1. Maria Xyleane B. Alforte
LITE001 TESL February 11, 2014
Teaching Speaking Skills
I. Audience: Grade 10
II. Title of Article and Author:Using Public Speaking Tasks in English Language
Teaching by Gina Iberri-Shea
III. Topic:Debates
IV. Learning Objectives
a. Define Asian Parliamentary Debate;
b. Identify the uses and significance of Debates;
c. Determine accurately how to make one’s own viewpoint on a certain issue; and
d. Speak and provide arguments during the speaking activity.
V. Materials
Strips of paper with written potential topics or questions for the warm up activity
Bell that will serve as the timer
VI. Activities (Steps)
A. Warm-up Activity:Impromptu
1. The teacher should have prepared questions or topics written on strips of
paper for the impromptu.
2. The teacher will pair each student so that each pairing has a first and second
speaker.
3. Each pair will pick one strip of paper with a topic written on it.
4. The first speakers will be given 3 minutes to tell their partners the reasons
they support the topic. Then, the second speakers will also be given three
minutes to respond and provide their reasons against the topic.
5. Finally, ask if the rest of students were persuaded to change their minds based
on their partners’ arguments.
Sample Topics for Impromptu
a. Smart is the best network company in the Philippines.
b. Cats are cuter than dogs.
c. Boys are smarter than girls.
d. Less talk, less mistake.

2. B. Main Activity: Debate
1. The teacher will group the students. Each group should have 6 members that
will consist of the Government and Opposition sides. The Government side
should have a Prime Minister, Deputy Prime Minister, Government Whip;
whereas, the Opposition side should also have a Leader of the Opposition,
Deputy Leader of the Opposition and Opposition Whip.
2. The class assisted by the teacher will brainstorm and identify suitable topics
for the debate.
3. Identify a motion.The motion is the specific wording of the topic for the
debate and appears in the form of a statement that students can agree or
disagree with. Once the motion is set, each student will be assigned to one
side of the issue.
4. Assign the students to research and sort out information to understand
arguments of both pro and anti. Develop their arguments by using graphic
organizers. The teacher should also research on both sides of the issue to
identify unknown information.
5. Let students develop their own arguments and counter arguments. Assign
them to write them and have feedback from peers through group
sharing/discussion.
6. While the students are developing their arguments and counter arguments, the
teacher should introduce a format for the debate that will guide each student in
maximizing their time to speak. The bell will be rung when the time of the
speaker is up. Using the Asian Parliamentary Debate, here is a sample of
debate format.
Prime Minister: Five minutes to present the parameter and arguments for
their side.
Leader of the Opposition: Five minutes to respond and/or rebut the
arguments of the Prime Minister and present counter arguments.
Deputy Prime Minister: Five minutes to rebut the arguments of the
Leader of the Opposition and present arguments.
Deputy Leader of the Opposition: five minutes to rebut and present
counter arguments.
Government Whip: Five minutes to rebut, present arguments and
summarize the whole stand on the motion.
Opposition Whip: Five Minutes to rebut, present counter arguments and
summarize the whole stand against the motion.
Note: A “point” may be asked by any member of the house. The speaker
will decide whether to accept or reject the point.
7. The teacher will present the Rubric for the speaking activity which is a debate.

3. Student Presentation Rubric (Debate)
Criteria Points (1-5)
Vocabulary
The vocabulary is appropriate for the level. No
errors in word choice and use.
Intonation
The pitch patterns and intonation are used
accurately and effectively.
Pace
The speaker speaks at correct speed that is
easier to understand and follow.
Organization
The speaker is well prepared in presenting
arguments.
Clarity of arguments
Arguments are well presented and supported
with evidence from researches and study.
8. Let the students review and reflect on the importance of debates. Then, the
teacher will highlight that debates provide multiple sides to any issue. It helps
people to look beyond their own beliefs and recognize their own stand or
viewpoints.
Source:
Gina Iberri-Shea. (2009). Using Public Speaking Tasks in English Language Teaching.
English Teaching Forum.Vol.47 , No.2, pp. 18-36