Algirdas Makarevicius. Debating
How I Conduct In-Class Debating
A debate is an argument that has a specific structure that is well-prepared in advance. An in-class debate can be a great academic English communication teaching tool. It can encourage learners to speak naturally and to listen attentively. Whenever I apply a debate in my classroom, I expect my students to develop their listening, public speaking, research, prioritization of information, and critical thinking skills.
My in-class debating consists of the following stages.
Stage 1: I choose debate topics. I try to discover the most stimulating, intriguing, and provocative topics relating to various problems, such as education, healthcare, workplace, technology, society, etc.
Stage 2: I divide students into two teams or sides of an argument. One side is in favor, and the other is against. In turn, they present their arguments and respond to the other side. They aim to persuade the remainder of their classmates to believe their reasoning.
Stage 3: I introduce the topic and explain some details. I choose a topic that is interesting and to which my students can relate. Usually, controversial issues are an excellent resource.
Stage 4: I assign the positive and the negative topics. I assign two groups, i.e., two sides to a debate. One will argue for it, and the other will argue against the resolution. I group my students into teams to investigate, and later, they discuss the issue.
Stage 5: I give about fifteen minutes for the study, analysis, and investigation of the issue. The students need time to research the issue. Also, they need to study the vocabulary related to the topic. I ensure that all the students acquire all the vocabulary required for their debate.
Stage 6: I ask my students to prepare the debate plan or outline. The first group has four minutes to present their argument to the class. Then, the second group presents their reasons in four minutes.
Subsequent sides have their turns to express their opinions, and later, both teams are given about four minutes to prepare their answers and summarize their viewpoints.
Stage 7: I make comments and final judgment. The process of debating is more valuable than the outcome of the debate (who won the debate). However, the students always want to be appreciated and know the winner. I invite the audience to vote for the better team to determine the winner. I also give my comments regarding the debate.
Algirdas Makarevicius. Great Teacher Characteristics
Algirdas Makarevicius. How I Teach English Vocabulary
How I Conduct In-Class Debating
A debate is an argument that has a specific structure that is well-prepared in advance. An in-class debate can be a great academic English communication teaching tool. It can encourage learners to speak naturally and to listen attentively. Whenever I apply a debate in my classroom, I expect my students to develop their listening, public speaking, research, prioritization of information, and critical thinking skills.
My in-class debating consists of the following stages.
Stage 1: I choose debate topics. I try to discover the most stimulating, intriguing, and provocative topics relating to various problems, such as education, healthcare, workplace, technology, society, etc.
Stage 2: I divide students into two teams or sides of an argument. One side is in favor, and the other is against. In turn, they present their arguments and respond to the other side. They aim to persuade the remainder of their classmates to believe their reasoning.
Stage 3: I introduce the topic and explain some details. I choose a topic that is interesting and to which my students can relate. Usually, controversial issues are an excellent resource.
Stage 4: I assign the positive and the negative topics. I assign two groups, i.e., two sides to a debate. One will argue for it, and the other will argue against the resolution. I group my students into teams to investigate, and later, they discuss the issue.
Stage 5: I give about fifteen minutes for the study, analysis, and investigation of the issue. The students need time to research the issue. Also, they need to study the vocabulary related to the topic. I ensure that all the students acquire all the vocabulary required for their debate.
Stage 6: I ask my students to prepare the debate plan or outline. The first group has four minutes to present their argument to the class. Then, the second group presents their reasons in four minutes.
Subsequent sides have their turns to express their opinions, and later, both teams are given about four minutes to prepare their answers and summarize their viewpoints.
Stage 7: I make comments and final judgment. The process of debating is more valuable than the outcome of the debate (who won the debate). However, the students always want to be appreciated and know the winner. I invite the audience to vote for the better team to determine the winner. I also give my comments regarding the debate.
Algirdas Makarevicius. Great Teacher Characteristics
Algirdas Makarevicius. How I Teach English Vocabulary
