Learn how to develop an argument
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| INTRODUCTION |
| Kellie: Hi everyone, and welcome back to DutchPod101.com. This is Intermediate Season 1 Lesson 21 - Let's Agree to Disagree in the Netherlands. Kellie Here. |
| Jacob: Hallo I'm Jacob. |
| Kellie: In this lesson, you’ll learn about developing an argument. The conversation takes place at a Senior High School in the Netherlands. |
| Jacob: It's between Mister Jansen and Lukas. |
| Kellie: The speakers are a teacher and the school director, so they’ll use formal Dutch. Okay, let's listen to the conversation. |
| DIALOGUE |
| Lukas: Het is heel belangrijk voor mij om verder te gaan met de ontwikkeling van het Natuurlijk Leren. |
| Meneer Jansen: Ja, dat heb ik begrepen, maar u zult ook wel weten dat dat systeem voor sommige leerlingen goed, maar voor anderen funest is. |
| Lukas: Dat ben ik met u eens, maar toch denk ik dat dit systeem meer voordelen dan nadelen heeft. |
| Meneer Jansen: Maar wat doen we dan met de leerlingen die het niet redden in dat nieuwe leren? |
| Lukas: Dat is inderdaad de grote vraag. Maar vroeger, in het traditionele systeem, stelde niemand die vraag. |
| Meneer Jansen: Daar heeft u wel gelijk in, maar geeft ons dat de bevoegdheid om het risico te nemen? |
| Lukas: Ik denk het wel meneer Jansen. Stilstand is achteruitgang. |
| Meneer Jansen: Een beetje een cliché, niet? |
| Kellie: Listen to the conversation with the English translation |
| Lukas: It is very important to me to continue the development of the Natural Learning. |
| Mister Jansen: Yes, I understand, but I'm sure you know that that system works very well for some students, but is fatal for some others. |
| Lukas: I agree with that, but I still think this system has more pros than cons. |
| Mister Jansen: Yes, but what do we do with the pupils that can't manage in this new learning system? |
| Lukas: Indeed, that is the big question. But some years ago, in the traditional system, nobody ever asked that question. |
| Mister Jansen: You're probably right, but does that give us the authority to take this risk? |
| Lukas: I think so, Mister Jansen. Stagnation is decline. |
| Mister Jansen: A bit of a cliché, isn't it? |
| POST CONVERSATION BANTER |
| Kellie: Lukas is still pushing for Natural Learning, I see. |
| Jacob: Yes, he spoke about that in a previous lesson too. He must believe in it very strongly. |
| Kellie: In this conversation, he was speaking to a superior about using it in school. |
| Jacob: He seems to have a good relationship with Mister Jansen. |
| Kellie: Is that typical in the Netherlands? Do people have good relationships with their bosses? |
| Jacob: I think that bosses and employers are often disliked by their employees. |
| Kellie: I think that’s true of most countries! It’s not always reasonable, either. |
| Jacob: No, it isn’t. In the Netherlands, bosses try to foster a friendly atmosphere with their employees. |
| Kellie: That can be tricky to do though. You have to walk a fine line between being a friend and a boss. |
| Jacob: Right. It can be difficult to juggle both roles. |
| Kellie: But if you can, that’s the best kind of relationship. |
| Jacob: I think so too. |
| Kellie: Okay, now onto the vocab. |
| VOCAB LIST |
| Kellie: Let’s take a look at the vocabulary from this lesson. The first word is.. |
| Jacob: ontwikkeling [natural native speed] |
| Kellie: development |
| Jacob: ontwikkeling[slowly - broken down by syllable] |
| Jacob: ontwikkeling [natural native speed] |
| Kellie: Next we have.. |
| Jacob: sommige [natural native speed] |
| Kellie: some |
| Jacob: sommige[slowly - broken down by syllable] |
| Jacob: sommige [natural native speed] |
| Kellie: Next we have.. |
| Jacob: funest [natural native speed] |
| Kellie: fatal |
| Jacob: funest[slowly - broken down by syllable] |
| Jacob: funest [natural native speed] |
| Kellie: Next we have.. |
| Jacob: voordeel [natural native speed] |
| Kellie: advantage |
| Jacob: voordeel[slowly - broken down by syllable] |
| Jacob: voordeel [natural native speed] |
| Kellie: Next we have.. |
| Jacob: nadeel [natural native speed] |
| Kellie: disadvantage |
| Jacob: nadeel[slowly - broken down by syllable] |
| Jacob: nadeel [natural native speed] |
| Kellie: Next we have.. |
| Jacob: bevoegdheid [natural native speed] |
| Kellie: authority |
| Jacob: bevoegdheid[slowly - broken down by syllable] |
| Jacob: bevoegdheid [natural native speed] |
| Kellie: Next we have.. |
| Jacob: risico [natural native speed] |
