This document provides information about debating, including:
1. It discusses the key components of a debate, such as the resolution, affirmative and negative teams, and roles of judges.
2. It outlines the structure and language used for constructive speeches, rebuttals, and refuting the other side's arguments.
3. The document provides guidance on how to effectively present an opinion, support it, organize arguments, and challenge the other side's positions in a debate.
This document provides information about debating, including:
1. It discusses the key components of a debate, such as the resolution, affirmative and negative teams, and roles of judges.
2. It outlines the structure and language used for constructive speeches, rebuttals, and refuting the other side's arguments.
3. The document provides guidance on how to effectively present an opinion, support it, organize arguments, and challenge the other side's positions in a debate.
Original Description:
presentation about debates in second language learning based on Harrison work
This document provides information about debating, including:
1. It discusses the key components of a debate, such as the resolution, affirmative and negative teams, and roles of judges.
2. It outlines the structure and language used for constructive speeches, rebuttals, and refuting the other side's arguments.
3. The document provides guidance on how to effectively present an opinion, support it, organize arguments, and challenge the other side's positions in a debate.
This document provides information about debating, including:
1. It discusses the key components of a debate, such as the resolution, affirmative and negative teams, and roles of judges.
2. It outlines the structure and language used for constructive speeches, rebuttals, and refuting the other side's arguments.
3. The document provides guidance on how to effectively present an opinion, support it, organize arguments, and challenge the other side's positions in a debate.
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Debating debate.
Debate: is a sophisticated form of immediate interactive
communication. Debate assumes a high level of discourse skill and it is by nature abstract. So we must make it more real. Debate is usually considered a speaking skill but it is more than that as we must first listen and understand.
Main concepts: Resolution or proposition: the opinion in a debate. Affirmative teams: team which agrees with the resolution Negative team : team which disagrees with the resolution Judges. People in charge of evaluating the debate. Constructive speech: speech done to construct the cases. Rebuttal speech: speech done comparing each points and explain why they have won.
Debate delivery.
The manner is paramount.
Gestures (fingers, fists, point) Eye contact (look at the judge and the audience , not opponent team) Posture (look strong and confident). Voice (clear and loud, show emotion) Humour. 9 steps in the way to debate.
1. Have an opinion. 2. Explaining the opinion. 3. Supporting your opinion. 4. Organizing yiur opinion. 5. Refuting explanations. 6. Challenging supports. 7. Organizing your refutation. 8. Debating an opinion 9. Discover debate.
Have an opinion. Opinion is the starting point of debate or discussion. In our daily life we are constantly agreeing or disagreeing, and we need to teach our learners to do so. We must make very clear the fact that opinions need to be supported by reasons and reasons with evidence.
We can say that there are three main kinds of opinions: Value. (better) Policy (should) Fact(is/was/will be)
Pre-debate activities.
A. Presenting facts based on research.
1. State your opinion. 2. Ask 5 people if they agree or not. Keep a record 3. report results orally.
B. Debate from the news.
1. Read news and match resolutions. 2. Read news and write resolutions. 3. Find an article that states an opinion and write the resolution.
I think that I believe that In my opinion Im certain that I feel that
I agree I disagree I think so I dont think so Me too. Not me.
Explaining opinion.
We must convince a judge or an audience with our opinions by means of providing reasonable explanations. Opinions must be based on two reasons at least, three or four are better. These reasons must be convincing, we call them strong reasons. The most convincing opinions win the debate, so strong opinions win the debate. We call these strong opinion: signposts.
Signposts - must logically support the opinion. - Must be specific and clear. - Must be convincing to a majority of people.
When giving reasons we usually: Compare. (comparatives, as as) Contrast (ellipsis, but) Show a cause effect relation (if). Main tools in debate:
Brainstorming. Evaluating. Prioritizing.
Pre-debate activities:
1. Choose the best reason. Summer is better than winter Because we are on holidays. Because winter isnt better than summer. Because summer is 3 months long. opinion reason support 2. Give me one reason why Opinions and reasons to match.
3. Brainstorming reasons, write as many as possible in 4 minutes, prioritize, copy them on the board. Compare ideas. Change groups and resolutions.
Supporting your opinion.
Ways of supporting your opinion.
1- Explanation. (if ) so, because. 2- Example (for example, for instance,, Let me give you an example,) 3- Statistics (20% of them, 15 of all, one out of five, etc) 4- Expert Opinion( according to, a recent article, X said Y, to quote X) Bibiliography
Pre-debate activities.
1. Learners read different sources and decide for or against. 2. Get evidence from different sources to support both sides.
Organizing your opinion. Use your signposts.
The first speech in a debate is called the First Affirmative Constructive (1AC) speech. It has three parts. Conclusion can be left out for the final speech.
introduction welcome. introduction of team number of reasons. signposts
affirmative points 2 to 4 reasons Each reason: signpost + reason + support conclusion mention signposts again. repeat resolution. ask judge to consider "we beg to propose"
Pre-debate activities.
A. Present your resolution.
1- Think of a resolution. 2- Think of reasons and support. (fill in a chart) 3- Learner A presents with help of model. 4- Learner B listens and fills in chart.
2. Letter to the editor.
1. Think of a resolution and write about it. 2. Use the information from Learner A (previous Activity) to write it.
Resolution
Refuting opinions. True understanding of an issue means to think about the opinion and reasons for both points of view. Refutation is used in a debate to tell why the opposing teams points are either not true or not important.
Language for learners. Reasons not true not true not always true not necessarily true
true but not important not relevant not significant easy to solve
Pre-debate activities.
1. Point / refutation. (matching mingle activity) 2. Read the affirmative case and write the refutation. 3. Listen to a resolution and write the refutation. (charts) 4. Critiquing an editorial. (find the editorial and write the refutation) 5. Tennis debate. (teams A / B) Affirmative team thinks resolution for 3 minutes. Negative Team has time to think a refutation. not true That's not true. That's false. That not always true. That's not necessary true. not important ... because it is not significant. The difference doesn't matter. The difference is too small. It's not relevant to the topic. It's easy to solve. To solve that do X. Serve volley serve and volley
Challenging supports. In debate its necessary to challenge the validity or truth of every support and piece of evidence. Each team provides evidence which might not be true or valid. So the other team must test the evidence by asking questions about the source of the evidence.
. Organizing your refutation.
The negative team gives the second speech of the debate the First Negative Constructive.
Your opinion to the judges and the audience. Attack the 1AC. Introduction. Refutation. Links the refutation to the negative case. "We have refuted all thier pooints, now Let me tell you....." Transition. Negative Points. Conclusion. How to state a refutation?
Language needed:
They gave no source for They gave no date for The source is outdated They gave no explanation why . The source is biased Signpost Their first point was ... Rephrase They said that ....... because ........ Negation this is not true..... Rationale (why the evidence is questionable) Their expert is biased
Debate format.
Two main parts:
First Affirmative Construct 6 minutes Negative Rebbutal 3 minutes First negative Construct 7 minutes Afirmative Rebbutal 3 minutes.
Evaluating Debate.
R e f u t a t i o n
Let me refute the affirmative reasons, then.... First I will attack the case and then ... I would like to refute their points, then I will present .. R a t i o n a l e
They gave no source for They gave no date for The source is outdated They gave no explanation why The source is biased Their expert is biased C o n c l u s i o n
We have talked about X and shown you Y... For these reasons, we beg you to oppose. Matter Manner Method