*If you don't understand something, try to google translate it or note down and ask me next class.

Deadlines: 20:00, Sat 22th Aug 2025

Minh Phúc
In Stephen King’s It, fear comes from what is unseen and hidden, while in The Punisher, battles are fought head-on with guns and vengeance. If one world teaches us that the enemy lies inside our imagination and the other shows us enemies standing clearly in front of us, which kind of fight is harder to win? Would it be better or worse if all our inner fears could be made visible, so we could confront them directly like Punisher does with his enemies? Then, compared to our reality, since so many of our struggles are invisible, should we prepare ourselves more for the monsters within or for the threats that appear outside?

Việt Long
In Luis Sepúlveda’s stories, nature’s fragility reminds us of limits we cannot cross, while in Doraemon, futuristic tools make it seem like any limit can be overcome. If one world teaches us to accept boundaries and the other teaches us to break them, which lesson carries more weight? Would it be better if technology could really erase every limit, or would that take away the meaning of respecting nature’s fragility in the first place? Then, compared to our reality, should we place greater value on protecting what is fragile around us, or on inventing tools that could change everything?

Nguyên Bảo
In football, progress is measured through sweat, practice, and teamwork, while in Euclid’s Elements, truth is built from proofs that last unchanged for centuries. If one world teaches us that victory fades as soon as the whistle blows and the other shows us truths that never fade, which kind of achievement is more meaningful? Would it be better if athletic victories could last forever like mathematical theorems, or does their temporary nature give them a value that eternal truths cannot? Then, compared to our reality, should we strive more for triumphs that pass quickly but inspire, or for knowledge that endures even after we are gone?

Huyên Phg
In Harry Potter, destiny can be rewritten with courage and magic, while in Diary of a Wimpy Kid, life is shaped by small, ordinary struggles with school and family. If one world shows us battles with fate itself and the other shows us battles with everyday life, which struggle teaches us more about growing up? Would it be better if our daily struggles were as grand and magical as Harry’s, or would that make us forget the value of patience in ordinary persistence? Then, compared to our reality, should we seek lessons in grand adventures that change the world, or in the persistence we show through ordinary days?

Quốc Thanh: 

 In Solo Leveling, the Sovereigns reset time everytime the war seems to fail. Then what makes each reset different from the other if everyone don't possess the memories of their past reincarnations? Would it be better or worse if everyone possess their memories if time is rewinded? Consider the world of Doremon, if Doremon and Nobita comes back to the past to change something, is it also another way of resetting and changing the consequences of our choices or how is it different? Then, compare to our reality, since we cannot change causality by reversing time, should we try to "reset" everytime we fail at something and start again from the very beginning? Or should we try to take responsibilities for the effects of the actions we already took?

In mathematics, like in Euclid’s Elements, truths are different. A proof, once discovered, is permanent. It does not depend on time, place, or people, and it can guide minds for centuries. This kind of achievement lasts forever, but it may feel less emotional because it does not carry the same excitement as a great match.

If victories in sport could last forever, perhaps they would lose their special meaning. A goal is so beautiful because it happens once and cannot be repeated in the same way. On the other hand, eternal truths show us stability in a world that always changes.

So which achievement is more meaningful? Maybe both. Sport teaches us to value the present moment, while mathematics teaches us to look for ideas that remain true beyond our lives. In reality, we need the inspiration of short triumphs and the guidance of lasting knowledge. Together, they make life both exciting and meaningful.

https://youtu.be/J7GY1Xg6X20?si=4dG4Zt9qIPT5PGNM

Doctor Who:

https://youtu.be/BJP9o4BEziI?si=WBoso5Ymss8aKzHA

Hank Green:

https://youtu.be/-a739VjqdSI?si=zwGhy7xP-_XkrEmB

Obama: 

https://youtu.be/ueMNqdB1QIE?si=fa0bm6jSH44f2sVb

Prince Ea: 

https://youtu.be/dqTTojTija8?si=vFmkIUXis3xUudwi

Trevor Noah:

https://youtu.be/QhMO5SSmiaA?si=xKp6jqaCwMEqMvyq

Robin Williams:

https://youtu.be/nFJexvoAblo?si=Ceo5qh9uUAmYOohE

Vinh Giang:

https://youtube.com/shorts/9qG9L3T7rhM?si=bfSegZ5zglnidr5j

Simon Sinek:

https://youtu.be/VOXrpW-rotE?si=Qjz9YRvm1vXlSCL3

Emma Watson: 

https://youtu.be/nIwU-9ZTTJc?si=LVMerL0-aE-jdkJw

Taylor swift:

https://youtu.be/wjSER73EAcU?si=OYbl-uvoAd5J4d5Y

Sawmise Gangee:

https://youtu.be/k6C8SX0mWP0?si=yvdH9kW29y6ix69Y

Martin Luther King:

https://youtu.be/I47Y6VHc3Ms?si=b17H4fVKx7rSVIHJ

1. Prince Ea: In my opinion, Prince Ea is the best speaker because he combines poetry, rhythm, and strong emotion in his speeches. He speaks about big ideas like life, purpose, and humanity, but he does it in a way that feels simple and personal. His style is not just talking—it feels like a performance, full of passion and honesty. When I listen to him, I feel both inspired and challenged to think about my own life. This mix of art, emotion, and clear messages makes him stand out from other speakers for me.

2. Charlie Chaplin: Charlie Chaplin comes in second because his style is emotional and creative. He uses not only words but also body language and expressions to send a message of hope and unity. His speech feels timeless and gives strength to people, which is why he deserves second place.

