O’rta maxsus kasb-hunar ta’limi markazi

SPEAKING DEMANDS…………………..

• Fluency and coherence

• Lexical Resources

• Grammatical Range and Accuracy

DEBATE I

A Topic.

“ Today the womens’ working is better than mens’laour” Do you agree or disagree?”

Competencies and Suggested Objectives:

Strands: (R-Reading) (W-Writing) (S-Speaking) (L-Listening) (V-Viewing)

Teaching Strategies: (A-Auditory) (V-Visual) (K-Kinesthetic)

Assessment Methods: (F-Fixed Response) (O-Open-ended Response) (R-Rubric)

1. Develop proficient speaking skills. (R, W, S, L, V)

a. Practice both prepared and extemporaneous delivery.

b. Expand personal vocabulary.

Suggested Teaching Strategies:

Students will practice extemporaneous speaking on current events.

Students will practice delivering effective rebuttals extemporaneously.

Students will practice delivering prepared cases.

Students will practice delivering memorized oratories.

2. Develop listening skills. (L)

a. Identify the main points of an opponent’s speech.

b. Recognize fallacies when used in an opponent’s speech.

Suggested Teaching Strategies:

Students will practice flowing a debate.

Students will study different types of fallacies and identify their use in weak arguments.

3. Gain self-confidence and self-esteem as a result of participating in debate. (R,

W, S, L, V)

a. Recognize the contribution that skill in debate provides for the adult world.

Mississippi Language Arts Framework 2000

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Debate I 2

Suggested Teaching Strategies:

Students will practice debate both within the school and in multi-school tournaments to

evaluate their ability to debate effectively.

Students will interview professionals in a variety of careers to find those that use the

research, analysis, critical listening, and presentation skills developed in debate.

4. Use human-relations skills when communicating with different audiences.

(R, W, S, L, V)

a. Identify the components underlying the communication process.

b. Control and guide the concentration of the audience upon the message produced

by the speaker.

c. Analyze an audience and adapt speaking to the situation.

Suggested Teaching Strategies:

Students will practice debating for a variety of judges, learning to adapt arguments to

make them more appealing for the individual judge in the round.

Students will practice "signposting" arguments to assist both their opponents and their

judges in following their argument.

5. Understand the role of nonverbal communication. (R, W, S, L, V)

a. Identify nonverbal barriers to communication.

b. Acquire, interpret, and evaluate nonverbal messages.

Suggested Teaching Strategies:

Students will practice effective walk patterns for speech delivery.

Students will practice effective gestures for speech delivery.

Students will practice effective stances for cross-examination in debate.

6. Research, analyze, and compile data to prepare and deliver effective

speeches. (R, W, L, S, V)

a. Apply effective research skills to find the best available information.

b. Critically analyze factual material toward resolving conflict.

c. Organize data effectively through sound reasoning.

Suggested Teaching Strategies:

Students will participate in congressional debate in mock legislatures.

Students will participate in mock trial.

Students will write cases, read philosophy, and participate in Lincoln-Douglas Debate,

researching multiple topics within the year course.

Students will practice impromptu speaking.

Students will read, file, and use information from current news sources for developing

and delivering extemporaneous speeches.

Mississippi Language Arts Framework 2000

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Debate I 3

NOTE: Students earning a full credit will participate in more of these strategies and do

research and case writing for more topics.