Debate+Topics

Communication [|Debate in the Classroom and the National High School Debate Topic] Debating: Teaching Conversational Skills Tips and Strategies
 * By [|__Kenneth Beare__], About.com Guide **

Most English learners feel that they need more conversation practice. In fact, over the years I've noticed that the number one requested skill by students is conversation practice. I think this points clearly to the fact that students need English to communicate first and foremost. Grammar, writing and other skills are all very important, but in the students' minds conversation is the most important. Unfortunately, teaching conversational skills is much more challenging that teaching grammar.

When employing [|role-plays], [|debates] , topic discussions, etc., I have noticed that some students are often timid in expressing their viewpoints. This seems due to a number of reasons: Pragmatically, conversation lessons and exercises are intended to improve conversational skills. For this reason, I find it helpful to first focus on building skills by eliminating some of the barriers that might be in the way of production. Having been assigned roles, opinions and points of view that they do not necessarily share, students are freed from having to express their own opinions. Therefore, they can focus on expressing themselves well in English. In this way, students tend to concentrate more on production skills, and less on factual content. They also are less likely to insist on literal translations from their mother tongue.
 * Students don't have an opinion on the subject
 * Students have an opinion, but are worried about what the other students might say or think
 * Students have an opinion, but don't feel they can say //exactly// what they mean
 * Students begin giving their opinion, but want to state it in the same eloquent manner that they are capable of in their native language
 * Other, more actively participating students, feel confident in their opinions and express them eloquently making the less confident students more timid

Implementing this approach can begin slowly by providing students with short role plays using cue cards. Once students become comfortable with target structures and representing differing points of view, classes can move onto more elaborated exercises such as debates and group decision making activities. This approach bears fruit especially when debating opposing points of view. By representing opposing points of view, students' imaginations are activated by trying to focus on all the various points that an //opposing// stand on any given issue may take. As students inherently do not agree with the view they represent, they are freed from having to invest emotionally in the statements they make.

More importantly, from a pragmatic point of view, students tend to focus more on correct function and structure when they do not become too emotionally involved in what they are saying.

Of course, this is not to say that students should not express their own opinions. After all, when students go out into the "real" world they will want to say what they mean. However, taking out the personal investment factor can help students first become more confident in using English. Once this confidence is gained, students - especially timid students - will be more self-assured when expressing their own points of view. I think..., In my opinion..., I'd like to..., I'd rather..., I'd prefer..., The way I see it..., As far as I'm concerned..., If it were up to me..., I suppose..., I suspect that..., I'm pretty sure that..., It is fairly certain that..., I'm convinced that..., I honestly feel that, I strongly believe that..., Without a doubt,..., I don't think that..., Don't you think it would be better..., I don't agree, I'd prefer..., Shouldn't we consider..., But what about..., I'm afraid I don't agree..., Frankly, I doubt if..., Let's face it, The truth of the matter is..., The problem with your point of view is that... ** Debate Topics: ** By [|__Kenneth Beare__], About.com Guide Debates in class can help English learners practice a wide range of functions including agreeing and disagreeing, negotiating, collaboration with other students, and so on. Often students need help with ideas and that's where this lesson plan can help. Below you will find cues to the discussion concerning equality between men and women to help get students discussing issues related to the debate. Provide ample time for the discussion and then time the debate. This will help encourage precise language use.
 * Opinions, Preferences: **
 * Disagreeing: **
 * Giving Reasons and offering explanations: ** To start with, The reason why..., That's why..., For this reason..., That's the reason why..., Many people think...., Considering..., Allowing for the fact that..., When you consider that...
 * ** Men and Women - Equal at Last? **

