CLASS

I.

DEBATE

Topics for Class Debates

Debate
Debate
Debate
Debate
Debate

Topic
Topic
Topic
Topic
Topic

1:
2:
3:
4:
5:

Men and Women Equal at Last?

Violence in the Media Needs to Be Regulated
Internet Craze
Multinationals Help or Hindrance?
The Necessity of Grammar

II. Use of Language:

Opinions,
Preferences:
I think...,
In my opinion...,
I'd like to...,
I'd rather...,
I'd prefer...,
The way I see it...,
As far as I'm concerned...,
If it were up to me...,
I suppose...,
I suspect that...,
I'm pretty sure that...,
It is fairly certain that...,
I'm convinced that...,
I honestly feel that,
I strongly believe that...,
Without a doubt,...,

Disagreeing:
I don't think that...,
Don't you think it would be
better...,
I don't agree, I'd prefer...,
Shouldn't we consider...,
But what about...,
I'm afraid I don't agree...,
Frankly, I doubt if...,
Let's face it, The truth of
the matter is...,
The problem with your
point of view is that...

Giving Reasons and

offering explanations:
To start with, the reason
why...,
That's why...,
For this reason...,
That's the reason why...,
Many people think....,
Considering...,
Allowing for the fact that...,
When you consider that...

III. Lesson Outline:

Debate Topic 1: Men and Women Equal at Last?
This debate can easily be carried out between the men and women in the class, or
those who believe the statement is true and those who do not. Another variation is
based on the idea that having students support opinions that are not necessarily their
own during debates can help improve students fluency. In this manner, students
pragmatically focus on correct production skills in conversation rather than striving to
"win" the argument.
Aim: Improve conversational skills when supporting a point of view
Activity: Debate about the question of whether men and women are truly equal.
Level: Upper-intermediate to advanced
Outline:
Review language used when expressing opinions, disagreeing, making
comments on other person's point of view, etc.
Write a few ideas on the board to encourage discussion of the equality
between men and women: the workplace, the home, government, etc.
Ask students if they feel that women are truly equal to men in these various
roles and places.
Based on students' responses, divide groups up into two groups. One group
arguing that equality has been achieved for women and one that feels that
women have not yet attained true equality to men.

Give students worksheets including ideas pro and con. Have students
develop arguments using the ideas on the worksheet as a springboard for
further ideas and discussion.
Once students have prepared their opening arguments, begin with the
debate. Each team has 5 minutes to present their principal ideas.
Have students prepare notes and make rebuttal to the expressed opinions.
While the debate is in progress, take notes on common errors made by the
students.
At the end of debate, take time for a short focus on common mistakes. This
is important, as students should not be too involved emotionally and
therefore will be quite capable of recognizing language problems - as
opposed to problems in beliefs!

Men and Women - Equal at Last?

You are going to debate whether women are finally truly equal to men. Use the clues
and ideas below to help you create an argument for your appointed point of view with
your team members. Below you will find phrases and language helpful in expressing
opinions, offering explanations and disagreeing.
Opinions, Preferences:
I think..., In my opinion..., I'd like to..., I'd rather..., I'd prefer..., The way I see it..., As
far as I'm concerned..., If it were up to me..., I suppose..., I suspect that..., I'm pretty
sure that..., It is fairly certain that..., I'm convinced that..., I honestly feel that, I
strongly believe that..., Without a doubt,...,
Disagreeing:
I don't think that..., Don't you think it would be better..., I don't agree, I'd prefer...,
Shouldn't we consider..., But what about..., I'm afraid I don't agree..., Frankly, I doubt
if..., Let's face it, The truth of the matter is..., The problem with your point of view is
that...
Giving Reasons and offering explanations:
To start with, The reason why..., That's why..., For this reason..., That's the reason
why..., Many people think...., Considering..., Allowing for the fact that..., When you
consider that...
Ideas to be considered:
Yes, Women Are Now Equal To Men.

