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PREPARATION LESSON

PREPARATION LESSON. OXFORD DEBATE. DOGS versus CATS. https://www.youtube.com/watch?v=8_HnZaPSaJE. LEARNING TO DEBATE. GOOD EVIDENCE library, the Internet, newspapers, magazines (examples, statistics, testimony) sources must be recent, qualified, unbiased, persuasive DO NOT FORGET

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PREPARATION LESSON

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  1. PREPARATION LESSON OXFORD DEBATE

  2. DOGS versus CATS • https://www.youtube.com/watch?v=8_HnZaPSaJE

  3. LEARNING TO DEBATE GOOD EVIDENCE • library, the Internet, newspapers, magazines (examples, statistics, testimony) • sources must be recent, qualified, unbiased, persuasive DO NOT FORGET • Evidence that has reasoning is more persuasive and credible than evidence without it.

  4. COMMUNICATION STYLE – VERBAL • clarity, speed, language choice, short statements and to the point • energetic, right pronunciation NON-VERBAL • appearance, gestures, body language, eye contact, facial expression

  5. FIRST AFFIRMATIVE CONSTRUCTIVE • the best evidence, most qualified with the strongest warrants • should not include the evidence anticipated in the future negative arguments

  6. FIRST NEGATIVE CONSTRUCTIVE • arguments are to the point, present uniquereasonswhytheplanis not a good idea • arguments overweigh the affirmative advantage

  7. NEGATIVE REBUTTAL • puts a pressure on the affirmative team‘s arguments • arguments have winning potential • uses severalseparate arguments DO NOT FORGET Do not rely on one argument, one assessment, or one insight. Repetition is fatal.

  8. AFFIRMATIVE REBUTTAL • covers all arguments extended by the negative team • responds directly to the negative arguments • extends, not just repeats, the previous affirmative arguments

  9. AFFIRMATIVE CLOSING REMARKS • summarize and put together the entire strategy • explain (using different wording) the affirmative case and shows it has a comparative advantage over the negative policy • never introducenew arguments

  10. NEGATIVE CLOSING REMARKS • begin with an overview • compare the arguments each side stated • tie together the entire negative strategy

  11. PHRASES

  12. DEVELOPING AN ARGUMENT • Adding another point: also; as well as that; in addition; besides; furthermore; moreover • Emphasizing a contrast: however; even so; in spite of this; nevertheless • Balancing with an equal contrasting idea: in contrast; on the other hand • Giving a result: therefore; as a result; for this reason; because of this; consequently • Giving a cause: because of; as a result of; owing to; due to • Listing points: first / firstly; first of all; to begin with; secondly; then; next; finally

  13. Talking generally: in general; on the whole; broadly speaking; in most / many cases; to a great extent • Giving examples: for example; for instance; such as • Expressing reality: in fact; as a matter of fact; actually; in reality; to tell the truth • Making two related points: Firstly… and secondly; to begin with…and then; for one thing…and for another; in the first place…and then on top of that

  14. Generalizing and then qualifying: In general…although; on the whole…but; in most cases…however • Announcing a change of subject in advance: as regards; regarding; as far as…is concerned; in relation to; with reference to • Changing the topic: by the way; incidentally; talking about; on the subject of • Emphasizing: above all; in particular; particularly; especially; mainly; mostly; principally; predominantly; specifically

  15. Comparison: in comparison with; compared to • Similarity: similarly; likewise; in the same way • Exception: apart from; except for • Explaining: in other words; to put it another way; that is, e.g.; to put it simply • Summarizing: basically; to sum up; in short; in summary • Concluding: all in all; all things considered; on balance; in conclusion; taking all this into consideration • Qualified opinion: some people argue that; people often claim that; people tend to believe that; this may cause

  16. DEVELOPING AN ARGUMENT Key: • 1. 1.Broadly speaking / Therefore, 2. On the whole / However, 3. As a matter of fact / For instance, 4. In fact / To a great extent • 2. 1. due to, 2. in fact, 3. as a result,4. as,5. even if, 6. finally, 7. on the other hand, 8. in spite of • 3. 1. On the one hand…but on the other, 2. On the surface…but deep down, 3. On paper…but in reality, 4. At first…but in the end, 5. In the short term…but in the long term, 6. Under normal circumstances…but in the current situation, 7. At the time…but in retrospect • 4. 1. however, 2. furthermore, 3. due to, 4. consequently

  17. KAHOOT KAHOOT.IT

  18. FAULTY REASONING Ppt.

  19. SELECTION OF THE MOST ATTRACTIVE TOPICS

  20. OXFORD DEBATE PRACTISING “Working in groups is bad because it encourages weak students to let the others do the work.”

  21. ARGUMENTS FOR • Working in groups if bad. It encourages weak students to let the others do the work because if you do not understand and you cannot answer the teacher‘s question, you can hide behind the others. • Although working in groups lets you see lots of different ideas from different people, some of the ideas are no good.

  22. ARGUMENTS AGAINST • Although working in groups can encourage weak students to let the others do the work, this method of working lets you see lots of different ideas from different people, so you learn more. • It is true that some of the ideas are no good, but working in groups helps us to learn how to choose the good ideas for ourselves.

  23. HOMEWORK • https://outlook.office.com/owa/?realm=vse.cz&path=/group/oxforddebate@VSE.onmicrosoft.com/files • OD guidelines • Homepreparationworksheet • Assessmentworksheet

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