Speaking:
Hedging in Debate
Grouping:
Time:
Pairs → Small groups
15 minutes
Aim
Students will practice using hedging and vague language to express opinions cautiously and diplomatically in a debate.
Materials
• A set of debate topics (e.g., “Social media is harmful,” “School uniforms should be mandatory”)
• A list of hedging phrases (e.g., It seems that…, It is likely that…, One could argue that…)
Preparation
• Prepare debate topics on slips of paper.
• Write hedging phrases on the board.
Activity Breakdown
1. Students receive a debate topic and take opposing sides.
2. They discuss using at least three hedging phrases.
3. Pairs present their arguments to the class.
4. The class provides feedback on the use of hedging.
Instructions
1. Choose a debate topic.
2. Discuss your position with a partner.
3. Use at least three hedging phrases.
4. Present your argument to the class.
5. Give feedback on hedging use.
Concept Checking Questions
• “Why do we use hedging in debates?” (To sound less direct and more diplomatic)
• “Does hedging make arguments stronger or weaker?” (Stronger when used correctly)
Examples
• It seems that social media may have some negative effects.
• There is some evidence to suggest that school uniforms might improve discipline.
Extensions/Varations
• Harder: Students debate controversial topics without notes.
• Easier: Provide sentence starters with hedging phrases.
Error Correction
• Teacher notes overuse or lack of hedging and provides feedback.
Writing:
Rewrite with Hedging
Grouping:
Time:
Individuals
20 minutes
Aim
Students will rewrite direct statements using hedging and vague language to sound more cautious and professional.
Materials
• A worksheet with direct, strong statements.
• A list of hedging phrases.
Preparation
• Create a list of strong claims (e.g., “This is the best solution.”).
• Provide examples of hedging transformations (e.g., “This could be one of the best solutions.”).
Activity Breakdown
1. Students rewrite direct statements using hedging.
2. They compare their rewritten sentences with a partner.
3. They discuss which versions sound more professional.
Instructions
1. Read the direct statement.
2. Identify where to add hedging.
3. Rewrite using appropriate phrases.
4. Compare with a partner.
5. Discuss how hedging changes the meaning.
Concept Checking Questions
• “Does hedging make writing more or less formal?” (More formal)
• “What effect does hedging have on credibility?” (It makes claims more cautious and balanced)
Examples
• This is the best solution. → This could be one of the better solutions.
• The results prove the theory. → The results seem to support the theory.
Extensions/Varations
• Harder: Students write their own strong statements before hedging them.
• Easier: Provide sentence starters with missing hedging phrases.
Error Correction
• Teacher highlights overuse or underuse of hedging in students’ writing.
Listening:
Listening for Hedges
Grouping:
Time:
Individuals → Pairs
15 minutes
Aim
Students will identify hedging and vague language in spoken English.
Materials
• A recorded interview with hedging examples.
• A worksheet with a transcript missing hedging phrases.
Preparation
• Choose an interview or TED Talk with hedging.
• Remove hedging phrases from the transcript.
Activity Breakdown
1. Students listen to the interview.
2. They fill in missing hedging phrases on the transcript.
3. They compare their answers with a partner.
4. The teacher reviews and highlights usage.
Instructions
1. Listen to the interview.
2. Read the transcript and find missing words.
3. Fill in the missing hedging phrases.
4. Compare answers with a partner.
5. Discuss how hedging changes the tone.
Concept Checking Questions
• “Why do people use hedging in interviews?” (To sound careful and professional)
• “What happens if you remove hedging?” (The speech sounds too direct)
Examples
• There is a chance that this approach could work.
• This might be one way to solve the issue.
Extensions/Varations
• Harder: Students listen without a transcript.
• Easier: Provide a word bank with missing hedging phrases.
Error Correction
• Teacher plays the recording again, pausing for corrections.
Reading:
Hedging in News Articles
Grouping:
Time:
Individuals → Pairs
15 minutes
Aim
Students will identify hedging and vague language in news articles.
Materials
• A short news article with hedging phrases.
• A worksheet with comprehension questions.
Preparation
• Choose a news article that uses hedging (e.g., scientific findings).
• Highlight key examples for students to analyze.
Activity Breakdown
1. Students read the article and underline hedging phrases.
2. They rewrite some sentences without hedging.
3. They compare the effect on the tone of the article.
Instructions
1. Read the article.
2. Underline examples of hedging.
3. Rewrite a sentence without hedging.
4. Compare with a partner.
5. Discuss how hedging affects credibility.
Concept Checking Questions
• “Why do journalists use hedging?” (To avoid making definite claims)
• “How does hedging change the tone?” (Makes it more cautious and professional)
Examples
• Scientists suggest that this might be a breakthrough.
• There appears to be some evidence supporting this claim.
Extensions/Varations
• Harder: Students summarize the article using hedging.
• Easier: Provide a list of hedging phrases to find in the text.
Error Correction
• Teacher discusses rewritten sentences to highlight tone differences.