Grade 6 / MYP 1 emphasis: work with one text or a clear pairing, with modelled evidence, sentence starters and short structured responses.
AERO.ELA.6.SL.2
Interpret and analyse information presented in diverse media and formats, and explain how it contributes to a topic, text or issue under study. Grade 6 / MYP 1 emphasis: work with one text or a clear pairing, with modelled evidence, sentence starters and short structured responses.
AERO.ELA.6.SL.5
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and add interest. Grade 6 / MYP 1 emphasis: work with one text or a clear pairing, with modelled evidence, sentence starters and short structured responses.
MYP criteria
- Criterion A — Analysing
- Criterion C — Producing text
ENGAGE
How Does a Discussion Grow?
A strong group discussion is not a set of separate speeches. It is more like building a shared structure: each speaker listens, connects a new point to an earlier idea and supports claims with evidence. Imagine that your class is deciding how to improve an outdoor reading space. You may have different opinions, but your aim is not to defeat other speakers. Your aim is to examine ideas together. In this lesson, you will practise building on ideas, asking useful questions and disagreeing respectfully in formal English.
Think about it
- What makes you feel heard in a discussion?
- How can disagreement improve an idea?
EXPLORE
Read a Model Discussion
Should the Reading Area Have More Shade?
Mariam said, “I think our outdoor reading area needs a larger shade sail. The school survey shows that many students avoid the area at midday because it becomes too hot.”
Building on Mariam’s point, Hamad replied, “More shade could make the area comfortable for longer. Could we also place native plants beside it? They might cool the surroundings and would suit Qatar’s climate.” Mariam asked, “Which plants would need the least water?” Hamad answered, “We could research hardy local species before making a recommendation.”
Noor added, “I understand the argument for a larger sail, but I disagree that it should be our first step. The survey also says that several seats are damaged. This evidence suggests that repairing the seats may help students immediately.” Yusuf responded, “That is a fair point. Perhaps we do not need to choose only one idea. What if we repair the seats first and then collect information about the cost of extra shade?” The group agreed to investigate both costs before reaching a conclusion.
Think about it
- Which phrase does Hamad use to connect his contribution to Mariam’s idea?
- How does Mariam’s question help the discussion move forward?
- What evidence does Noor use when she disagrees?
EXPLAIN
Three Moves for Effective Discussion
Effective discussion begins with careful listening. Before speaking, identify the previous speaker’s main idea. Then choose a move: build on it, ask a question or disagree with it respectfully. Your contribution should connect clearly to what has already been said.
| Discussion move | Useful sentence stems | Purpose |
|---|---|---|
| Build on an idea | Building on your point… / I would add that… | Develops an earlier contribution |
| Ask a forward-moving question | What evidence supports…? / How might…? / Could you explain…? | Requests evidence, detail or a possible next step |
| Disagree respectfully | I understand your point, but… / I see this differently because… | Challenges an idea without attacking the speaker |
Use Relevant Evidence
Evidence gives your contribution a clear foundation. You can refer to a detail from a text, survey, observation or agreed source. Noor does not simply say that Mariam is wrong. She refers to the survey detail about damaged seats and explains what it suggests.
Challenge the idea, not the person
Avoid statements such as “You are wrong.” Instead, name the idea, give your different view and support it: “I see the priority differently because the survey identifies damaged seats.”
Ask Questions That Create Progress
A forward-moving question invites explanation, evidence or problem-solving. “Which plants would need the least water?” gives the group something useful to investigate. A question such as “Do you like plants?” may be friendly, but it does not examine the proposal closely.
Match Your Speech to the Context
In a classroom discussion, use clear formal English, complete thoughts and a calm tone. You may use a sentence stem, but add your own reason or evidence so that your response is meaningful.
MYP_PRACTICE
Rehearse a Short Discussion
Discuss this proposal: “Our school should add more shaded places for quiet reading.” Use the model extract as your evidence source. If you are studying alone, speak each contribution aloud and record brief notes. Complete all three discussion moves, then finish with a possible group decision.
- State one clear view about the proposal and support it with a detail from the extract.
- Build on the view using “Building on that idea…” and add a connected reason.
- Ask a question beginning with “How might…?”, “What evidence…?” or “Could you explain…?”.
- Offer a respectful disagreement using evidence from the survey details in the extract.
- Suggest a next step that considers more than one viewpoint.
EXIT_TICKET
Before you close this lesson
Think about it
- Which sentence stem helped you connect your idea most clearly, and why?
- How did evidence make your respectful disagreement stronger?
Watch
How to Speak So That People Want to Listen | Julian Treasure | TED
TED · 10 min
Learn vocal and delivery techniques that can make spoken communication clearer and more engaging.
Before you watch: What makes you want to keep listening to a speaker?
- Which vocal technique could most improve your next presentation?
- How do pace, pitch, and volume affect a speaker's message?
Interactive practice · discussion moves rehearsal
Build, Question, Disagree
Use the topic, frames and evidence below to prepare four connected contributions. Say them aloud in a calm, formal tone. Your final contribution should help the group decide on a fair next step.
Check your answer
Task
Topic: Our school should improve its outdoor reading area.
Moves to try
Sentence frames
Pick a topic
Your answer
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Key vocabulary
- build on
- To connect a new point to an idea already shared.
- evidence
- Information that supports a claim or conclusion.
- clarifying question
- A question that makes an idea clearer or more detailed.
- respectful disagreement
- A polite challenge to an idea, supported by a reason.
Practice questions
0/3 correct
Level 1 · Criterion A
Which phrase from the extract most clearly shows Hamad building on another speaker’s idea?
Level 1 · Criterion A
Which detail is Noor’s evidence for repairing the seats first?
Level 2 · Criterion C
Which question would best move the group discussion forward?
MYP criterion tasks
Level 2 · Criterion C
Build on Hamad’s suggestion about native plants. Write one complete sentence using a suitable stem and adding a relevant reason.
Level 3 · Criterion C
Respectfully disagree with the claim, “The school should only add shade and should not repair the seats.” Use evidence from the extract and suggest a next step.
Reflect & track
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How confident do you feel?