8/10/2019 Debate 2 for ESL learners

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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. For more information

on this approach please see the following feature: Teaching Conversational Skills: Tips and Strategies

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:  ebate concerning the responsibility of First !orld countries to help Third !orld countries

Level:  pper#intermediate to advanced

Outline:

•Review language used when expressing opinions, disagreeing, making comments on other person's

point of view, etc. (See work sheet

•!iscuss the di"erences #etween what is considered a $irst %orld Countr& and a Third %orld countr&.

•sk students to consider the following statement: $irst %orld countries have an o#ligation to help

 Third %orld countries with funds and assistance in cases of hunger and povert&. This is true #ecause of

the $irst %orld's advantageous position attained #& its exploiting the resources of the Third %orld in

the past and present.

•ased on students' responses, divide groups up into two groups. )ne group arguing for extensive $irst

%orld responsi#ilit&, one group for limited responsi#ilit&. Important:  *ake sure that groups are put

into the group with the opposite opinion of what the& seemed to #elieve in the warm+up conversation.

•ive students worksheets including ideas pro and con. -ave students develop arguments using the

ideas on the worksheet as a spring#oard for further ideas and discussion.

•)nce students have prepared their opening arguments, #egin with the de#ate. ach team has /

minutes to present their principal ideas.

•-ave students prepare notes and make re#uttal to the expressed opinions.

•%hile the de#ate is in progress, take notes on common errors made #& the students.

•t the end of de#ate, take time for a short focus on common mistakes. This is important, as students

should not #e too involved emotionall& and therefore will #e 0uite capa#le of recogni1ing language

pro#lems + as opposed to pro#lems in #eliefs2

First !orld Obligation

$ou are going to debate the correctness of the following statement: First !orld countries have an

obligation to help Third !orld countries with funds and assistance in cases of hunger and poverty. 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. se the clues and ideas below to help you create an argument for

your appointed point of view with your team members. %elow you will find phrases and language helpful

in e&pressing opinions, offering e&planations and disagreeing.

Opinions, Preferences:

I think..., In my opinion..., I'd like to..., I'd rather..., I'd prefer..., The way I see it..., (s 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..., !ithout a doubt,...,

Disagreeing:

I don't think that..., on't you think it would be better..., I don't agree, I'd prefer..., )houldn't we

consider..., %ut what about..., I'm afraid I don't agree..., Frankly, I doubt if..., *et'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 thisreason..., That's the reason why..., +any people think...., onsidering..., (llowing for the fact that...,

!hen you consider that...

8/10/2019 Debate 2 for ESL learners

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For Extensive Responsiility

•$irst %orld has alwa&s exploited Third %orld

•Creates dens of international or glo#al communit&

•3romotes cross+cultural understanding

•Raises $irst %orld awareness of Third %orld plight• The importance of humanitarian deeds

•3romotes economic sta#ilit&

•Raises standard of living for Third %orld populations

•Re4ects acceptance of $irst %orld responsi#ilit& for past historical actions

For Limited Responsiility 

•ver& nation is responsi#le for its own people

•5ong term a"ects of sustained 6charit&6 are negative on the whole

•*akes Third %orld countries even more dependent on $irst %orld countries

•7mports $irst %orld cultural values into Third %orld context where the& do not necessaril& #elong, or

appl&•Creates cultural homogeni1ation

•3ast histor& of corruption and ine"ectiveness of such 6help6 programs

•8eed for real economic opportunities rather than charit&

•-urts national pride and con9dence in the leadership of the Third %orld countries involved

•-elp can #e made dependent on certain political or economic conditions imposed #& $irst %orld

countries