This document outlines how to conduct classroom debates. It discusses selecting a controversial topic for debate, conducting research from various sources, and the debate format which involves two teams presenting arguments on either side over several rounds. Debates are presented as a way to develop students' critical thinking, communication, and social skills while exploring real-world issues.

1. “
Damelli – Fagúndez – Prieto
Big Event
Montevideo ,
26th , 27th September

2. Menu
 What ?
 Why ?
 How ?

3. “A formal discussion of a particular problem,
subject, etc in which people express different
opinions, and sometimes vote on them.”
By Longman Dictionary

4. ● A discussion on a topic of interest between two
teams that takes place in the classroom as the
outcome of a learning process.

5. Why?
 Promotes Critical Thinking Skills
 Students move forward into Depth of
Knowledge from LOTS to HOTS
 Enables students to develop both convergent
and divergent thinking
 Fosters cooperative learning
 Teacher is empowered to Integrate skills
 Promotes values

7. Integration of Skills
● Language as a real means of communication
● Students` progress is tracked in the different
skills at the same time.
● Content learning is enhanced.
● Language, cognition and social awareness are
brought together.

8. How?
SUCCESS

9. ● SELECTION OF THE TOPIC
● RESEARCH
● COLLABORATIVE ACTIVITIES
● DEBATE TAKES PLACE

10. HOW TO SELECT THE TOPIC
 Topic chosen democratically
 Topic should be controversial

11. Controversial question
● Facts: Should we lower the age of criminal
liability?
● Values: Should gay couples be allowed to
adopt?
● Policies: Are zoos the right place for animals?

12. How to do research
● Using different sources
(authentic material)
- videos
- magazines
- newspapers
- wikis
- blogs
- podcasts
● Students do collaborative
activities to share and
discuss their findings.

13. USEFUL PHRASES FOR DEBATING
 STATING YOUR ARGUMENTS:
• THE FIRST POINT WE WOULD LIKE TO MAKE
IS…
• OUR POSITION IS THE FOLLOWING…
• HERE’S THE MAIN POINT WE WANT TO MAKE
• WE’D LIKE TO DEAL WITH SOME POINTS HERE.
FIRSTLY,
• WE BELIEVE/THINK/RECKON THAT…

14.  ANSWERING TO THE OTHER SIDE’S POINT OF VIEW:
• I SEE YOUR POINT BUT WE THINK…
• THAT’S ALL VERY INTERESTING BUT THE PROBLEM IS…
• WE CAN SEE WHAT YOU’RE SAYING BUT WE BELIEVE…
• WE THINK YOU’VE GOT A POINT THERE, NOW LET US
RESPOND TO IT.
• THAT’S NOT QUITE RIGHT BECAUSE…
• WE’D LIKE TO FOCUS ON …. THAT THE OTHER SIDE HAS NOT
MENTIONED.
• SORRY, WE JUST HAVE TO DISAGREE WITH YOUR POINT
BECAUSE…
• I MUST STRESS THAT OUR POINT HAS NOT BEEN REFUTED
• BY THE OTHER SIDE.

15.  SUMMING UP YOUR IDEAS:
• TO RECAP THE MAIN POINTS WE CAN SAY….
• LET’S SUM UP OUR POSITION IS THIS DEBATE…
• IN SUMMARY WE WANT TO POINT OUT…
• ALL IN ALL, WE CAN SAY THAT…
• ON BALANCE, WE BELIEVE THAT…

17. DEBATE DAY
 RULES
 RUBRIC
 POSITION

19. Moderator
Speaker 1 Speaker 1
Team Leader
Speaker 2
Jury
Team Leader
Speaker 2

20. THE DEVELOPMENT
 PRESENTATION OF THE POSITION AS A
WHOLE – TEAM LEADERS
 ARGUMENTS – REBUTTING
 CONCLUSIONS - TEAM LEADERS

21. ● Team Leader FOR (2
minutes)
● First Speaker FOR (3
minutes)
● Second Speaker FOR (3
minutes)
● Team Leader FOR (2
minutes)
● Team Leader AGAINST (2
minutes)
● First Speaker AGAINST (3
minutes)
● Second Speaker AGAINST (3
minutes)
● Team Leader AGAINST (2
minutes)

22. You can watch this video on : http://youtu.be/wIVs_GZ9Jps

23. ROUNDING OFF
 Students become better Critical thinkers and
communicators.
 Students improve social interactions.
 Students become more understanding and
sensible.
 Their voices are heard
 It is memorable.
 Helps students to become better citizens of the
Real World.

24. You can watch this video on :http://youtu.be/adxicfHXvMk.

25. ● Using debates in the classroom provides students with
the opportunity to explore real - world topics and
issues. Debates also engage students through self-reflection
and encourage them to learn from their
peers. Finally, debates prepare students to be more
comfortable engaging in dialogue related to their
beliefs as well as areas of study. By participating in a
debate team, students learn the art of persuasion.
Students also benefit from the experience of speaking
in public. In addition, debates increase students´
academic performance.
By Leuser, D. (n.d.). Classroom debates

27. Bibliography
● Burden, R; Williams M. “Psychology for language
teachers” Cambridge University Press 2002.
● Harrington D. Lebeau C. Lubetsky M. “Discovery
debate basic skills for supporting and refutting
opinions” Language Solutions Inc. 2000
● Kolb D. Convergent and Divergent Thinking
● Snider a. “Debates as a method for improving critical
thinking and creativity”. World Debate Institute,
University of Vermont.
● Taller K. , Vogt S. “World school championships”
2003.