Many governments have both male

and female representatives.
Many companies are now owned or
managed by women.
A lot of progress has been made since
the 1960s.
Television series now portray women
as successful career makers.
Men now share in the raising of
children and household
responsibilities.
Many important laws have been
passed to ensure equality in the
workplace.
In many places, a married couple can

Excuse Me? Women Still Have A Long

Way to Go Before They Are Equal To
Men.
Women still earn less than men in
many work situations.
Women are still portrayed in a
superficial manner in many television
shows.
Look at international sporting. How
many professional female leagues are
as successful as their male
counterparts?
Most governments still are made up
in their majority of men.
We are having this debate because
women are not equal. Otherwise,
there would be no need to discuss the
matter.
Women are often not given enough

choose whether the man or the

women takes leave from work to look
after the newly arrived baby.
People aren't discussing equality
anymore. It has become a reality.
Have you ever heard of Margaret
Thatcher?

Debate Topic 2:

responsibility based on the possibility

that they might become pregnant.
The number of sexual harassment
suits have increased over the past 10
years.
Hundreds of years of history can't
have been changed in a mere 30 odd
years.
Have you ever watched Bay Watch?

Violence in the Media Needs to Be Regulated

This debate can easily turn into a debate about what 'Free Speech' really means, and
can therefore be extremely interesting to students who are living in countries where
the right to 'Free Speech' is considered a fundamental right. You can choose groups
based on the students' opinions. However, you can also have students support
opinions that are not necessarily their own to help improve fluency. In this manner,
students pragmatically focus on correct production skills in conversation rather than
striving to "win" the argument.
Aim: Improve conversational skills when supporting a point of view
Activity: Debate about the question of whether violence in the media (Television,
newspapers, magazines, internet, etc.) needs to be more tightly regulated.
Level: Upper-intermediate to advanced
Outline:
Review language used when expressing opinions, disagreeing, making
comments on other person's point of view, etc.
Ask students for examples of violence in various media forms and ask them
how much violence they experience second hand through the media every
day.
Have students consider which positive or negative effects this amount of
violence in the media has on society.
Based on students' responses, divide groups up into two groups. One group
arguing that government needs to more strictly regulate the media and one
arguing that there is no need for government intervention or regulation.
Give students worksheets including ideas pro and con. Have students
develop arguments using the ideas on the worksheet as a springboard for
further ideas and discussion.
Once students have prepared their opening arguments, begin with the
debate. Each team has 5 minutes to present their principal ideas.
Have students prepare notes and make rebuttal to the expressed opinions.
While the debate is in progress, take notes on common errors made by the
students.
At the end of debate, take time for a short focus on common mistakes. This
is important, as students should not be too involved emotionally and
therefore will be quite capable of recognizing language problems - as
opposed to problems in beliefs!
Violence In The Media Needs To Be Regulated
You are going to debate whether the government should take regulatory steps to
control the amount of violence in the media. Use the clues and ideas below to help
you create an argument for your appointed point of view with your team members.
Below you will find phrases and language helpful in expressing opinions, offering
explanations and disagreeing.
Useful language:

Opinions, Preferences:
I think..., In my opinion..., I'd like to..., I'd rather..., I'd prefer..., The way I see it..., As
far as I'm concerned..., If it were up to me..., I suppose..., I suspect that..., I'm pretty
sure that..., It is fairly certain that..., I'm convinced that..., I honestly feel that, I
strongly believe that..., Without a doubt,...,
Disagreeing:
I don't think that..., Don't you think it would be better..., I don't agree, I'd prefer...,
Shouldn't we consider..., But what about..., I'm afraid I don't agree..., Frankly, I doubt
if..., Let's face it, The truth of the matter is..., The problem with your point of view is
that...
Giving Reasons and offering explanations:
To start with, The reason why..., That's why..., For this reason..., That's the reason
why..., Many people think...., Considering..., Allowing for the fact that..., When you
consider that...
Ideas to be considered:
Yes, The Government Needs to
Regulate the Media

Violence begets violence.