3. Doctor Who: Doctor Who takes third place because the speech is dramatic and moving. It has strong energy and inspires courage, but for me it feels less personal than the other two. Even so, it is memorable and shows the power of standing up against fear.

Charlie Chaplin:

https://youtu.be/J7GY1Xg6X20?si=4dG4Zt9qIPT5PGNM

Doctor Who:

https://youtu.be/BJP9o4BEziI?si=WBoso5Ymss8aKzHA

Hank Green:

https://youtu.be/-a739VjqdSI?si=zwGhy7xP-_XkrEmB

Obama:

https://youtu.be/ueMNqdB1QIE?si=fa0bm6jSH44f2sVb

Prince Ea:

https://youtu.be/dqTTojTija8?si=vFmkIUXis3xUudwi

Trevor Noah:

https://youtu.be/QhMO5SSmiaA?si=xKp6jqaCwMEqMvyq

Robin Williams:

https://youtu.be/nFJexvoAblo?si=Ceo5qh9uUAmYOohE

Vinh Giang:

https://youtube.com/shorts/9qG9L3T7rhM?si=bfSegZ5zglnidr5j

Simon Sinek:

https://youtu.be/VOXrpW-rotE?si=Qjz9YRvm1vXlSCL3

Emma Watson:

https://youtu.be/nIwU-9ZTTJc?si=LVMerL0-aE-jdkJw

Taylor swift:

https://youtu.be/wjSER73EAcU?si=OYbl-uvoAd5J4d5Y

Sawmise Gangee:

https://youtu.be/k6C8SX0mWP0?si=yvdH9kW29y6ix69Y

Martin Luther King:

https://youtu.be/I47Y6VHc3Ms?si=b17H4fVKx7rSVIHJ

Chaplin’s speech is fiery and emotional, blending passion with a plea for humanity and kindness. It feels dramatic and timeless, urging people to rise above hatred and choose unity.

2. The Doctor’s Speech – The Zygon Inversion

This speech stands out for its calm logic mixed with empathy, showing the power of words to stop violence. It feels thoughtful and persuasive, encouraging peace instead of revenge.

3. Hank Green

Hank speaks quickly, using humor and energy to make complex ideas easy to understand. His style feels casual and fun, almost like chatting with a friend who’s brilliant and witty.

4. Obama’s 2004 DNC Keynote

Obama’s keynote blends storytelling with a hopeful vision of unity. His rhythmic and inclusive tone makes listeners feel uplifted, like they are part of something bigger.

5. Prince EA

Prince EA’s style is poetic and powerful, almost like a song or rap. His emotional delivery makes you reflect deeply on society and your role in it.

6. Trevor Noah – How the British Took Over India

Trevor mixes comedy with history, turning a serious subject into an entertaining story. His sharp wit keeps you laughing while still making you think.

7. Experience Life – Robin Williams Tribute

This tribute combines Robin Williams’ humor with heartfelt motivation, leaving a bittersweet impact. It feels both joyful and touching, reminding you to live fully.

8. Vinh Giang

Vinh’s style is short, sharp, and packed with energy. His clear delivery and use of pauses make his message stick quickly in your mind.

9. Simon Sinek – Leadership Has to Be Learned

Simon speaks calmly and logically, using real-life examples to explain leadership. His style feels wise and practical, making difficult ideas easy to grasp.

10. Emma Watson – Gender Equality

Emma’s speech is gentle but firm, showing both vulnerability and strength. Her respectful tone inspires action while appealing to fairness and equality.

11. Taylor Swift – Commencement Speech (2022)

Taylor’s style is friendly and relatable, mixing humor with honest advice. It feels personal, almost like listening to a big sister sharing life lessons.

12. LOTR The Two Towers – The Tales That Really Mattered

This speech uses poetic storytelling to inspire hope even in dark times. It feels heroic and comforting, reminding us why courage matters.

13. Martin Luther King Jr. – “I Have a Dream”

Dr. King’s speech is iconic for its rhythm, repetition, and vivid imagery. It still gives goosebumps today, carrying a timeless call for justice and equality.

My favourites: Hank Green, Vinh Giang, Emma Watson

1. Prince Ea: In my opinion, Prince Ea is the best speaker because he combines poetry, rhythm, and strong emotion in his speeches. He speaks about big ideas like life, purpose, and humanity, but he does it in a way that feels simple and personal. His style is not just talking—it feels like a performance, full of passion and honesty. When I listen to him, I feel both inspired and challenged to think about my own life. This mix of art, emotion, and clear messages makes him stand out from other speakers for me.

2. Charlie Chaplin: Charlie Chaplin comes in second because his style is emotional and creative. He uses not only words but also body language and expressions to send a message of hope and unity. His speech feels timeless and gives strength to people, which is why he deserves second place.

3. Doctor Who: Doctor Who takes third place because the speech is dramatic and moving. It has strong energy and inspires courage, but for me it feels less personal than the other two. Even so, it is memorable and shows the power of standing up against fear.

1. Trevor Noah

2. Prince Ea

3. Doctor Who

Games are a dream. They help us to relax and feel better. They are also fun. But they are often addictive and may cause addiction. That's why we need to control our time for playing.

word changes: dream, relax, fun, addictive, control, better, addiction

Result:

Games are a rainbow. They help us to loosen up and feel well. They are also amusing. But they are often obseesive and may cause dependence. That's why we need to limit our time for playing.