This debate can easily be carried out between the men and women in the class, or those who believe the statement is true and those who do not. Another variation is based on the idea that having students support opinions that are not necessarily their own during debates can help improve students fluency. In this manner, students pragmatically focus on correct production skills in conversation rather than striving to "win" the argument. You are going to debate whether women are finally truly equal to men. Use the clues and ideas below to help you create an argument for your appointed point of view with your team members. Below you will find phrases and language helpful in expressing opinions, offering explanations and disagreeing.
 * Aim: ** Improve conversational skills when supporting a point of view
 * Activity: ** Debate about the question of whether men and women are truly equal.
 * Level: ** Upper-intermediate to advanced
 * Outline: **
 * Review language used when expressing opinions, disagreeing, making comments on other person's point of view, etc. (See work sheet)
 * Write a few ideas on the board to encourage discussion of the equality between men and women: the workplace, the home, government, etc.
 * Ask students if they feel that women are truly equal to men in these various roles and places.
 * Based on students' responses, divide groups up into two groups. One group arguing that equality has been achieved for women and one that feels that women have not yet attained true equality to men. **Idea:** Put students into the group with the opposite opinion of what they seemed to believe in the warm-up conversation.
 * Give students worksheets including ideas pro and con. Have students develop arguments using the ideas on the worksheet as a springboard for further ideas and discussion.
 * Once students have prepared their opening arguments, begin with the debate. Each team has 5 minutes to present their principal ideas.
 * Have students prepare notes and make rebuttal to the expressed opinions.
 * While the debate is in progress, take notes on common errors made by the students.
 * At the end of debate, 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!
 * Men and Women - Equal at Last? **
 * Yes, Women Are Now Equal To Men. **
 * Many governments have both male and female representatives.
 * Many companies are now owned or managed by women.
 * A lot of progress has been made since the 1960s.
 * Television series now portray women as successful career makers.
 * Men now share in the raising of children and household responsibilities.
 * Many important laws have been passed to ensure equality in the workplace.
 * In many places, a married couple can choose whether the man or the women takes leave from work to look after the newly arrived baby.
 * People aren't discussing equality anymore. It has become a reality.
 * Have you ever heard of Margaret Thatcher?
 * Excuse Me? Women Still Have A Long Way to Go Before They Are Equal To Men. **
 * Women still earn less than men in many work situations.
 * Women are still portrayed in a superficial manner in many television shows.
 * Look at international sporting. How many professional female leagues are as successful as their male counterparts?
 * Most governments still are made up in their majority of men.
 * We are having this debate because women are not equal. Otherwise, there would be no need to discuss the matter.
 * Women are often not given enough responsibility based on the possibility that they might become pregnant.
 * The number of sexual harassment suits have increased over the past 10 years.
 * Hundreds of years of history can't have been changed in a mere 30 odd years.
 * Have you ever watched Bay Watch?

By [|__Kenneth Beare__], About.com Guide This lesson plan is based on the idea that having students support opinions that are not necessarily their own during debates can help improve students fluency. In this manner, students pragmatically focus on correct production skills in conversation rather than striving to "win" the argument. For more information on this approach please see the following feature: [|Teaching Conversational Skills: Tips and Strategies] Of course, once students have become confident in their production skills, the can obviously argue the point they truly believe in.
 * First World Obligation **

You are going to debate the correctness of the following statement: First World countries have an obligation to help Third World countries with funds and assistance in cases of hunger and poverty. It is important to remember that you have been placed in your group based on what seems to be the //opposite// of what you really think. Use the clues and ideas below to help you create an argument for your appointed point of view with your team members. Below you will find phrases and language helpful in expressing opinions, offering explanations and disagreeing.
 * Aim: ** Improve conversational skills when supporting a point of view
 * Activity: ** Debate concerning the responsibility of First World countries to help Third World countries
 * Level: ** Upper-intermediate to advanced
 * Outline: **
 * Review language used when expressing opinions, disagreeing, making comments on other person's point of view, etc. (See work sheet)
 * Discuss the differences between what is considered a First World Country and a Third World country.
 * Ask students to consider the following statement: First World countries have an obligation to help Third World countries with funds and assistance in cases of hunger and poverty. This is true because of the First World's advantageous position attained by its exploiting the resources of the Third World in the past and present.
 * Based on students' responses, divide groups up into two groups. One group arguing for extensive First World responsibility, one group for limited responsibility. **Important:** Make sure that groups are put into the group with the opposite opinion of what they seemed to believe in the warm-up conversation.
 * Give students worksheets including ideas pro and con. Have students develop arguments using the ideas on the worksheet as a springboard for further ideas and discussion.
 * Once students have prepared their opening arguments, begin with the debate. Each team has 5 minutes to present their principal ideas.
 * Have students prepare notes and make rebuttal to the expressed opinions.
 * While the debate is in progress, take notes on common errors made by the students.
 * At the end of debate, 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!
 * First World Obligation **
 * For Extensive Responsibility **
 * First World has always exploited Third World
 * Creates dens of international or global community
 * Promotes cross-cultural understanding
 * Raises First World awareness of Third World plight
 * The importance of humanitarian deeds
 * Promotes economic stability
 * Raises standard of living for Third World populations
 * Reflects acceptance of First World responsibility for past historical actions
 * For Limited Responsibility **
 * Every nation is responsible for its own people
 * Long term affects of sustained "charity" are negative on the whole
 * Makes Third World countries even more dependent on First World countries
 * Imports First World cultural values into Third World context where they do not necessarily belong, or apply
 * Creates cultural homogenization
 * Past history of corruption and ineffectiveness of such "help" programs
 * Need for real economic opportunities rather than charity
 * Hurts national pride and confidence in the leadership of the Third World countries involved
 * Help can be made dependent on certain political or economic conditions imposed by First World countries