Children copy the violence seen on TV
and in films.
It is the responsibility of the
government to take corrective
measures when a situation becomes
dangerous.
It seems like there are only violent TV
shows anymore.
Media glorifies violence and sends the
wrong message.
By giving so much importance to
violence, the media encourages crazy
people to be violent in order to get a
lot of attention.
What is more important to the growth
of our society: A murder or a good
school teacher? Who gets more
coverage in the media?
Media is cynical and only worried
about making money. The only way
things will change is if the
government intervenes.
Does all this violence improve your life
in any way?

Debate Topic 3:

No, The Government Should Leave

the Media Deregulated
Have you ever heard of the right to
'Free Speech'.
The Media only reflects what society
as a whole does.
It is quite obvious that these films are
made for entertainment purposes and
anyone can tell the difference
between a film and reality.
Governments only make matters
worse by introducing bureaucracy they don't really improve a situation.
True change needs to come from
within and not be imposed from
without.
We need to be kept informed about
the true nature of the society that we
live in.
Parents do quite a good job of
regulating their own children's
behavior.
There are already rating systems in
place.
Wake up. Humanity has always been
violent and government regulation is
not going to change that.

Internet Craze

This lesson plan is based on the idea that having students support opinions that are
not necessarily their own during debates can help improve students fluency. In this
manner, students pragmatically focus on correct production skills in conversation
rather than striving to "win" the argument. Of course, once students have become
confident in their production skills, the can obviously argue the point they truly
believe in.

Aim: Improve conversational skills when supporting a point of view

Activity: Debate concerning the current and future impact of the Internet on daily
life
Level: Upper-intermediate to advanced
Outline:
Review language used when expressing opinions, disagreeing, making
comments on other person's point of view, etc. (See work sheet)
Ask students to consider the following statement:
The Internet has forever changed the way we live. Its
importance will continue to grow. By the year 2010 most of
the world will be conducting its business, receiving its media
(TV, films, music), and staying in touch solely via the Internet.
Based on students' responses, divide groups up into two groups.
Important: Make sure that groups are put into the group with the opposite
opinion of what they seemed to believe in the warm-up conversation.
Give students worksheets including ideas pro and con. Have students
develop arguments using the ideas on the worksheet as a springboard for
further ideas and discussion.
Once students have prepared their opening arguments, begin with the
debate. Each team has 5 minutes to present their principal ideas.
Have students prepare notes and make rebuttal to the expressed opinions.
While the debate is in progress, take notes on common errors made by the
students.
At the end of debate, take time for a short focus on common mistakes. This
is important, as students should not be too involved emotionally and
therefore will be quite capable of recognizing language problems - as
opposed to problems in beliefs!
Internet Craze
What do you think about the following statement?
The Internet has forever changed the way we live. Its importance will
continue to grow. By the year 2010 most of the world will be
conducting its business, receiving its media (TV, films, music), and
staying in touch solely via the Internet.
Use the clues and ideas below to help you create an argument for your appointed
point of view with your team members. Below you will find phrases and language
helpful in expressing opinions, offering explanations and disagreeing.
Useful Language:
Opinions, Preferences:
I think..., In my opinion..., I'd like to..., I'd rather..., I'd prefer..., The way I see it..., As
far as I'm concerned..., If it were up to me..., I suppose..., I suspect that..., I'm pretty
sure that..., It is fairly certain that..., I'm convinced that..., I honestly feel that, I
strongly believe that..., Without a doubt,...,
Disagreeing:
I don't think that..., Don't you think it would be better..., I don't agree, I'd prefer...,
Shouldn't we consider..., But what about..., I'm afraid I don't agree..., Frankly, I doubt
if..., Let's face it, The truth of the matter is..., The problem with your point of view is
that...
Giving Reasons and offering explanations:
To start with, The reason why..., That's why..., For this reason..., That's the reason
why..., Many people think...., Considering..., Allowing for the fact that..., When you
consider that...
Ideas to be considered:

