Cloning

How to use this topic

This speaking unit focuses on "Cloning". The goal is to move beyond short answers and build paragraphs you could use in conversation, interviews, or presentations.

Strong answers usually mix description (what happened), explanation (why it matters), and evaluation (what you think now). Try to use at least three new words from the list below.

Separate what is widely accepted from what is still debated.

In class, aim for clear structure: state one main idea, give one concrete example, then invite your partner to respond with a question.

Vocabulary

Headwords stay in English; the short explanations follow your language.

• pollution harmful substances added to air, water, or soil
• renewable energy energy from sources that are naturally replaced
• carbon footprint total greenhouse gases caused by a person or activity
• biodiversity the variety of living species in an area
• sustainability using resources in a way that protects the future
• innovation a new idea, device, or method that improves something
• ethics ideas about what is morally right or wrong in research
• hypothesis a testable prediction in a scientific investigation
• relevant closely connected to the subject you are discussing
• experience something that you have lived through
• opinion what you think about a topic, not necessarily a fact
• background earlier events or context that help explain a situation
• compare look at two things to see how they are similar or different
• contrast focus on differences between two things
• summarize give the main ideas in a short form
• bias a tendency to prefer one side or view unfairly
• clarify make something easier to understand by explaining it
• elaborate add more detail to what you are saying
• point of view a personal opinion or way of seeing a topic
• assumption something you accept as true without proof
• nuance a small, subtle difference in meaning or feeling
• hedging using careful language so you do not sound too absolute

Useful phrases

These lines are in English so you can use them directly in class.

• If I had to introduce “Cloning” in one sentence, I would say…
• The aspect of Cloning that affects me most directly is…
• Compared with five years ago, Cloning seems to have become…
• I would explain Cloning to a younger learner by saying…
• A common misconception about Cloning is…
• What I still want to learn about Cloning is…
• Could you elaborate on what you mean by that?
• I see your point; however, I would add that…
• I am not entirely sure, but my impression is that…

Example sentences

Model sentences in English; try adapting them with your own details.

1. When our teacher announced the topic “Cloning,” I immediately thought of a story from my own life.
2. I would define “Cloning” in everyday language as something people notice, talk about, and sometimes disagree on.
3. In my community, Cloning comes up in conversations more often than strangers might expect.
4. If someone asked me for advice about Cloning, I would first ask what situation they are facing.
5. One article I read connected Cloning to wider social changes, not only personal choices.
6. I try to listen carefully when classmates discuss Cloning because opinions vary a lot.
7. My family and I do not always share the same view on Cloning, but we usually stay respectful.
8. On social media, Cloning is often simplified, so I prefer longer discussions in class.
9. I would summarize my stance on Cloning as cautious optimism, though details matter.
10. Studying Cloning in English helps me express ideas I already have in my first language.
11. I can connect Cloning to both local examples and something I have read internationally.
12. Before I argue about Cloning, I like to check whether we mean the same terms.

Discussion questions

Questions are in English to match oral practice.

• What is the first example you think of when you hear “Cloning”?
• How is Cloning viewed differently by different generations in your country?
• Has your personal attitude toward Cloning changed over time? Why?
• What habits or policies could improve outcomes related to Cloning?
• Who is most affected by Cloning, and in what concrete ways?
• What is a respectful way to disagree with someone about Cloning?
• Which news source or book has shaped your ideas about Cloning?
• What is one myth or stereotype people should stop repeating about Cloning?
• If you could interview an expert on Cloning, what three questions would you ask?
• How does Cloning appear in films, songs, or advertisements you know?
• What role should schools play in teaching students about Cloning?
• Describe a time when Cloning created a dilemma for you or someone you know.
• What would you like foreigners to understand about Cloning in your culture?
• Looking ahead ten years, how might Cloning evolve, in your opinion?

Writing prompts

Prompts are in English for written practice.

• Write a 150-word paragraph explaining why “Cloning” matters to you personally.
• Write a dialogue between two friends who disagree politely about Cloning.
• Write a short reflective journal entry: “What I learned after discussing Cloning in class.”