^-^

-----------------------------------

Bold and tilted words represent the words that I changed. ( Eg : Men )

To fold a paper star, you first need a thin strip of colorful paper that is long enough to twist and shape. You start by tying a small knot at one end of the strip and flattening it into a tiny pentagon shape. After that, you wrap the remaining paper neatly around the pentagon, making sure the sides stay even. When you reach the end of the strip, you tuck the last piece into a fold to keep the star from opening. Finally, you gently press the sides of the pentagon to puff it up into a cute, round paper star.

Changed words:

thin -> narrow; colorful -> bright; knot -> loop; remaining -> leftover; even -> straight; tuck -> insert; cute -> charming

To fold a paper star, you first need a narrow strip of bright paper that is long enough to twist and shape. You start by tying a small loop at one end of the strip and flattening it into a tiny pentagon shape. After that, you wrap the leftover paper neatly around the pentagon, making sure the sides stay straight. When you reach the end of the strip, you insert the last piece into a fold to keep the star from opening. Finally, you gently press the sides of the pentagon to puff it up into a charming round paper star.

- Magic is a special skill that lets people do amazing things.

Words Change: things -> actions

- Magic is a special skill that lets people do amazing actions.

- Magic makes people curious and don't understand what is happening.

Words Change: curious -> inquisitive; understand -> suppose

- Magic makes people inquisitive and don't suppose what is happening.

- I believe anyone can learn magic with a lot of practice.

Words Change: believe -> conclude; practice -> training

- I conclude anyone can learn magic with a lot of training.

- Magic gives us a look at a world with no limit.

Words Change: limit -> ceiling

- Magic gives us a look at a world with no ceiling.

- Magic shows us that there are still mysteries to be found.

Words Change: mysteries -> conundrum

- Magic shows us that there are still conundrum to be found.

Quốc Thành: Let's imagine a world there is no homework then after we finish school, we don't need to do anything but homework might shorten the amout of free time you had but it is important I will now tell you the benefit of homework. Firstly, homework helps you to revise the information that you learn in class and also sometimes improve your knowledge about a specific topic. According to some reseach doing homework can actually improve brain function and prepare students for the future. Secondly, sometimes teachers might give you a lot of homework then you need to work late at night but from that experience you could know how to arrange you schedule and might not be in a hurry the next time the teacher assign that much homework. Thirdly, homework might the preparation for the next upcoming exam if you don't do it you might score a bad grade and it will affect your future job. So after all the reasons i have listed homework is important

Minh Phúc: First of all, HW lets you know again the thing you learned today. For example, you remember a bit about the lesson today, and you have HW, so you do it and remember again. Secondly, it can also be the thing to revise for exams. For example, you are worried about the exam, but you have undone HW from months ago. You  do it and remember back 80% things you've learned

Huyền Phương: in my opinion, we don't need to do hw, bc sometimes, students could be given a large amount of hw, with many subjects, and they may not have the ability and time to to all of it. students still have extra classes, and they may not have time to do both their extra classes, and schoolwork. for instance, i'm nearing exam season, and my hw is piling up, but there's stil many extra classes, and I can barely find any time. some students also have after school clubs, and they need some time to rest after their school days. some may say they can do it on weekends, but that just inflicts even more stress, bc the student will have to finish extensive amounts of work, in only 2 days.

on the weekends, some may have to visit their relatives, grandparents, etc. and cannot find time to do their hw, leading to rushing, and not properly doing it, so they don't clearly understand what theyre doing. that may lead to bad scores at school, and the student could be under pressure of their parents and teachers to do well, leading to stress, anxiety, and much more. some may say that students need to do homework to revise for exams or tests. but students can study without doing hw, like researching, and it's still studying, without hw.

Nguyên Bảo: Today I want to talk about why homework is needed. Many students think homework is just extra work from the teacher, but actually it has many important purposes. Homework is not simply about filling in exercises. It is a way for students to go back over the lessons and keep the knowledge in their minds for longer. When we review, we remember better and can use the knowledge more easily in the future. For example, when I do Maths homework, I not only remember the formulas but also practice the steps and the way to approach a Maths problem. This makes the lesson more solid in my memory.

Homework also gives students time to practice by themselves. In class, we learn with the teacher and often get help immediately. But at home, we must solve problems on our own. This is very important because it helps us become more independent and more responsible for our learning. When I sit down alone to do my homework, I must think carefully and try different ways to find the solution. Even if it is difficult, this process makes me stronger as a learner. For example, I always tried to finish my homework alone, and little by little, I could improve my thinking skills.

Another reason homework is needed is that it shows teachers how well students understand the lessons. Teachers cannot always see our mistakes during class because there is not enough time. But when they check homework, they can see clearly what students understood and what they did not. If many students make the same mistake, then the teacher knows the lesson should be explained again. For instance, I once made a mistake by not giving conditions to variables in a Maths problem. Many of my classmates made the same mistake, and when the teacher saw this, she explained again carefully. Thanks to homework, we could all understand better.

Finally, homework builds important habits that we need in life. By doing homework, students learn how to plan their time and how to stay disciplined. These habits are useful not only for school but also for future study and even in our jobs. If we cannot organize ourselves now, it will be harder to succeed later. For example, I usually have a lot of homework every week. Without a logical and balanced timetable, I could never finish everything on time. Sometimes I even had to burn the midnight oil, but later I learned how to plan better and finish earlier.
In conclusion, homework is not just extra work. It helps students review lessons, practice independently, show teachers their understanding, and build important life skills. These reasons show why homework is truly needed. Thank you for listening!

+"in my opinion, we don't need to do hw, bc sometimes, students could be given a large amount of hw, with many subjects, and they may not have the ability and time to to all of it. students still have extra classes, and they may not have time to do both their extra classes and schoolwork."

