TESOL Boston Debate Powerpoint

1. Doable Debate in the ESL/EFL Classroom
TESOL Boston
March 25, 2010
WORKSHOP
Harry Harris
Hakuoh University
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2. Outline
 Why debate?  Student Reminders
 Issues  Sample Student
 Judging Criteria worksheet
 Score Sheet  Debate Schedule
 Debate Fallacies  Suggested Reading
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3. WHY DEBATE?
 Language usage: improve vocabulary/other skills
 Critical thinking: evaluate what read and hear
 Reasoned discourse: speak logically & control emotions
 Cooperative efforts: improve social skills
 Research: access/select information
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4. Issues
 Debate structure
 Knowledge of topic
 Language fluency
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5. Judging Criteria
Organization Info presented clearly with transitions
Definitions “Difficult” words defined
Consistency, Arguments consistent/related to the
Relevance proposition
Body Language Debaters sit up, use gestures, and make
eye contact.
Voice Debaters speak clearly/audibly.
Example, Facts, Support provided and/or serious thought
Statistics, Sources done on proposition
Effectiveness Opponent ideas are used well in
refutation.
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6. Score Sheet
 PROPOSITION:
PRO 0-5 NOTES NOTES 0-5 CON
Org. Org.
Def. Def.
Cons./Rel. Cons./Rel.
Body Lang. Body Lang.
Voice Voice
Ex., etc. Ex., etc.
Effective. Effective.
TOTAL
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7. DEBATE FALLACIES
 OVERGENERALIZATION
Ex. Cell phones are useless and should be banned.
 IGNORING THE ISSUE
– AD HOMINEM
– FALSE APPEALS TO AUTHORITY (Momma said…)
– APPEALS TO IGNORANCE
 FALSE CAUSES
– AFTER THIS, THEREFORE, BECAUSE OF THIS
– EITHER/OR
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8. Student Reminders
1. Team members take turns. 6. During refutation prep, teams work
alone or with other PRO/CON
teams.
2. Debates are timed.
7. During refutation
3. During argument periods, period, opponents listen & take
opponents listen & take notes. notes.
4. During question prep period, 8. During final appeal period, review
notes in prep for final speech to
prepare requests for judge.
explanations etc.
9. Final appeal points out own
5. During question period, go on strengths and opponent
to next request if opponents weaknesses.
are slow to respond.
10. After debate, judge evaluates and
determines winner.
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9. SAMPLE STUDENT
WORKSHEET
Name: Taro Kondo Date: March 25, 2010
Proposition: Cats make betters pets than dogs.
PRO CON
1. Cats are more independent. 1. Dogs can guard homes.
2. Cats are generally quieter. 2. Dogs offer closer
3. Cats are cleaner and easier companionship.
to take care of. 3. Dogs can be taught
tricks.
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10. DEBATE SCHEDULE 1
PRO CON
1st Affirmative argument 1st Negative argument
1 minute 1 minute
2nd Affirmative argument 2nd Negative argument
1 minute 1 minute
3rd Affirmative argument 3rd Negative argument
1 minute 1 minute
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11. DEBATE SCHEDULE 2
PRO CON
5-MINUTE BREAK TO PREPARE QUESTIONS
3-MINUTE QUESTION 3-MINUTE QUESTION
PERIOD PERIOD
5-MINUTE BREAK TO PREPARE REFUTATIONS
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12. DEBATE SCHEDULE 3
PRO CON
Refutation of Con’s 1st Refutation of Pro’s 1st
argument argument
1 minute 1 minute
Refutation of Con’s 2nd Refutation of Pro’s 2nd
argument argument
1 minute 1 minute
Refutation of Con’s 3rd Refutation of Pro’s 3rd
argument argument
1 minute 1 minute
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13. DEBATE SCHEDULE 4
PRO CON
2-MINUTE BREAK PREPARE FINAL SPEECH
TO
FINAL SPEECH FINAL SPEECH
1 minute 1 minute
JUDGE ANNOUNCEMENT OF WINNERS
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14. Suggested Reading
Hansen, J. (2007). Teaching Debate in Japan: A Review of
Resources and Materials to Meet the Demands of
Teaching Japanese English Learners.
http://www.wilmina.ac.jp/ojc/edu/kiyo_2007/kiyo_37_PDF/05.pdf
Harris, H. (2006). English Debate in the Japanese
Classroom: An Introductory Outline. Hakuoh University
Ronshu, 21(1), 47-74.
http://ci.nii.ac.jp/vol_issue/nels/AN10016387/ISS0000365365_en.html
IDEA: International Debate Education Association. (n.d.).
http://www.idebate.org/debatabase/topic_index.php
Whitman, G. (2005). Debate. (n.d.).
http://www.csun.edu/~dgw61315/dgwdebate.html
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15. Thank you for your participation
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