By [|__Kenneth Beare__], About.com Guide Debates in class can help English learners practice a wide range of functions including agreeing and disagreeing, negotiating, collaboration with other students, and so on. Often students need help with ideas and that's where this lesson plan can help. Below you will find cues to the discussion concerning globalization, also known as multinationals. This lesson plan is based on the idea that having students support opinions that are not necessarily their own during debates can help improve students fluency. In this manner, students pragmatically focus on correct production skills in conversation rather than striving to "win" the argument. For more on this approach please see the following feature: [|Teaching Conversational Skills: Tips and Strategies] You are going to debate the pros and cons of international multi nation corporations. It is important to remember that you have been placed in your group based on what seems to be the //opposite// of what you really think. Use the clues and ideas below to help you create an arguement for your appointed point of view with your team members. Below you will find phrases and language helpful in expressing opinions, [|offering] explanations and disagreeing.
 * Multinationals – **
 * Help or Hindrance? **
 * Aim: ** Improve conversational skills when supporting a point of view
 * Activity: ** Debate of pros and cons of multinational companies
 * Level: ** Upper-intermediate to advanced
 * Outline: **
 * Review language used when expressing opinions, disagreeing, making comments on other person's point of view, etc. (See work sheet)
 * Write the name of some major multinational corporations on the board (i.e. Coca Cola, Nike, Nestle, etc.)
 * Ask students what their opinions of the corporations are. Do they hurt local economies? Do they help local economies? Do they bring about homogenisation of local cultures? Do they help promote peace internationally? Etc.
 * Based on students' responses, divide groups up into two groups. One group arguing for Multinationals, one group against Multinationals. **Important:** Make sure that groups are put into the group with the opposite opinion of what they seemed to believe in the warm-up conversation.
 * Give students worksheets including ideas pro and con. Have students develop arguments using the ideas on the worksheet as a springboard for further ideas and discussion.
 * Once students have prepared their opening arguments, begin with the debate. Each team has 5 minutes to present their principal ideas.
 * Have students prepare notes and make rebuttal to the expressed opinions.
 * While the debate is in progress, take notes on common errors made by the students.
 * At the end of debate, 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!
 * Multinationals: Help or Hindrance? **
 * For Multinationals **
 * Offers employment to local workers
 * Promotes peace internationally
 * Creates sense of community crossing international borders
 * Allows entire world to improve standard of living
 * Gives access to quality products regardless of location
 * Promotes economic stability
 * Raises standard of living for regions involved in production
 * Gives local economies new economic opportunities
 * Fact of life which needs to be accepted
 * Reflects global economy
 * Against Multinationals **
 * Ruins local economies
 * Depletes local work forces by drawing to metro centres
 * Stifles cultural growth and expansion on local level
 * Provides little help with problems which are local in nature
 * Creates cultural homogenization
 * Too big, little interest in the individual
 * Gives political power to outside interests
 * Creates economic unstability by being subject to the whims of the global economy
 * Replaces traditional values with materialistic values
 * Makes local economies subject to mass layoffs

By [|__Kenneth Beare__], About.com Guide This debate can easily turn into a debate about what 'Free Speech' really means, and can therefore be extremely interesting to students who are living in countries where the right to 'Free Speech' is considered a fundamental right. You can choose groups based on the students' opinions. However, you can also have students support opinions that are not necessarily their own to help improve fluency. In this manner, students pragmatically focus on correct production skills in conversation rather than striving to "win" the argument. For more information on this approach please see the following feature: [|Teaching Conversational Skills: Tips and Strategies]
 * Violence In The Media **
 * Needs To Be Regulated **
 * Aim: ** Improve conversational skills when supporting a point of view
 * Activity: ** Debate about the question of whether violence in the media (Television, newspapers, magazines, internet, etc.) needs to be more tightly regulated.
 * Level: ** Upper-intermediate to advanced
 * Outline: **
 * Review language used when expressing opinions, disagreeing, making comments on other person's point of view, etc. (See work sheet)
 * Ask students for examples of violence in various media forms and ask them how much violence they experience second hand through the media every day.
 * Have students consider which positive or negative effects this amount of violence in the media has on society.
 * Based on students' responses, divide groups up into two groups. One group arguing that government needs to more strictly regulate the media and one arguing that there is no need for government intervention or regulation. **Idea:** Put students into the group with the opposite opinion of what they seemed to believe in the warm-up conversation.
 * Give students worksheets including ideas pro and con. Have students develop arguments using the ideas on the worksheet as a springboard for further ideas and discussion.
 * Once students have prepared their opening arguments, begin with the debate. Each team has 5 minutes to present their principal ideas.
 * Have students prepare notes and make rebuttal to the expressed opinions.
 * While the debate is in progress, take notes on common errors made by the students.
 * At the end of debate, 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!

