Lesson 2

1. By the end of this lesson, we will: • Extend knowledge by analsyingourprior concepts of a debate in terms of structure, speakers’roles, and rules. • Learn to structure what is going to be learned and transform it into our learning goals. Lesson 2

2. Workin pairs or groups of three. Compare ourexamples and find which debate example(s) is/are more influential than the others and why. • What are the features of an influential debate topic? Welcome Back: Debate or Discussion?

3. What are the underlying principles that determine a debate more influential than others? Tip: The debates which cast a more influential effect on audience include features, such as: • that go in many peoples’ interests. • that are significant, i.e. the topics are community or world concerns. • that are built upon most recent, relevant supporting information.

4. List all the facts about what a common school debate is like. What is the format? What is the structure? Who are the participants? What are the speaker’s roles? What are the rules? What are the terms generally used in debating? Let’s roll the clips  Q & A

6. Listing: Ask students to tell what they know before the clip and have seen after the clip. List all the points or ideas. • Grouping: Ask students if they think any of the points/ideas belong together. Find out similarity as a basis for grouping items. • Labeling: Ask students what they would call these groups they have formed and why they would group them together. Give a label(s) that encompass(es) all ideas. • Regrouping: Ask if some of these belong in more than one group. Guide students to think about if they can put these same ideas in different groups and why they would group them that way. Encourage students to state different relationships. • Synthesising: Ask students to say in one sentence about all these groups. Synthesise the information by summarising the data and forming generalisations. Concept Formation Model(or Concept Formation Process)

7. Motion Resolution Affirmative Team Opposition Team Captain First Affirmative Second Affirmative Third Affirmative First Opposition Second Opposition Third Opposition Chairperson Adjudicator Timekeeper Speech Rebuttal Opinion Indicators Reason Indicators Matter/Argument Manner/Delivery Method/Technique Debate Vocabulary

8. Work in their debating teams of three. • Search for an article on a social/world issue or anything that will be of interest to the class. • Be prepared to make a brief oral report on it, together with a team statement -- how the team thinks about the issue. Take-home Job