| Kellie: risk |
| Jacob: risico[slowly - broken down by syllable] |
| Jacob: risico [natural native speed] |
| Kellie: Next we have.. |
| Jacob: stilstand [natural native speed] |
| Kellie: stagnation |
| Jacob: stilstand[slowly - broken down by syllable] |
| Jacob: stilstand [natural native speed] |
| Kellie: Next we have.. |
| Jacob: achteruitgang [natural native speed] |
| Kellie: decline |
| Jacob: achteruitgang[slowly - broken down by syllable] |
| Jacob: achteruitgang [natural native speed] |
| Kellie: And last.. |
| Jacob: traditioneel [natural native speed] |
| Kellie: traditional |
| Jacob: traditioneel[slowly - broken down by syllable] |
| Jacob: traditioneel [natural native speed] |
| KEY VOCAB AND PHRASES |
| Kellie: Let's have a closer look at the usage of some of the words and phrases from this lesson. The first word is.. |
| Jacob: verder gaan |
| Kellie: meaning "to continue,” “to go on" |
| Kellie: What can you tell us about this? |
| Jacob: Verder means “further”. It can mean “further” in a both physical sense and also a more figurative sense. |
| Kellie: Such as “we’ll look at it again further on.” |
| Jacob: Yes. The verb gaan means “to go” and is often paired with verder. We can also say Laten we maar verder gaan |
| Kellie: Which can mean “let’s go on” or “let’s get on with it”. |
| Jacob: Yes, it can be used in a few ways. |
| Kellie: Can you give us an example using this word? |
| Jacob: Sure. For example, you can say.. Het is tijd om verder te gaan. |
| Kellie: ..which means "It's time to go on." Okay, what's the next word? |
| Jacob: funest |
| Kellie: meaning "fatal" |
| Kellie: What can you tell us about this? |
| Jacob: This isn’t a commonly used word, but it’s a good word to know. |
| Kellie: Is it a formal word? |
| Jacob: Yes, it is. It’s used to talk about fatal or negative things. |
| Kellie: But in a formal way. |
| Jacob: Yes. |
| Kellie: Can you give us an example using this word? |
| Jacob: Sure. For example, you can say.. De invloed van dat vriendje is funest. |
| Kellie: .. which means "The influence of that friend is disastrous." Okay, what's the next word? |
| Jacob: achteruitgang |
| Kellie: meaning "decline" |
| Kellie: What can you tell us about this? |
| Jacob: Achter means “behind” and we can use Achteruit gaan to mean “go backwards.” |
| Kellie: Oh? So how do we say that a car is going backwards, that it’s in reverse? |
| Jacob: You mean the gear reverse? We say achteruit. |
| Kellie: And in this key vocabulary it means “decline”. |
| Jacob: More literally, it’s “the going backwards”, but “decline” works too. |
| Kellie: Can you give us an example using this word? |
| Jacob: Sure. For example, you can say.. Dat nieuwe onderwijssysteem is een enorme achteruitgang. |
| Kellie: .. which means "That new educational system is a serious decline." Okay, now onto the lesson focus. |
Lesson focus |
|---|
| Kellie: In this lesson, you'll learn about Developing an argument. Going back to the conversation again, Lukas was explaining his position to his boss. |
| Jacob: Yes, if you’re going to present an argument for something, you have to be able to defend yourself and give good reasons. |
| Kellie: Can you give us some phrases that are helpful in this circumstance? |
| Jacob: Nee, dat moet je anders zien. |
| Kellie: “No, you have to look at it in a different way.” |
| Jacob: Ik denk daar heel anders over, namelijk... |
| Kellie: “I think about it differently, namely…” |
| Jacob: Nou kijk, dat zit zo. |
| Kellie: “Well look, this is the way it is.” |
| Jacob: Those should be a good start! |
| Kellie: Another important thing is being able to make a counter argument. |
| Jacob: That can be difficult though, even in your own language. |
| Kellie: That’s right. So you really need to help us phrase some counter arguments in Dutch! |
| Jacob: I’ll do my best! Try Ja, maar vergeet niet dat... |
| Kellie: “Yes, but please don’t forget that…” |
| Jacob: Daar staat tegenover dat... |
| Kellie: “Yes, but then again…” |
| Jacob: Misschien heb je hier gelijk in, maar je moet je ook bedenken dat... |
| Kellie: “Yes, you may very well be right, but you should also realise that... “ |
| Jacob: I think that those are good ways to phrase your counterarguments. |
| Kellie: Yes, I think so too! The actual counterarguments are up to you though, listeners! |
Outro |
| Kellie: Okay, that’s all for this lesson. Thank you for listening, everyone, and we’ll see you next time! Bye! |
| Jacob: Tot ziens! |
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