1. Greeting
2. Starting point:
Teacher: Today we’ll continue talking on our general theme “Family Matters”. (Slide 1)
So, let me start the lesson with presenting the aims. They are the following: (Slide 2)
a) To develop communication skills
b) To practice providing counter-argumentation
c) To role-play debates
3. Warming-up:
Teacher: Well, the famous Russian novelist Leo Tolstoy once said: “All happy families are alike.” (Slide 3)
My question to you is: ‘What do you mean when you say these words ‘a happy family’?
(Pupils come up with their ideas. Possible answers: P.1: “A happy family is a family in which everybody respects and loves each other. P.2: “A happy family is a family whose members have common interests and views.” P.3: “A happy family is a family which has many children.”)
4. Pre-debate stage:
Teacher: You have just mentioned the number of children in a family as one of the essential features of a happy family. Not long ago while visiting one of the Net-forums I saw that people expressed different opinions on this issue. I remember one woman asking for advice whether she should give birth to a second child or not. So, it is obvious that the ideal number of kids in a family is definitely under debate. (Slide 4)
That is why I would like to announce the start of our today’s debate session. But before we start, let me remind you to make notes while listening to the opposing teams and assess the solidity of the presented arguments.
5. The debates
a) Introductory stage
The Chairman:
- greets the audience and suggests watching a video clip on You-tube;
- introduces the motion of the debates; (Slide 5)
- conducts a preliminary vote among the audience;
- announces the beginning of the debates.
b) Presentation stage
The opposing teams present their ideas.
- The Proposers (3 members of the team)
- The Opposers (3 members of the team)
(While listening to the opposing teams, the audience makes notes of the presented arguments.)
c) Counter-argumentation stage
The opposing teams provide their counter-arguments.
(While listening to the opposing teams, the audience formulates the questions.)
d) Question time
The audience asks questions addressed to the opposing teams. The teams respond.
e) Assessment of the arguments
- The audience assesses the arguments and explains why they consider this or that argument to be a solid argument or a weak one.
f) Final voting
- The audience votes on the debate motion.
g) The conclusive speech of the Chairman
- The Chairman comments on the results of the final voting and announces the winner of the debates.
6. Post-debate stage
Teacher: Thank you, Mr. Chairman, thank you, everybody for your work. Judging by the figures of the final voting, your opinion concerning the number of children in a family has changed after the debates. It means that our today’s work was not in vain. It made you think over this controversial issue.
7. Home assignment stage
Teacher: Well, it is high time we turned to our home assignment. Naturally, it will be closely connected with our lesson’s activity. (The teacher explains the home-task. (Slides 6 and 7)
8. Reflexion stage (Handout “Assessment/Self-assessment)
Teacher: Now I would like you to share your impressions of the lesson and fill in these forms. (The teacher hands out assessment forms for pupils to rate the lesson and their own activity in class.)
9. Assessment of the pupils’ work
Teacher: Finally, let me evaluate your work today. Some of you did their best, some tried very hard but still there were some drawbacks. On the whole, I am satisfied with your work. So, your marks are the following ... . (The teacher assesses the pupils’ work.)
10. Parting
APPENDIX
Assessment/Self-assessment
Assess the lesson and your participation in it.
Tick a box under 1, 2, 3, 4, 5. Point 5 is the best.
| 1 | 2 | 3 | 4 | 5 | |
| 1. Was the lesson beneficial in terms of practicing debate skills? | |||||
| 2. Did you acquire new debate skills? | |||||
| 3. Were you active, creative, involved? | |||||
| 4. Did the lesson develop your team skills? | |||||
| 5. Did you like the way your partners performed? |
| 1 | 2 | 3 | 4 | 5 | |
| 1. Was the lesson beneficial in terms of practicing debate skills? | |||||
| 2. Did you acquire new debate skills? | |||||
| 3. Were you active, creative, involved? | |||||
| 4. Did the lesson develop your team skills? | |||||
| 5. Did you like the way your partners performed? |
| 1 | 2 | 3 | 4 | 5 | |
| 1. Was the lesson beneficial in terms of practicing debate skills? | |||||
| 2. Did you acquire new debate skills? | |||||
| 3. Were you active, creative, involved? | |||||
| 4. Did the lesson develop your team skills? | |||||
| 5. Did you like the way your partners performed? |