Example:

+"for instance, i'm nearing exam season, and my hw is piling up, but there's stil many extra classes, and I can barely find any time."

Reasoning:

+"some students also have after school clubs, and they need some time to rest after their school days. some may say they can do it on weekends, but that just inflicts even more stress, bc the student will have to finish extensive amounts of work, in only 2 days."

+"on the weekends, some may have to visit their relatives, grandparents, etc. and cannot find time to do their hw, leading to rushing, and not properly doing it, so they don't clearly understand what theyre doing. that may lead to bad scores at school, and the student could be under pressure of their parents and teachers to do well, leading to stress, anxiety, and much more. some may say that students need to do homework to revise for exams or tests. but students can study without doing hw, like researching, and it's still studying, without hw."

Reasoning: It is a way for students to go back over the lessons and keep the knowledge in their minds for longer. When we review, we remember better and can use the knowledge more easily in the future.

Example: For example, when I do Maths homework, I not only remember the formulas but also practice the steps and the way to approach a Maths problem. This makes the lesson more solid in my memory.

Argument: Homework also gives students time to practice by themselves.

Reasoning: In class, we learn with the teacher and often get help immediately. But at home, we must solve problems on our own. This is very important because it helps us become more independent and more responsible for our learning. When I sit down alone to do my homework, I must think carefully and try different ways to find the solution. Even if it is difficult, this process makes me stronger as a learner.

Example: For example, I always tried to finish my homework alone, and little by little, I could improve my thinking skills.

Argument: Another reason homework is needed is that it shows teachers how well students understand the lessons.

Reasoning: Teachers cannot always see our mistakes during class because there is not enough time. But when they check homework, they can see clearly what students understood and what they did not. If many students make the same mistake, then the teacher knows the lesson should be explained again.

Example: For instance, I once made a mistake by not giving conditions to variables in a Maths problem. Many of my classmates made the same mistake, and when the teacher saw this, she explained again carefully. Thanks to homework, we could all understand better.

Argument: Finally, homework builds important habits that we need in life.

Reasoning: By doing homework, students learn how to plan their time and how to stay disciplined. These habits are useful not only for school but also for future study and even in our jobs. If we cannot organize ourselves now, it will be harder to succeed later.

Example: For example, I usually have a lot of homework every week. Without a logical and balanced timetable, I could never finish everything on time. Sometimes I even had to do double duty, but later I learned how to plan better and finish earlier.

Argument Restated: In conclusion, homework is not just extra work. It helps students review lessons, practice independently, show teachers their understanding, and build important life skills. These reasons show why homework is truly needed. Thank you for listening!

Imagine a world with no homework, after along day learning you go home and play and sleep. JUST THAT SIMPLE, that would be cool, right? In my opinion, homework has little of education and adds nothing to the time spent in school. Homework will make students feel bored in learning. Worse, they have to stay up late to finish their homework, and the next day, they can't even learn. Lastly homework is almost always done when a child is already tired from a long day at school. Homework ends up being done in a hurry, and students do homework in a defiant manner, and poor quality work is produced.

- Example:

I have asked my classmates and the all said they did it in hurry so they can go to bed.

- Reasoning:

Homework takes a lot of time up. Being young is not just about doing school work. It should also about being physically active, exploring the environment through play, doing creative things like music and art, and playing a part in the community. It is also important for young people to build bonds with others, especially family and friends, but homework often squeezes the time available for all these things.

HOOK :Let's imagine a world there is no homework then after we finish school, we don't need to do anything but except play so when you have an exam you might remember some of the knowledge that you learn in school but think about it in every exam do you need to prep so you can be ready. Homework might shorten the amount of free time you had but it is important, I will now tell you the benefit of homework.

ARGUEMENT: Firstly, homework helps you to revise the information that you learn in class and also sometimes improve your knowledge about a specific or more topic. REASONING: According to some recent research doing homework can actually improve brain function, help them do better at school and prepare students for the future.

ARGUEMENT: Secondly, sometimes teachers might give you a lot of homework then you need to work late at night but from that experience you could know how to arrange you schedule and might not be in a hurry the next time the teacher assign that much homework.

EXAMPLE: Like once, I have so many extra classes homework and homework in class so I need to study till midnight but after that I begin to do my homework faster and now I only study until 11 pm.

ARGUEMENT: Thirdly, homework might the preparation for the next upcoming exam.

REASONING: If sometimes you are too lazy and you don't do it you might score a bad grade and it will affect your future job then you will not earn any money which you would be homeless and start begging for money. I know, you don't want to be like that.

ARGUEMENT RESTATED: In conclusion homework might be stressful, you don't like it and you want to play but if you do homework it might affect your entire life and help you to do your best so after all the reasons i have listed homework is really important. Thank you for listening.

A monarchy is a form of government that has a single person known as a monarch at its head. Monarchs use such titles as king, queen, emperor, or empress. Monarchies were once common throughout the world, but now they are rare.

There are several kinds of monarchy. In an absolute monarchy, the monarch rules with unlimited power. Absolute monarchy is less common today than constitutional monarchy. A constitutional, or limited, monarchy has an elected government that runs the country. In this case, the monarch has very little power.

In a democracy, power comes from the people, who elect representatives to govern, while in a monarchy, power is held by a single ruler who inherits the position, often for life.

