1. Harry Harris Hakuoh University
Doable Debate in the ESL/EFL Classroom TESOL Boston March 25, WORKSHOP
Harry Harris
Hakuoh University
3/25/2010

2. Outline Why debate? Issues Judging Criteria Score Sheet
Debate Fallacies
Student Reminders
Sample Student worksheet
Debate Schedule
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
Learn vocabulary, etc.; learn to evaluate what read and hear; learn self-control; learn to work with others; learn to access and select info
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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,
Relevance
Arguments consistent/related to the proposition
Body Language
Debaters sit up, use gestures, and make eye contact.
Voice
Debaters speak clearly/audibly.
Example, Facts,
Statistics, Sources
Support provided and/or serious thought done on proposition
Effectiveness
Opponent ideas are used well in refutation.
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6. Score Sheet PROPOSITION: PRO 0-5 NOTES CON Org. Def. Cons./Rel.
Body Lang.
Voice
Ex., etc.
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
OVERGENERALIZATION: going from a general case to specific
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8. Student Reminders 1. Team members take turns. 2. Debates are timed.
3. During argument periods, opponents listen & take notes.
4. During question prep period, prepare requests for explanations etc.
5. During question period, go on to next request if opponents are slow to respond.
6. During refutation prep, teams work alone or with other PRO/CON teams.
7. During refutation period, opponents listen & take notes.
8. During final appeal period, review notes in prep for final speech to judge.
9. Final appeal points out own strengths and opponent weaknesses.
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.
2. Cats are generally quieter.
3. Cats are cleaner and easier to take care of.
1. Dogs can guard homes.
2. Dogs offer closer companionship.
3. Dogs can be taught tricks.
Students bring this for accountability.
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10. DEBATE SCHEDULE 1 PRO CON 1st Affirmative argument 1 minute
2nd Affirmative argument
3rd Affirmative argument
1st Negative argument
2nd Negative argument
3rd Negative argument
With students with better English skills, these can be extended.
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11. DEBATE SCHEDULE 2 PRO CON 5-MINUTE BREAK TO PREPARE QUESTIONS
3-MINUTE QUESTION
PERIOD
PREPARE REFUTATIONS
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12. DEBATE SCHEDULE 3 PRO CON Refutation of Con’s 1st argument
1 minute
Refutation of Con’s 2nd argument
Refutation of Con’s 3rd argument
Refutation of Pro’s 1st argument
Refutation of Pro’s 2nd argument
Refutation of Pro’s 3rd argument
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13. DEBATE SCHEDULE 4 PRO CON 2-MINUTE BREAK TO PREPARE FINAL SPEECH
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.
Harris, H. (2006). English Debate in the Japanese Classroom: An Introductory Outline. Hakuoh University Ronshu, 21(1),
IDEA: International Debate Education Association. (n.d.).
Whitman, G. (2005). Debate. (n.d.).
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15. Thank you for your participation
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