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					                                                                LESSON PLAN
                                                                Debating: the basics

Key Learning Area: English                                                 Stage: 3

Outcomes and Indicators:

TS3.1 Communicates effectively for a range of purposes and with a variety of audiences to express
well-developed, well-organised ideas dealing with more challenging topics.

      •     Listens to and gives detailed descriptions of speaking manner and styles
      •     Creates material appropriate for a presentation to a primary school class

TS3.2 Interacts productively and with autonomy in pairs and groups of various sizes and
composition, uses effective oral presentations skills and strategies and listens attentively.

      •     Writes detailed descriptions of speaking concepts
      •     Uses group work to evaluate and find a common understanding of the speaking concepts
      •     Listens to different class groups present on each speaking concept


TS3.3 Discusses ways in which spoken language differs from written language and how spoken
language varies according to different contexts.

      •     Shows an understanding of how each aspect of spoken language can effect an audience
      •     Uses the concepts of speaking manner to provide correct and incorrect examples of
            speechmaking



Lesson Focus:
The general purpose of the lesson is to have students understand the effective use of debating techniques
and brainstorming in the construction of an exposition.

The students will use group work to hone their individual skills, and then be set a writing task.


Resources:
      •     Debating: the basics DVD
      •     Pens and paper




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                                                              LESSON PLAN
                                                              Debating: the basics

Sequence of Teaching/Learning Experiences                                                       Time

Introduction

     •    Give the class a brief overview of a debate. Ask if they have ever seen a            5 mins
          debate before. If students have, ask them if they liked the debates they saw,
          ask about the topic of the debate and what they found interesting.
     •    Tell students that today you are focusing on learning how debates work. Ask          5 mins
          them if they can tell the difference between an effective argument or a bad
          one. See if they have any examples of a what might make a good argument, or
          if they have ever been in an argument before.
     •    Turn on the ‘Debating: the basics’ DVD and ask your students to create a list        15 mins
          of each heading shown on the DVD. Get them to write the main points of each
          debating concept.



Main Exercise

     1.   Break the students into groups (Generally groups of 3 or 4 work best)                20 mins

     2.   Assign each group one topic to brainstorm and an ‘affirmative’ or ‘negative’:
          The topics are:
                •    That cats are better than chickens
                •    That take away is better than a home cooked meal
                •    That homework should be banned
                •    That school uniforms should be banned

     3.   Get each group to work together to brainstorm their side of the argument.
          Focus on getting them to write down points and then elaborating on them. The
          students should consider:
                •    What are the positives of my side of the topic
                •    How does this affect ME personally
                •    How this effect others that I know (e.g. family, schools, friends)



Conclusion

     •    Get each group to present their side of the topic to the class – each member         30 mins
          should be encouraged to put forward a point.
     •    At the end of the presentation the groups should show their understanding of
          the concept by providing elaboration. The elaboration should show that they
          understand WHY they believe their point is relevant to the topic.
     •    The students should feel free to demonstrate their understanding however
          they wish - it should be a fun experience. Encourage them to ‘paint a picture’
          in terms of an example to explain their points.


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                                                              LESSON PLAN
                                                              Debating: the basics

Extension Ideas

    •     Ask students to write an exposition on one of the topics that they found interesting, and
          concentrate on justifying why they believe their side of the argument to be TRUE.

    See if you can get them to persuade the reader to believe their side of the topic.
    •     Teaching your class the use of persuasive language techniques can also be built into this lesson

    This will help them develop conviction in their exposition.



Hints/Tips - Main Exercise
    •     Encourage students to get about 6 points explaining their side.

    •     Students who finish early must discuss their work with the group and make sure that all group
          members have an understanding of their topic and can give an example with confidence



Digital Format
    •     This document is available as a .PDF download from www.mastersacademy.com.au




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