Monarchs often inherit their position and receive extensive training and education to govern effectively. They are raised from birth with the knowledge and understanding of the responsibilities that come with ruling a nation. This upbringing enables them to develop expertise in leadership and diplomacy, making them well-equipped to make informed decisions for the benefit of their country. In contrast, elected leaders in a democracy may lack the same level of experience or expertise.

wrote myself, sources are from chat cuz my google time per day is limited and not enough 💔

One clear example is China. Since 1978, China has grown very quickly and helped hundreds of millions of people escape poverty. The government can plan big projects, like building high-speed railways or developing clean energy, without waiting for elections or debates in parliament. This helps the country move forward faster than many democracies, where decisions often take a long time. If we judge by economic success and national development, China’s system shows that a non-democratic government can sometimes work better than a democracy.

Another example is Singapore. Singapore is not a full democracy, but it has a very efficient and honest government. The leaders are chosen based on their abilities, not only through elections, and they focus on good planning and education. As a result, Singapore is one of the richest and safest countries in the world. Many democratic countries face problems like corruption, political fighting, or short-term decisions made to win votes. Singapore’s system proves that a strong, well-organized government can be effective even without full democracy.

Democracies also have weaknesses. Because leaders want to win elections, they often make promises that please voters in the short term instead of planning for the future. In many democracies, people disagree strongly about policies, which can stop the government from making progress. Also, powerful companies and wealthy people can influence politicians through donations and lobbying. This means democracy does not always represent everyone equally.

Of course, non-democratic systems also have serious problems. In countries like China, people do not have the freedom to vote, protest, or criticize the government openly. The government controls the media and limits political rights. While such systems can create fast growth, they also take away basic freedoms. This shows that no system is perfect—each has its strengths and weaknesses depending on what people value most.

In the end, it is wrong to say that democracy is always the best political system. If we care most about freedom and participation, democracy is clearly better. But if we care more about economic development, stability, and long-term planning, some non-democratic systems, like China or Singapore, can perform better. Every country has different needs and traditions, so the “best” political system depends on its goals and situation.

Moreover, democracy can lead to social inequality. Rich people and powerful companies often influence elections through money and media, which means that poor citizens have less real power. Communism, on the other hand, aims to create equality among all people by ensuring that wealth and resources are shared fairly. For example, in countries like China and Cuba, the government provides free education, healthcare, and housing for citizens, helping reduce the gap between the rich and the poor.

Finally, communism promotes collective cooperation instead of selfish competition. While democracy encourages people to focus on personal success, communism teaches citizens to work for the good of society. This can help build unity and reduce social conflicts.

In conclusion, while democracy values freedom, communism can offer faster decision-making, greater equality, and stronger social unity. Therefore, democracy is not always the best political system.

1. Answer the question: "How did Socrates ask the questions?"

2. Give 5 examples of how Socrates asked his questions.

PDF book: https://commons.princeton.edu/eng574-s23/wp-content/uploads/sites/348/2023/02/Plato-Meno.pdf

Audio book: https://youtu.be/bhn7-2ITK1k?si=oHP5X9gVnzYrK7A5

In Meno, Socrates asked questions in a very special way.
He did not give answers or teach directly — instead, he made other people think for themselves. His method is called the Socratic method.

Here is how he usually asked his questions:

1. He asked for clear definitions.
   – He wanted people to explain exactly what something means, like “What is virtue?”

2. He asked small, simple questions that led to bigger ideas.
   – Each question helped the listener move step by step toward the truth.

3. He made people find problems in their own answers.
   – By asking clever questions, he showed when a person’s ideas did not fit together.

4. He said he did not know the answer.
   – This made others think deeply instead of just repeating what they had heard.

5. He helped people “remember” knowledge through thinking.
   – In the dialogue with the slave boy, he asked math questions that helped the boy discover a truth by himself.

Five examples of how Socrates asked his questions (from Meno)

1. “What is virtue?”
   – Socrates starts the dialogue by asking Meno to explain what virtue really is, not just to give examples.

2. “Is there one virtue for everyone, or different virtues for men, women, and children?”
   – He wants Meno to think about whether virtue has one meaning for all people.

3. “Will virtue still be the same, no matter if it is in a child or an old man?”
   – Socrates asks this to test if Meno’s answer is consistent in all cases.

4. “A square has equal sides, doesn’t it? Can it be larger or smaller?”
   – When talking to the slave boy, he starts with simple questions to lead him to discover a geometry truth.

5. “How many times larger is this square than the first one?”
   – He continues step by step so that the boy realizes how to double the size of a square without being told directly.

2. - “Can virtue be taught?” is Meno’s original question, but Socrates turns it back on him by asking:
   “What is virtue?”
   He wants Meno to define what virtue actually is before discussing if it can be taught.

   -“Do you think virtue is the same for a man and for a woman, or is it different?”. Socrates challenges Meno to think more carefully about his definition of virtue, showing that he must find a general meaning, not separate ones.

   -“Do you remember that we said virtue is a kind of knowledge?”. Socrates uses recall questions to guide Meno step by step, connecting earlier ideas to test if the logic still holds.

   - “How can you search for something when you don’t know what it is?”. This is the famous “Meno’s Paradox.” Socrates asks this to make Meno think about how learning and discovery work.

   - “Is this line longer or shorter than that one?”. Socrates questions the slave boy to demonstrate that a person can discover knowledge through reasoning, not memorization, proving his idea of “recollection.”

Socrates asked his questions step by step, using simple and logical reasoning to guide others’ thinking.
Instead of giving direct answers, he helped people examine their own ideas in their thoughts.
Through his questions, Socrates led Meno to realize what he didn’t actually know and encouraged him to think more deeply.
In short, Socrates taught by questioning — helping others discover the truth for themselves rather than simply telling them what it was.

