Algirdas Makarevicius. Debating
How I Conduct In-Class Debating
A debate is an argument with a specific structure that is well-prepared in advance. An in-class discussion can be a powerful tool for teaching academic English communication. It can encourage learners to speak naturally and to listen attentively. Whenever I use debates in my classroom, I expect my students to develop their listening, public speaking, research, information prioritization, and critical thinking skills.
My in-class debating consists of the following stages.
Stage 1: I choose debate topics. I seek out the most stimulating, intriguing, and provocative topics related to various issues, including education, healthcare, the workplace, technology, and society.
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 captivating and to which my students can relate. Controversial issues are usually 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 in favor of 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 allocate approximately fifteen minutes for studying, analyzing, and investigating the issue. The students need time to research the problem. They also need to study the vocabulary related to the topic. I ensure that all students acquire the language necessary 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, and the second group presents its reasons within the same 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 a final judgment. The process of debating is more valuable than the outcome (who won the debate). However, the students are always eager to receive recognition and identify the victor. 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 with a specific structure that is well-prepared in advance. An in-class discussion can be a powerful tool for teaching academic English communication. It can encourage learners to speak naturally and to listen attentively. Whenever I use debates in my classroom, I expect my students to develop their listening, public speaking, research, information prioritization, and critical thinking skills.
My in-class debating consists of the following stages.
Stage 1: I choose debate topics. I seek out the most stimulating, intriguing, and provocative topics related to various issues, including education, healthcare, the workplace, technology, and society.
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 captivating and to which my students can relate. Controversial issues are usually 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 in favor of 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 allocate approximately fifteen minutes for studying, analyzing, and investigating the issue. The students need time to research the problem. They also need to study the vocabulary related to the topic. I ensure that all students acquire the language necessary 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, and the second group presents its reasons within the same 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 a final judgment. The process of debating is more valuable than the outcome (who won the debate). However, the students are always eager to receive recognition and identify the victor. 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
