Professional Documents
Culture Documents
define the key words of the motion, describe the status quo;
build up REAL arguments (based on: Reason, Example, Analysis, Link)
cross-examine their opponents (ask challenging questions) in order to clarify the
substance of the debate or to identify logical errors
refute arguments;
summarize their teams case and say why they must win the vote of the judges
use SURPRISE words or expressions
Materials:
cards with statistics and data written on them;
argument sheets;
handouts with SURPRISE words or expressions
cards with the evaluation criteria;
flow - charts.
the board
Description:
Students will debate in four large groups of 6; 5 of them will be the judges of the
debating session and a student will be the time-keeper. They will use cards, argument
sheets and flow charts in order to organize what they will be saying; they will try to
convince the audience by using real arguments, voice, gestures, body language; they
already know the criteria after which the whole debating will be judged (presented on the
cards with the evaluation criteria).
While the debating is in progress, the T takes notes on common errors made by the
studentsand counts how many times a student uses the SURPRISE words
At the end of the debating, the T may take time for a short focus on common
mistakes. This is important, as students should not be too involved emotionally and
therefore will be quite capable of recognizing language problems - as opposed to
problems in beliefs!
Each debater has a pre-established role and will speak for approximately one min.
(no more than 1min and 20 sec.)
the five judges of the debating session; they motivate their choice for the
classification of the teams, showing which arguments were most convincing and
which were not. Each of the judges has approximately 2 minutes to argue in
favour of their decision
the invited teachers / Inspector / Professors