2. Five examples of how Socrates asked his questions

Here are five examples from Meno:

1. “What is virtue?”
   → Socrates begins by asking Meno to define virtue, not just list examples.

2. “Do you think virtue is the same for a man and for a woman?”
   → He challenges Meno to think about whether virtue has one meaning for everyone or different meanings.

3. “Can virtue be taught, or is it gained by practice, or is it neither?”
   → Socrates opens several possibilities and lets Meno reason through them.

4. “How can you search for something when you don’t know what it is?”
   → He makes Meno reflect on how learning and knowledge actually work.

5. “Do you see, Meno, what opinion he now has of these matters?”
   → Socrates uses this question about the slave boy to show how knowledge can be “recalled,” guiding the boy through geometry without giving him the answers.

examplez:

1.'And that they will be beneficent if they give us correct guidance
in our affairs. To this too we were right to agree?'

2.'Then virtue cannot be taught?'

3.'You realize that the poet is contradicting himself on the same subject?'

4.'There is something you call moderation, and justice, courage, intelligence, memory, munifi- cence, and all such things?'

5.'So virtue is something beneficial?'

2.

- When Meno asked, “Can virtue be taught?”, Socrates redirected the question by asking, “What is virtue?” He wanted Meno to define virtue itself before considering whether it could be taught.

- He further challenged Meno by asking, “Do you think virtue is the same for a man and for a woman, or is it different?”, urging him to find a universal meaning rather than separate definitions.

- Later, Socrates reminded him, “Do you remember that we said virtue is a kind of knowledge?”, using recall questions to connect earlier ideas and test whether Meno’s reasoning remained consistent.

- Socrates also posed the famous “Meno’s Paradox” — “How can you search for something when you don’t know what it is?” — prompting Meno to reflect on the nature of learning and discovery.

- Finally, through his questioning of the slave boy — “Is this line longer or shorter than that one?” — Socrates demonstrated that knowledge can be uncovered through reasoning rather than memorization, supporting his theory of recollection.

1. Choose your 5 favorite scenes.

2. Critically analyze the chosen scenes and think of questions to be asked in next week class.

- Is his ignorance real or just a strategy to challenge Meno?

- Can we define “virtue” universally, or does it change depending on the person?

2. Meno’s First Definition of Virtue

Why does Socrates reject Meno’s examples as definitions?

3. The Meno’s Paradox (paradox of inquiry)

Does Meno’s paradox show that all knowledge must come from prior experience, or does it prove that knowledge is impossible?

4. The Slave Boy Demonstration

- Does this experiment really prove the theory of recollection?

- Is the slave boy discovering knowledge or being guided toward it?

5. The Final Discussion: True Opinion and Knowledge

Is virtue based on knowledge or divine inspiration?

• Is Socrates’ claim of ignorance genuine, or is it a rhetorical strategy to challenge Meno’s assumptions?

• Can virtue be defined universally, or does its meaning vary depending on the individual or social context?

2. Meno’s First Definition of Virtue

• Why does Socrates reject Meno’s initial responses as definitions rather than mere examples?

3. The Meno’s Paradox (The Paradox of Inquiry)

• Does Meno’s paradox suggest that all knowledge originates from prior experience, or does it imply that learning is impossible without some innate knowledge?

4. The Slave Boy Demonstration

• Does Socrates’ experiment with the slave boy truly prove the theory of recollection, or does it simply demonstrate the power of guided questioning?

• Is the slave boy independently discovering knowledge, or is Socrates subtly leading him toward it?

5. The Final Discussion: True Opinion and Knowledge

• Is virtue ultimately grounded in knowledge, or is it the result of divine inspiration or guidance?

Length: 9-10 sentences

• Why does Socrates refuse to answer Meno’s question directly?

• Is Socrates’ demand for definitions before investigation helpful or obstructive?

• How does this exchange reflect the difference between sophistry and philosophy?

2. Meno’s Paradox — “How can you search for what you don’t know?”

• Is Meno’s paradox a genuine problem for human knowledge?

• How convincing is Socrates’ idea of “recollection” as a response?

• What does this scene reveal about Plato’s view of the soul and learning?

3. The Slave Boy Demonstration

• Does the boy truly “remember” knowledge, or does Socrates guide him too much?

• What does this scene suggest about teaching and learning in general?

• How does Plato connect moral knowledge (virtue) with intellectual knowledge (geometry)?

4.The final Discussion

• Is virtue grounded in knowledge, or is it the result of inspiration or guidance

5. Meno's First Definition of Virtue

• Why does the Socrates reject Meno's responses ad definitions rather than mere examples?

We don’t need grades to assess a student because grades often oversimplify what learning truly means. A letter or number can’t capture a student’s creativity, effort, or improvement. For example, a student who struggles in math but works hard to improve might still get a low grade, yet that grade doesn’t reflect their determination or progress. Grades also create unnecessary stress and competition, making students focus more on how to get an A than how to understand the lesson.

Instead of grades, teachers can use alternative assessments such as portfolios, projects, or self-evaluations. These methods allow students to demonstrate what they’ve learned in practical and meaningful ways. For instance, a science project where students design an experiment shows real understanding much better than a multiple-choice test ever could. Similarly, written reflections or peer reviews can help students think critically about their own progress.

By removing grades, we shift the focus from “How much did I score?” to “How much did I grow?” Learning becomes about curiosity, problem-solving, and self-improvement skills that actually matter in life beyond school.