You are going to debate whether the government should take regulatory steps to control the amount of violence in the media. Use the clues and ideas below to help you create an argument for your appointed point of view with your team members. Below you will find phrases and language helpful in expressing opinions, offering explanations and disagreeing.
 * Violence In The Media Needs To Be Regulated **
 * Yes, The Government Needs to Regulate the Media **
 * Violence begets violence.
 * Children copy the violence seen on TV and in films.
 * It is the responsibility of the government to take corrective measures when a situation becomes dangerous.
 * It seems like there are only violent TV shows anymore.
 * Media glorifies violence and sends the wrong message.
 * By giving so much importance to violence, the media encourages crazy people to be violent in order to get a lot of attention.
 * What is more important to the growth of our society: A murder or a good school teacher? Who gets more coverage in the media?
 * Media is cynical and only worried about making money. The only way things will change is if the government intervenes.
 * Does all this violence improve your life in any way?
 * No, The Government Should Leave the Media Deregulated **
 * Have you ever heard of the right to 'Free Speech'.
 * The Media only reflects what society as a whole does.
 * It is quite obvious that these films are made for entertainment purposes and anyone can tell the difference between a film and reality.
 * Governments only make matters worse by introducing bureaucracy - they don't really improve a situation.
 * True change needs to come from within and not be imposed from without.
 * We need to be kept informed about the true nature of the society that we live in.
 * Parents do quite a good job of regulating their own children's behavior.
 * There are already rating systems in place.
 * Wake up. Humanity has always been violent and government regulation is not going to change that.