The Internet Will Change Our

Lives In Every Aspect

The Internet Is Just A New Form Of

Communication, But Will Not Change
Everything In Our Lives
The Internet, while interesting, is just a
The use of the Internet around the
fad.
world is doubling every few
People want to go out and meet other
months.
people when they do their shopping.
The Internet has already changed It is too difficult to use the Internet and
with way we communicate.
computers, most people do not have the
Business have invested billions in
patience.
the Internet.
Reading on a computer screen is
The Internet is becoming faster all
uncomfortable and people will never stop
the time, you can already watch
wanting to read, listen to music and be
video or listen to Mp3s via the
entertained in traditional ways.
Internet.
The Internet creates cultural
Many people now live at home
homogenization - some would say
and work via the Internet.
Americanization, and eventually people
will get tired of this.
The Internet has created unlimited
The only real interaction between people
new business opportunities
must take place face to face on not
Most people use email instead of
'virtually'.
writing letters to keep in touch
The Internet is mainly used by teenagers
with their friends.
and other people who have lots of time to
The Internet is still very young.
waste.
The 'new' economy of the Internet
produces nothing - people can not buy
smoke.

Debate Topic 4:

Multinationals Help or Hindrance?

This lesson plan is based on the idea that having students support opinions that are
not necessarily their own during debates can help improve students fluency. In this
manner, students pragmatically focus on correct production skills in conversation
rather than striving to "win" the argument.
Aim: Improve conversational skills when supporting a point of view
Activity: Debate of pros and cons of multinational companies
Level: Upper-intermediate to advanced
Outline:
Review language used when expressing opinions, disagreeing, making
comments on other person's point of view, etc.
Write the name of some major multinational corporations on the board (i.e.
Coca Cola, Nike, Nestle, etc.)
Ask students what their opinions of the corporations are. Do they hurt local
economies? Do they help local economies? Do they bring about
homogenisation of local cultures? Do they help promote peace
internationally? Etc.
Based on students' responses, divide groups up into two groups. One group
arguing for Multinationals, one group against Multinationals.
Give students worksheets including ideas pro and con. Have students
develop arguments using the ideas on the worksheet as a springboard for
further ideas and discussion.

Once students have prepared their opening arguments, begin with the
debate. Each team has 5 minutes to present their principal ideas.
Have students prepare notes and make rebuttal to the expressed opinions.
While the debate is in progress, take notes on common errors made by the
students.
At the end of debate, take time for a short focus on common mistakes. This
is important, as students should not be too involved emotionally and
therefore will be quite capable of recognizing language problems - as
opposed to problems in beliefs!

Multinationals: Help or Hindrance?

You are going to debate the pros and cons of international multi nation corporations.
It is important to remember that you have been placed in your group based on what
seems to be the opposite of what you really think. Use the clues and ideas below to
help you create an argument for your appointed point of view with your team
members. Below you will find phrases and language helpful in expressing opinions,
offering explanations and disagreeing.
Useful Language
Opinions, Preferences:
I think..., In my opinion..., I'd like to..., I'd rather..., I'd prefer..., The way I see it..., As
far as I'm concerned..., If it were up to me..., I suppose..., I suspect that..., I'm pretty
sure that..., It is fairly certain that..., I'm convinced that..., I honestly feel that, I
strongly believe that..., Without a doubt,...,
Disagreeing:
I don't think that..., Don't you think it would be better..., I don't agree, I'd prefer...,
Shouldn't we consider..., But what about..., I'm afraid I don't agree..., Frankly, I doubt
if..., Let's face it, The truth of the matter is..., The problem with your point of view is
that...
Giving Reasons and offering explanations:
To start with, The reason why..., That's why..., For this reason..., That's the reason
why..., Many people think...., Considering..., Allowing for the fact that..., When you
consider that...
Ideas to be considered:
For Multinationals

Against Multinationals

Offers employment to local workers

Promotes peace internationally
Creates sense of community crossing
international borders
Allows entire world to improve
standard of living
Gives access to quality products
regardless of location
Promotes economic stability
Raises standard of living for regions
involved in production
Gives local economies new economic
opportunities
Fact of life which needs to be
accepted
Reflects global economy

Ruins local economies

Depletes local work forces by drawing
to metro centres
Stifles cultural growth and expansion
on local level
Provides little help with problems
which are local in nature
Creates cultural homogenization
Too big, little interest in the individual
Gives political power to outside
interests
Creates economic unstability by being
subject to the whims of the global
economy
Replaces traditional values with
materialistic values
Makes local economies subject to

mass layoffs

Debate Topic 5:

The Necessity of Grammar

This lesson plan is based on the idea that having students support opinions that are
not necessarily their own during debates can help improve students fluency. In this
manner, students pragmatically focus on correct production skills in conversation
rather than striving to "win" the argument.
Of course, once students have become confident in their production skills, the can
obviously argue the point they truly believe in.
Aim: Improve conversational skills when supporting a point of view
Activity: Debate concerning the necessity of concentrating on grammar - and not
games, conversation, etc. - when learning English
Level: Intermediate
Outline:
Review language used when expressing opinions, disagreeing, making
comments on other person's point of view, etc. (See work sheet).
Lead a short discussion asking the student's opinion on what they consider
to be the most important aspects of learning English well.
Ask students to consider the following statement: The most important
ingredient of learning English is Grammar. Playing games, discussing
problems, and having a good time is important. However, if we don't focus
on grammar it is all a waste of time.
Based on students' responses, divide groups up into two groups. One group
arguing for the prime importance of learning grammar, one group for the
idea that learning just grammar doesn't mean that you are able to use
English effectively.
Give students worksheets including ideas pro and con. Have students
develop arguments using the ideas on the worksheet as a springboard for
further ideas and discussion.
Once students have prepared their opening arguments, begin with the
debate. Each team has 5 minutes to present their principal ideas.
Have students prepare notes and make rebuttal to the expressed opinions.
While the debate is in progress, take notes on common errors made by the
students.
At the end of debate, take time for a short focus on common mistakes. This
is important, as students should not be too involved emotionally and
therefore will be quite capable of recognizing language problems - as
opposed to problems in beliefs!
The Necessity of Grammar
You are going to debate the correctness of the following statement:
The most important ingredient of learning English is Grammar. Playing games,
discussing problems, and having a good time is important. However, if we don't focus
on grammar it is all a waste of time.
Use the clues and ideas below to help you create an argument for your appointed
point of view with your team members. Below you will find phrases and language
helpful in expressing opinions, offering explanations and disagreeing.
Useful Language:
Opinions, Preferences:
I think..., In my opinion..., I'd like to..., I'd rather..., I'd prefer..., The way I see it..., As
far as I'm concerned..., If it were up to me..., I suppose..., I suspect that..., I'm pretty

sure that..., It is fairly certain that..., I'm convinced that..., I honestly feel that, I
strongly believe that..., Without a doubt,...,
Disagreeing:
I don't think that..., Don't you think it would be better..., I don't agree, I'd prefer...,
Shouldn't we consider..., But what about..., I'm afraid I don't agree..., Frankly, I doubt
if..., Let's face it, The truth of the matter is..., The problem with your point of view is
that...
Giving Reasons and offering explanations:
To start with, The reason why..., That's why..., For this reason..., That's the reason
why..., Many people think...., Considering..., Allowing for the fact that..., When you
consider that...
Ideas to be Considered:
For the Importance of Focusing on
Grammar

Communication Means More than

Understanding Rules

Without grammar, language

doesn't exist.
How can I feel confident about
using grammar if I don't
understand the rules?
A solid knowledge of all the rules is
necessary to speak a language
well.
The best way to learn a language is
practice, practice, practice the
correct usage.
Good English means correct
English.
Games do not promote learning,
they promote having fun and
nothing else.
Making mistakes reflect poor
learning.
If we don't learn the rules we will
not be able to improve our English
when we are not attending English
classes.

Communication is possible even when

we make mistakes
Understanding rules in my head doesn't
mean that I can communicate.
There are many different styles of
learning, some of which do not include
"grammar banging".
The only thing that is important is that
people can understand me and I can
understand them.
Many native speakers make mistakes in
grammar usage.
Doing grammar exercises all the time is
boring and therefore leads to lack of
attention.
Playing games is a great way to actually
use the language - not just study it.
It is difficult to become fluent if the
teacher interrupts me every 30 seconds
to correct a grammar mistake.
Grammar is boring!