Grades may be traditional, but they’re not essential. What truly measures a student’s success is not a number on a paper, but their ability to think, create, and keep learning long after the test is over.

Good morning, respected judges, teachers.
Today, I stand against the motion that “We don’t need grades in school.” I strongly believe that grades are essential because they guide students, motivate them to improve, and prepare them for real-world challenges.

Firstly, Grades Give Clear Feedback

Grades are not meant to label us — they’re meant to inform us. They tell students, teachers, and parents how much progress has been made. Without grades, it would be difficult to measure understanding. For example, a student who scores 80% knows they’re doing well but can still improve; a student who scores 50% knows they need to work harder.
In short, grades help us identify where we stand and what to do next.

Grades Motivate Students to Improve

Let’s be honest — many of us study harder when we have a goal. Grades give students a reason to push themselves. They reward effort, commitment, and growth. When a student earns a good grade, it builds confidence. When they don’t, it challenges them to try again.
Without grades, some students might lose focus or motivation because there’s no clear target to aim for.

Grades Prepare Us for the Real World

Life beyond school is full of evaluations — job interviews, performance reviews, competitions. Grades teach us to handle pressure, accept feedback, and strive for improvement. They prepare students for the challenges of adulthood, where effort and results both matter.

Grades are not just about numbers or letters — they’re about accountability, motivation, and direction.
Removing grades would take away a vital compass from our education system.

So I say with confidence:
We do need grades — not to define who we are, but to help us become who we’re meant to be.

Thank you.

Grades play an important role because they show how much a student understands. They are a clear way to measure performance and academic achievement. Without grades, it would be difficult to know who is doing well and who needs more help. For example, if two students write an essay, grades help the teacher compare their work fairly and identify their strengths and weaknesses. Grades make learning measurable and give students a clear picture of their academic level.

Grades also motivate students to work harder. When students see good results, they feel proud and encouraged to keep trying. When they get lower marks, they can recognize their mistakes and improve next time. This creates a healthy sense of competition that pushes students to give their best. For example, many students study more seriously before exams because they want to improve their grades. Without grades, some students might lose interest and not take learning seriously.

In addition, grades help teachers and parents track progress. Teachers can use grades to evaluate how effective their lessons are, and parents can understand how their children are performing in school. This helps everyone support the student better. For instance, if a student keeps getting low grades in math, the teacher and parents can work together to find extra help or tutoring. Grades provide clear evidence that supports communication and improvement.

Moreover, grades prepare students for the real world. In life, we are often judged by performance — in jobs, sports, and even personal goals. Learning to handle both success and failure in school helps students develop responsibility and resilience. Grades teach them that effort brings results and that hard work is rewarded.

In conclusion, grades are an essential part of education. They show progress, motivate effort, help teachers and parents give support, and prepare students for future challenges. Without grades, learning would lose structure and direction. Grades may not be perfect, but they are a necessary tool to help every student grow, improve, and succeed.

1. Debate – A formal discussion where people express different opinions on a topic.

2. Argument – A statement or reason given to support an opinion.

3. Claim – The main point or position you are trying to prove.

4. Counterclaim – An argument that opposes or challenges another claim.

5. Rebuttal – A response that explains why the opposing argument is wrong or weak.

6. Evidence – Facts, examples, or data that support your argument.

7. Proposition – The side that supports or agrees with the topic.

8. Opposition – The side that disagrees or argues against the topic.

9. Resolution – The statement or topic being debated.

10. Moderator – The person who manages the debate and keeps it fair.

11. Persuasion – The act of convincing others to agree with your point of view.

12. Reasoning – The process of explaining how your evidence supports your argument.

13. Bias – A tendency to favor one side or opinion unfairly.

14. Conclusion – The final part of a debate where speakers summarize their main points.

15. Teamwork – Working together with others to prepare and present your arguments effectively.

2 Rebuttal: A statement that disagrees with or proves another statement wrong.

3 Proposition: The main idea or statement that people discuss or debate.

4 Opposition: The team or people who argue against the main idea in a debate.

5 Evidence: Facts or information that show something is true.

6 Persuasion: The act of convincing someone to believe or do something.

7 Motion: The topic or statement that the debate is about.

8 Moderator: The person who controls or guides the debate.

9 Speaker: A person who presents their ideas in a debate.

10 Counterclaim: An argument made to oppose another argument.

11 Affirmative: The side that supports the motion in a debate.

12 Negative: The side that disagrees with or argues against the motion.

13 Reasoning: The process of thinking carefully to reach a conclusion.

14 Conclusion: The final part of a speech that sums up the main points.

15 Discussion: A talk between people where ideas and opinions are shared

2.       Dabble: to take a slight and not very serious interest in a subject, or try a particular activity for a short period

3.       Gherkin: a small type of cucumber

4.       Viaduct: a long, high bridge, usually held up by many arches, that carries a railway or a road over a valley

5.       Bialy: a flat bread roll baked with small pieces of onion in a hollow on the top

6.       Scabious: a plant with blue, white, or pink flowers on long stems

7.       Miasma: an unpleasant fog that smells bad

8.       Piacevole: in a pleasant way

9.       Lubricate: to use a substance such as oil to make a machine or device operate more easily, or to prevent something sticking or rubbing

10.   Nabob: a rich or powerful person

11.   Ovariectomy: a medical operation to remove one or both ovaries

12.   Chaebol: one of the several large, powerful groups of companies in South Korea that are involved in various different types of business

13.   Amalgamate: to join or unite to form a larger organization or group, or to make separate organizations do this

14.   Macabre: used to describe something that is very strange and unpleasant because it is connected with death or violence