By [|__Kenneth Beare__], About.com Guide Debates in class can help English learners practice a wide range of functions including agreeing and disagreeing, negotiating, collaboration with other students, and so on. Often students need help with ideas and that's where this lesson plan can help. Below you will find cues to the discussion concerning whether a keen grasp of English grammar is necessary to speak the language well. This lesson plan is based on the idea that having students support opinions that are not necessarily their own during debates can help improve students fluency. In this manner, students pragmatically focus on correct production skills in conversation rather than striving to "win" the argument. For more information on this approach please see the following feature: [|Teaching Conversational Skills: Tips and Strategies] Of course, once students have become confident in their production skills, the can obviously argue the point they truly believe in. You are going to debate the correctness of the following statement: // The most important ingredient of learning English is Grammar. Playing games, discussing problems, and having a good time is important. However, if we don't focus on grammar it is all a waste of time. // It is important to remember that you have been placed in your group based on what seems to be the //opposite// of what you really think. Use the clues and ideas below to help you create an argument for your appointed point of view with your team members. Below you will find phrases and language helpful in expressing opinions, offering explanations and disagreeing. By [|__Kenneth Beare__], About.com Guide This lesson plan is based on the idea that having students support opinions that are not necessarily their own during debates can help improve students fluency. In this manner, students pragmatically focus on correct production skills in conversation rather than striving to "win" the argument. Of course, once students have become confident in their production skills, the can obviously argue the point they truly believe in. What do you think about the following statement? Use the clues and ideas below to help you create an argument for your appointed point of view with your team members. Below you will find phrases and language helpful in expressing opinions, offering explanations and disagreeing.
 * The Necessity of Grammar **
 * Aim: ** Improve conversational skills when supporting a point of view
 * Activity: ** Debate concerning the necessity of concentrating on grammar - and not games, conversation, etc. - when learning English
 * Level: ** Intermediate
 * Outline: **
 * Review language used when expressing opinions, disagreeing, making comments on other person's point of view, etc. (See work sheet).
 * Lead a short discussion asking the student's opinion on what they consider to be the most important aspects of learning English well.
 * Ask students to consider the following statement: The most important ingredient of learning English is Grammar. Playing games, discussing problems, and having a good time is important. However, if we don't focus on grammar it is all a waste of time.
 * Based on students' responses, divide groups up into two groups. One group arguing for the prime importance of learning grammar, one group for the idea that learning just grammar doesn't mean that you are able to use English effectively. **Important:** Make sure that groups are put into the group with the opposite opinion of what they seemed to believe in the warm-up conversation.
 * Give students worksheets including ideas pro and con. Have students develop arguments using the ideas on the worksheet as a springboard for further ideas and discussion.
 * Once students have prepared their opening arguments, begin with the debate. Each team has 5 minutes to present their principal ideas.
 * Have students prepare notes and make rebuttal to the expressed opinions.
 * While the debate is in progress, take notes on common errors made by the students.
 * At the end of debate, 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!
 * First World Obligation **
 * For the Importance of Focusing on Grammar **
 * Without grammar, language doesn't exist.
 * How can I feel confident about using grammar if I don't understand the rules?
 * A solid knowledge of all the rules is necessary to speak a language well.
 * The best way to learn a language is practice, practice, practice the correct usage.
 * Good English means correct English.
 * Games do not promote learning, they promote having fun and nothing else.
 * Making mistakes reflect poor learning.
 * If we don't learn the rules we will not be able to improve our English when we are not attending English classes.
 * Communication Means More than Understanding Rules **
 * Communication is possible even when we make mistakes
 * Understanding rules in my head doesn't mean that I can communicate.
 * There are many different styles of learning, some of which do not include "grammar banging".
 * The only thing that is important is that people can understand me and I can understand them.
 * Many native speakers make mistakes in grammar usage.
 * Doing grammar exercises all the time is boring and therefore leads to lack of attention.
 * Playing games is a great way to actually use the language - not just study it.
 * It is difficult to become fluent if the teacher interrupts me every 30 seconds to correct a grammar mistake.
 * Grammar is boring!
 * Internet Craze **
 * Internet Craze **
 * Aim: ** Improve conversational skills when supporting a point of view
 * Activity: ** Debate concerning the current and future impact of the Internet on daily life
 * Level: ** Upper-intermediate to advanced
 * Outline: **
 * Review language used when expressing opinions, disagreeing, making comments on other person's point of view, etc. (See work sheet)
 * Ask students to consider the following statement:
 * The Internet has forever changed the way we live. Its importance will continue to grow. By the year 2010 most of the world will be conducting its business, receiving its media (TV, films, music), and staying in touch solely via the Internet. **
 * Based on students' responses, divide groups up into two groups. **Important:** Make sure that groups are put into the group with the opposite opinion of what they seemed to believe in the warm-up conversation.
 * Give students worksheets including ideas pro and con. Have students develop arguments using the ideas on the worksheet as a springboard for further ideas and discussion.
 * Once students have prepared their opening arguments, begin with the debate. Each team has 5 minutes to present their principal ideas.
 * Have students prepare notes and make rebuttal to the expressed opinions.
 * While the debate is in progress, take notes on common errors made by the students.
 * At the end of debate, 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!
 * Internet Craze **
 * The Internet has forever changed the way we live. Its importance will continue to grow. By the year 2010 most of the world will be conducting its business, receiving its media (TV, films, music), and staying in touch solely via the Internet. **
 * The Internet Will Change Our Lives In Every Aspect **
 * The use of the Internet around the world is doubling every few months.
 * The Internet has already changed with way we communicate.
 * Business have invested billions in the Internet.
 * The Internet is becoming faster all the time, you can already watch video or listen to Mp3s via the Internet.
 * Many people now live [|at home] and work via the Internet.
 * The Internet has created unlimited new business opportunities
 * Most people use email instead of writing letters to keep in touch with their friends.
 * The Internet is still very young.
 * The Internet Is Just A New Form Of Communication, But Will Not Change Everything In Our Lives **
 * The Internet, while interesting, is just a fad.
 * People want to go out and meet other people when they do their shopping.
 * It is too difficult to use the Internet and computers, most people do not have the patience.
 * Reading on a computer screen is uncomfortable and people will never stop wanting to read, listen to music and be entertained in traditional ways.
 * The Internet creates cultural homogenization - some would say Americanization, and eventually people will get tired of this.
 * The only real interaction between people must take place face to face on not 'virtually'.
 * The Internet is mainly used by teenagers and other people who have lots of time to waste.
 * The 'new' economy of the Internet produces nothing - people cannot buy smoke.