15.   Kibbutz: a farm or factory in Israel where profits and duties are shared and all work is considered equally important

2. Conspicuous: Easy to notice; attracting attention.

3. Deteriorate: To become worse over time.

4. Elicit: To draw out a response, answer, or reaction from someone.

5. Feasible: Possible and likely to be successful.

6. Imminent: About to happen very soon.

7. Juxtapose: To place two things side by side for comparison or contrast.

8. Meticulous: Very careful and precise about details.

9. Notorious: Famous for something bad.

10. Omit: To leave something out or exclude it.

11. Precarious: Not safe or certain; risky.

12. Reinforce: To strengthen or support an idea, structure, or feeling.

13. Substantiate: To provide evidence to support a claim or idea.

14. Tentative: Not certain or fixed; experimental or cautious.

15. Viable: Able to work successfully or be effective.

1.benefice

ecclesiastical office to which revenue is attached

2.equatorium

computational instrument for planetary astronomy

3.zamarra

sheepskin jacket

4.crampon

boot-spike for rock and ice climbing

5.ylid

compound bonding negatively charged carbon to a positively charged atom

6.kemp

coarse, rough strand of wool

7.isonym

word having the same derivation or form as another

8.sarcoline

flesh-coloured

9.wreakless

unpunished

10.lucriferous

lucrative; yielding profit

11.nephelometry

measurement of cloudiness of liquids

12.chevisance

resource; achievement; gain

13.flexiloquent

speaking ambiguously or using words of doubtful meaning

14.umstroke

circumference; edge

15.agapet

lover of women

A statement or series of statements used to support an opinion or conclusion.

2. Counterargument

An opposing viewpoint or reasoning presented to challenge another argument.

3. Rebuttal

A response aimed at disproving or weakening the opposing side’s argument.

4. Claim

A central point or statement that a speaker argues is true.

5. Evidence

Facts, data, or examples used to support a claim.

6. Reasoning

The explanation of how and why the evidence supports the claim.

7. Proposition

The main statement or idea being debated, often framed as a motion (e.g., “This House believes…”).

8. Affirmative

The side supporting or agreeing with the proposition.

9. Negative

The side disagreeing with or opposing the proposition.

10. Bias

A tendency or preference that affects impartial judgment.

11. Rhetoric

The art of persuasive speaking or writing.

12. Fallacy

Faulty or misleading reasoning that weakens an argument.

13. Resolution

A formal statement expressing a belief or decision to be debated.

14. Burden of Proof

The obligation to show proof or provide convincing arguments for one’s claim.

15. Refutation

The act of proving an argument false by presenting contrary evidence or reasoning.

2. Use public transportation and travel sustainably
Cars and motorbikes release carbon dioxide when they burn fuel, which adds to global warming. Using public transportation, biking, or walking reduces the number of vehicles on the road and lowers greenhouse gas emissions. When more people choose sustainable transportation, less fuel is burned, which helps slow down climate change and reduces air pollution in cities.

Explanation: Today, I would like to talk about a simple choice that can make a huge difference to our planet: recycling.

Every day, millions of products are used once and then thrown away. Most of these items end up in landfills, where they do not disappear after a few years, or even a few decades. Instead, they stay there for hundreds, even millions of years, slowly damaging the environment and wasting valuable resources.

But it does not have to be this way. Instead of throwing everything away, we can recycle materials such as glass and aluminium. These materials are special because they can be recycled again and again without losing their quality. A glass bottle can become another glass bottle. An aluminium can can become another aluminium can. Nothing is wasted.

Recycling is not only good for the environment; it also saves energy and money. In fact, the energy used to recycle just one aluminium can is enough to produce up to twenty new cans. That means recycling makes production cheaper, more efficient, and far less harmful to the planet.

So, by recycling, we reduce landfill waste, save natural resources, and cut down on energy use. It may seem like a small action, but when millions of people do it every day, it becomes a powerful force for change. Recycling is not just an option — it is a responsibility we all share.

Policy 2: Use renewable energy instead of unrenewable energy

Explanation: Today, I want to talk about why our world needs to move away from non-renewable energy and toward renewable energy sources.

Using non-renewable energy has many serious disadvantages. First of all, it is finite. This means that once we use it up, it cannot be replaced in our lifetime. Fossil fuels such as coal, oil, and gas take millions of years to form, but we are burning them in just a few centuries. This is clearly not sustainable.

In addition, non-renewable energy releases harmful gases into the air. These gases damage the atmosphere, increase pollution, and contribute to climate change. As a result, both the environment and human health suffer. The cost of this damage is far greater than the energy we gain.

So, instead of continuing down this harmful path, why don’t we invest in renewable energy sources such as wind power, solar power, and hydropower? These energy sources are much friendlier to the environment and, most importantly, they are renewable, meaning they will not run out.

It is true that renewable energy can sometimes produce less power and often depends on the weather. However, this is not a weakness—it is a strength. Different renewable energy sources can replace and support each other. When it rains, hydropower becomes stronger, and wind power often increases as well. When the sun shines, solar energy rises to the top, producing clean energy that can be stored for later use.

By combining these renewable sources, we can create a reliable, clean, and sustainable energy system. Choosing renewable energy is not just about protecting the environment today—it is about ensuring a better, safer future for generations to come.

We can charge higher fees for fuel.

Policy 2: Use public transport

Make more stops for buses and trains

Policy 3: Plant more trees

Each person must plant at least 1 tree per year (there are 8.2 billion people in the world=>8.2 new trees per year will be planted)

Policy 4:

Policy 4: