Object 2

SOCIAL NETWORKING
Internet related idioms
Surf the net/web to spend time looking at different pages on the Internet.
Get your wires crossed when there has been a misunderstanding between people, usually
related to making arrangements.
To take by storm to captivate peoples attention; when something becomes very popular
Conversation questions about social networking
Do you use social networking sites?
What are the advantages and disadvantages of social networking?
Do you think social networking is changing the way people behave?
Is it possible that social networking sites make people lonelier?
What kind of information are you comfortable releasing to the public?
Are social networking sites for people who arent good at meeting people face to face?
What are the best social networking sites?
Should companies ban their employees from using social networking sites at work?
What new features would you like to see on social networking sites?
Are social networking sites dangerous?
Should children be allowed to use social networking sites?
Have you managed to contact some of your old friends using social networks?
Do you think social networking sites should have advertising?
Do you think relationships that start online are less likely to succeed?
Does social networking change the way companies act now that it is easier for people to post bad
customer experiences on the internet?
Would you prefer to network online or offline?
Do you feel worried about your personal information being used by others?
Do you ever use social networking to improve your English?
Bosses spend millions of pounds on handing out mobile phones, laptops and BlackBerries to make
sure their staff are in constant touch.
But the devices supposed to boost productivity appear to be having the opposite effect.
A survey of more than 1,000 British office workers found that many are so addicted to new
technology that they cant help but take phone calls, send text messages and access social
networking sites when in meetings.
For some, the lure of being constantly in touch is so strong that they will continue to take calls and
listen to messages even when told to switch off their phone or put away their laptop or iPad by their
boss.
Many excuse their bad manners by saying they need to be on top of their work, without realising
the constant distractions are stopping them from doing their job properly.
Software firm harmon.ie questioned 1,140 London office workers about their mobile manners.
It found that during face-to-face meetings, 41 per cent remain glued to their gadgets, texting,
listening to voice messages and checking and sending emails.
Almost one in ten post information on social networking sites such as Facebook in meetings

MEDIA
Media's Effect on Body Image
The popular media (television, movies, magazines, etc.) have, since World War II, increasingly
held up a thinner and thinner body image as the ideal for women.
In a survey of girls 9 and 10 years old, 40% have tried to lose weight, according to an
ongoing study funded by the National Heart, Lung and Blood Institute.
In a study on fifth graders, 10 year old girls and boys told researchers they were
dissatisfied with their own bodies after watching a music video by Britney Spears or a clip
from the TV show "Friends".
A 1996 study found that the amount of time an adolescent watches soaps, movies and
music videos is associated with their degree of body dissatisfaction and desire to be thin.
One study reports that at age thirteen, 53% of American girls are "unhappy with their
bodies." This grows to 78% by the time girls reach seventeen.
Source: National Institute on Media and the Family

A Focus on Appearance
A Kaiser Foundation study by Nancy Signorielli found that:
In movies, particularly, but also in television shows and the accompanying commercials,
women's and girls' appearance is frequently commented on: 58 percent of female
characters in movies had comments made about their looks, as did 28 percent in television
shows and 26 percent of the female models in the accompanying commercials. Mens' and
boys' appearance is talked about significantly less often in all three media: a quarter (24%)
of male characters in the movies, and 10 percent and 7 percent, respectively, in television
shows and commercials.
One in every three (37%) articles in leading teen girl magazines also included a focus on
appearance, and most of the advertisements (50%) used an appeal to beauty to sell their
products.
The commercials aimed at female viewers that ran during the television shows most often
watched by teen girls also frequently used beauty as a product appeal (56% of
commercials). By comparison, this is true of just 3 percent of television commercials aimed
at men.
Source: National Institute on Media and the Family

Eating Disorders
The National Institute of Mental Health estimates that eating disorders affect more than 5
million Americans each year.
An estimated one thousand women die each year of anorexia nervosa. As many as one in
ten college women suffer from a clinical or nearly clinical eating disorder, including 5.1%
who suffer from bulimia nervosa.
Approximately five percent of adolescent and adult women and one percent of men have
anorexia nervosa, bulimia nervosa, or binge eating disorder.
Fifteen percent of young women have substantially disordered eating attitudes and
behaviors.

The National Center for Health Statistics estimates that about 9,000 people admitted to
hospitals were diagnosed with bulimia in 1994, the latest year for which statistics are
available, and about 8,000 were diagnosed with anorexia.
Males account for only 5 to 10 percent of bulimia and anorexia cases. While people of all
races develop the disorders, the vast majority of those diagnosed are white.
Studies indicate that by their first year of college, 4.5 to 18 percent of women and 0.4
percent of men have a history of bulimia and that as many as 1 in 100 females between the
ages of 12 and 18 have anorexia.
Statistics from the National Center for Health Statistics show that "anorexia" or "anorexia
nervosa" was the underlying cause of death noted on 101 death certificates in 1994, and
was mentioned as one of multiple causes of death on another 2,657 death certificates.
In the same year, bulimia was the underlying cause of death on two death certificates and
mentioned as one of several causes on 64 others.
Five to ten million adolescent girls and women struggle with eating disorders and
borderline eating conditions.
Each year millions of people in the United States are affected by serious and sometimes
life-threatening eating disorders. More than 90 percent of those afflicted are adolescent and
young adult women.
According to The Center For Mental Health Services 90 percent of those who have eating
disorders are women between the ages of 12 and 25.

How the Media Can Manipulate Our Viewpoint

We have access to everyday news through the Internet, television, newspapers, and so on. Most
of the news we see everyday is strongly opinionated in order to manipulate the peoples views. The
articles we read, the images and clips we view are all the products of authors and companies that
have strong opinions on certain political and social events. Although an article we read might look
like a completely objective story that just tries to explain us what happened that day, it usually is
very subjective and supports a specific point of view. Through media, many people aim to change
the societies views on things. The picture below is a great example for how the Media can
manipulate our viewpoint. On the right side of the picture, CNN shows the good part of the picture,
it shows a soldier helping a man in the war. The far left of the image shows the opposite: a U.S
soldier threatening to kill the same man. This shows how different news agencies manipulate the
image and change our point of view, and we cannot even notice it. They use the effect of media in
order to make the society think like they do.

SOCIAL NETWORKING
STUDENT Bs QUESTIONS (Do not show to Student A)
1)

What is social networking?

2)

What are the pros and cons of social networking?

3)

Are social networking sites dangerous?

4)

Are you good at networking face to face?

5)

Isnt social networking just a fancy name for meeting people and keeping in touch?

6)

Should children be allowed to use social networking sites?

7)

Is it possible that social networking sites make people lonelier?

8)

Which sites of famous people would you like to join?

9)

Would you prefer to meet new people at a party or online?

10)

Are social networking sites changing our daily behaviour?

STUDENT As QUESTIONS (Do not show to Student B)

1)

What springs to mind when you hear the term social networking?

2)

Hasnt social networking been a part of human society for tens of thousands of years?

3)

Have you joined any social networking sites? Are they fun?

4)

Are social networking sites for people who arent good at meeting people face to face?

5)

Whats the best social networking site?

6)

Should companies ban their employees from using social networking sites at work?

7)

What new features would you like to see on social networking sites?

8)

Do you think social networking could really be called social networking?

9)

Have you ever tried to find friends on a social networking site?

10)

Do you think your countrys leader has a page on a social networking site? What do you think it might co

DRONES
U.S. to reduce use of drones (26th May, 2013)
U.S. President Barack Obama has outlined a new policy in the controversial use of drones to kill
suspected terrorists. Drones are unmanned aircraft that can be controlled from the U.S. as well as
from bases in or near war zones. Both the U.S. military and the CIA use drones in their operations.
Around 800 drone strikes have taken place in Afghanistan in the past two years. The CIA's use of
drones is shrouded in secrecy. Experts believe the agency has conducted around 350 drone
strikes in Pakistan and fewer than 100 in Yemen and Somalia since 2004. Around 3,000 people
have been killed by drones since 2004. The New America Foundation estimates that roughly 21
per cent of those killed were civilians.

President Obama said the U.S. would now only use drone strikes as a last resort, when there is a
"continuing and imminent" threat to the American people, and that there must be "near certainty
that no civilians will be killed or injured". Kenneth Roth from Human Rights Watch said: "A mere
promise that the US will work within established guidelines that remain secret provides little
confidence that [it] is complying with international law." Shahzad Akbar, a Pakistani lawyer working
for drone victims' families, said: "The problem remains the same because there is no transparency
and accountability for the CIA because it will remain inside the system and not be visible to
outsiders."

1. DRONES:Students walk around the class and talk to other students about drones. Change
partners often and share your findings.
2. CHAT:In pairs / groups, decide which of these topics or words from the article are most
interesting and which are most boring.
new policy / controversial / war zones / military / secrecy / experts / CIA / civilians / last resort /
imminent threat / human rights / guidelines / international law / system
Have a chat about the topics you liked. Change topics and partners frequently.
3. UNMANNED / UNWOMANNED:Complete this table with your partner(s). Change partners often
and share what you wrote.
Good?

Advantages / Disadvantages

Drone
Tank
Passenger plane
Operating theatre
Classroom
Store
4. ROBOTS:Students Astronglybelieve all future walls will be fought with robots and drones;

Students Bstronglybelieve humans will always fight wars. Change partners again and talk about
your conversations.

Amazon.com testing drone delivery service (4th December, 2013)

The online store Amazon is testing a new method of delivering parcels. It wants to start using
drones to get packages to customers, in just 30 minutes. The drones are small, remote-controlled
helicopters called 'octocopters'. They look like toys. Amazon's CEO Jeff Bezos talked about them
on the American TV show '60 Minutes'. He said: "I know this looks like science fiction. It's not." He
added: "We can do half-hour delivery...and we can carry objects, we think, up to 2.3kg, which
covers 86 per cent of the items that we deliver." He joked that Amazon would not be able to deliver
some things. He said: "It won't work for everything. We're not going to deliver kayaks, or table saws
this way."

The new delivery system is going to be called 'Prime Air'. It could be in operation before the year
2018. Mr Bezos believes it will be good for the environment. "It's very green and it's better than
driving trucks around," he said. The project still needs the green light from the U.S. government.
The company is making sure the 'octocopter' meets all of the country's flying safety standards.
Bezos only has one concern with his 'octocopters'. He said: "This thing can't land on somebody's
head while they're walking around their neighborhood." He said Amazon needed to keep finding
new ways to stay ahead. He knows that companies can have a short life span and that other
businesses can overtake them, especially those using technology.

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
1. Multinationals - Help or Hindrance?
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.
2. First World Obligation
Discuss the differences between what is considered a First World Country and a Third World
country. Ask students to consider the following statement: First World countries have an obligation
to help Third World countries with funds and assistance in cases of hunger and poverty. This is true
because of the First World's advantageous position attained by its exploiting the resources of the
Third World in the past and present. Based on students' responses, divide groups up into two
groups. One group arguing for extensive First World responsibility, one group for limited
responsibility. More
3. The Necessity of Grammar
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. More
Ads
4. Men and Women - Equal at Last?
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. More
5. Violence In The Media Needs To Be Regulated
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. More

How to win Arguments Dos, Donts and Sneaky Tactics

There is not much point in having brilliant ideas if we cannot persuade people of their value.
Persuasive debaters can win arguments using the force of their reason and by the skillful
deployment of many handy techniques. Here are some general dos and donts to help you win
arguments together with some sneaky tactics to be aware of.

Do:

1. Stay calm. Even if you get passionate about your point you must stay cool and in command of
your emotions. If you lose your temper you lose.

2. Use facts as evidence for your position. Facts are hard to refute so gather some pertinent
data before the argument starts. Surveys, statistics, quotes from relevant people and results
are useful arguments to deploy in support of your case.

3. Ask questions. If you can ask the right questions you can stay in control of the discussion and
make your opponent scramble for answers. You can ask questions that challenge his point,
What evidence do you have for that claim? You can ask hypothetical questions that
extrapolate a trend and give your opponent a difficulty, What would happen if every nation did
that? Another useful type of question is one that calmly provokes your foe, What is about this
that makes you so angry?

4. Use logic. Show how one idea follows another. Build your case and use logic to undermine
your opponent.

5. Appeal to higher values. As well as logic you can use a little emotion by appealing to worthy
motives that are hard to disagree with, Shouldnt we all be working to make the world better
and safer for our children?

6. Listen carefully. Many people are so focused on what they are going to say that they ignore
their opponent and assume his arguments. It is better to listen carefully. You will observe
weaknesses and flaws in his position and sometimes you will hear something new and

informative!

7. Be prepared to concede a good point. Dont argue every point for the sake of it. If your
adversary makes a valid point then agree but outweigh it with a different argument. This makes
you looked reasonable. I agree with you that prison does not reform prisoners. That is
generally true but prison still acts effectively as a deterrent and a punishment.

8. Study your opponent. Know their strengths, weaknesses, beliefs and values. You can appeal
to their higher values. You can exploit their weaknesses by turning their arguments back on
them.

9. Look for a win-win. Be open-minded to a compromise position that accommodates your main
points and some of your opponents. You cannot both win in a boxing match but you can both
win in a negotiation.
Dont:

1. Get personal. Direct attacks on your opponents lifestyle, integrity or honesty should be
avoided. Attack the issue not the person. If the other party attacks you then you can take the
high ground e.g. I am surprised at you making personal attacks like that. I think it would be
better if we stuck to the main issue here rather than maligning people.

2. Get distracted. Your opponent may try to throw you off the scent by introducing new and
extraneous themes. You must be firm. That is an entirely different issue which I am happy to
discuss later. For the moment lets deal with the major issue at hand.

3. Water down your strong arguments with weak ones. If you have three strong points and
two weaker ones then it is probably best to just focus on the strong. Make your points
convincingly and ask for agreement. If you carry on and use the weaker arguments then your
opponent can rebut them and make your overall case look weaker.

Low, sneaky ways that some people use to win arguments:

1. Use punchy one-liners. You can sometimes throw your opponent out of his stride by
interjecting a confident, concise clich. Here are some good ones:
That begs the question.
That is beside the point.
Youre being defensive.
Dont compare apples and oranges.
What are your parameters?

2. Ridicule and humiliate your opponent. This can be very effective in front of an audience but
will never win over the opponent himself.

3. Deliberately provoke your adversary. Find something that makes them angry and keep
wheedling away on this point until they lose their temper and so the argument.

4. Distract. Throw in diversions which deflect the other person from their main point.
5. Exaggerate your opponents position. Take it way beyond its intended level and then show
how ridiculous and unreasonable the exaggerated position is.

6. Contradict confidently. Vigorously denounce each of your opponents arguments as

fallacious but just select one or two that you can defeat to prove the point. Then assume that
you have won.
Remember that an argument between two people is very different from a debate in front of an
audience. In the first you are trying to win over the other person so look for ways of building
consensus and do not be belligerent in making your points. In front of an audience you can use all
sorts of theatrical and rhetorical devices to bolster your case and belittle your adversary. In these
circumstances humour is a highly effective tool so prepare some clever lines in advance.

Description

There's no debate about it! Debates are a great tool for engaging students and livening up classroom curriculum. Using debates in
the classroom can help students grasp essential critical thinking and presentation skills. Among the skills classroom debates can
foster are abstract thinking, citizenship and etiquette, clarity, organization, persuasion, public speaking, research, and teamwork and
cooperation. And that's just the beginning!
Learn More About Using Debates in the Classroom
The following Education World articles and lessons provide a great starting point for using debates in the classroom:
It's Up for Debate
Debates are a staple of middle and high school social studies classes. But have you ever thought about using debates at the lower
grades -- or in math class? Education World offers five debate strategies and extra lessons for students of all ages. The following
five lessons can be found in this article:

Stage a Debate: A Primer for Teachers (Lincoln-Douglas Debate Format)

Adapt the standard debate format; plus ten strategies for engaging students in debate. (Grades 3-12)

Role Play Debate

Students assume the roles of various stakeholders in debates on issues of high interest. (Grades 3-12)

Using Fairy Tales to Debate Ethics

Three fairy tales challenge students to think about honesty, right and wrong, and other questions of ethics. (Grades K-8)

Four Corners Debate

A debate strategy gets kids thinking and moving. Debate topics included for all grades. (Grades K-12)

Inner Circle, Outer Circle Debate Strategy

The inner/outer circle debate strategy emphasizes listening to others' views and writing an opinion essay. (Grades 3-12)
Classroom Debate Resource Page
This special Education World resources highlights the best resources for debate rules; debate rubrics for student assessment;
debate topics for classroom use; more debate lesson plans; and fun debate strategies.
More Debate Lessons

'They Just Come and Go' -- A Debate About the White House
Students select a president, read about his life and accomplishments as a leader, and then design a monument in his honor. They
learn about life in the White House and debate one of five issues related to the presidency. (Grades 3-12)

Human Nature: Good or Evil?

Stage a debate or write an essay in response to the question: Is human nature inherently good or inherently evil? (Grades 6-12)

It's Up for Debate: WWII Issues

Students work in teams to explore a variety of issues related to World War II, review the decisions that were made at the time, and
debate the correctness of those decisions. (Grades 6-12)

Could Teddy Roosevelt Spell?

Students stage debates about English spelling vs. simplified spelling. (Grades 6-8)

In Your Opinion: Are Athletes Heroes?

Students participate in a classroom debate about athletes as heroes. (Grades 6-12)

Debate

Description

Debate can be used in any classroom. It can be as detailed and formal as the Lincoln-Douglass

structure used by debate teams, or as simple and informal as pairing students to research and
discuss the pros and cons of an issue. As students identify, research, and argue about complex
ideas, they hone their skills in critical thinking, organization, persuasion, public speaking, research,
and teamwork. If the issue they debate is something that is important to their families, their
communities, or themselves -- as it is in Laura Alvarez's classroom -- debate can also be a
powerful way for students to effect change.

Debate in Laura Alvarez's Classroom

In Laura Alvarez's class, debates, like persuasive letters, help the students to academically engage
the social issues that affect their lives. The oral debates help students verbalize and flesh out their
thoughts. Alvarez scaffolds student debates on issues with great care; at each step, she explains,
models, provides graphic organizers, and supports small groups. She begins by having the
students identify common issues in their books and in their interviews. The students look at the
expectations immigrants have about the United States and the realities they find. Alvarez provides
them with a graphic organizer that helps them classify the problems they see under several large
headings: safety, education, work, health, rights, language, pollution, and other. This helps the
students craft problem statements -- a step many find difficult.

As the students research, Alvarez helps them interpret what they find in books and on the Web.
She reads aloud to the small groups, asking them to stop her when they hear something relevant
to their problem statement. She shows them how to take notes on these sources. She reminds her
students regularly that there will be a real audience for this work: after the students conduct their
oral debates, they will write letters to their intended audience.

After the students have researched their issue, Alvarez guides them to detail various arguments
about it by handing out a list of and demonstrating the following steps:
1.Identify the problem.

2.Identify someone who could address this problem.

3.Write a thesis statement that states your opinion about the problem and its solution.
4.Brainstorm arguments to support your opinion.
5.Brainstorm counterarguments.
The class first works together as a group, focused on one issue.
Alvarez shows the students how to compile notes by brainstorming
and reviewing their research. In small groups, the students follow
Alvarez's steps. Then they practice debating in pairs. Finally, Alvarez
invites pairs of students to the front of the class to debate.
Tips and Variations for Debate
Laura Alvarez uses a style of debate that suits her students: as transitional-bilingual fourth- and
fifth-graders from immigrant families, they have a strong stake in the issues but need support in
reading, writing, speaking, and listening in English. Other styles may apply to other students.
The students can identify debate topics themselves, or the teacher can list ideas for them.
However the topics are chosen, they should be phrased as questions (e.g., "Should English
be the only language of instruction in our schools?"). Remind the students that the test of a
good topic is that arguments can be made on both sides of the issue.
The teacher can help the students identify resources, including fiction and nonfiction print
resources, interviews, surveys, Web sites, statistics, etc. They can ascertain the sources'
reliability by asking: Is the source an authority? Is the source up to date? Does the source
have a "hidden agenda" or bias? Does the source offer logical evidence for its information?
The students can list pros and cons with a simple T chart, working individually, in pairs, in
small groups, or as a class.
The teacher might halve the class and assign each side a position, or allow the students to
choose. If they work in teams, they might elect a "captain" who will facilitate and delegate
responsibilities. The teachers might also assign specific roles or subtopics.
The students can organize their research into major and minor arguments. At the same
time, they should consider how to rebut counterarguments.
The students should rehearse the debate. Depending on the debate's format, the teacher
may impose time limits. The students can participate as individuals or in teams. If they
debate in teams, members should decide who presents the argument and
counterargument.
The students may stage debates for the class, larger school audiences, and/or community
members.
The most common formal debate structure is the Lincoln-Douglass style. The following variations
are particularly appropriate for middle school.
Think-pair-share debate strategy: Each student researches a common topic and spends
10 minutes making notes on possible arguments. Next, the students form pairs in which
they share ideas, compare notes, and further their thinking for another 10 minutes. Each
pair then joins another pair to share ideas and compare notes for another 10 minutes. If
there is time, two groups of four can join for another 10 minutes of sharing. Eventually the
whole class regroups to share as the teacher facilitates and takes notes.
Tag-team debate strategy: A team of five members represents each side of a debatable
question. Each team has three to six minutes: each speaker from the team can speak for
one minute, then tag another team member to continue. (Any team member can volunteer
to go.) No member of the team can be tagged twice until all the members have been tagged
once.

Participation countdown strategy: This strategy ensures that no student dominates a

discussion. When the students are presenting, ask that every time audience members raise
their hands to pose counterarguments, they indicate how often they have participated. The
students should raise their hands the first time with one finger pointing up, the second time
with two fingers, etc. After three times, they are no longer allowed to participate. This helps
individuals ration their involvement.
Teacher, Peer, and Self-Assessment of the Debate
Many teachers use rubrics that the students have helped create. In addition, teachers should ask
the students to write or discuss debating. Sample questions include:
Objective questions about the debates:
How logical were the arguments? How persuasive? What examples, facts, or other
evidence were especially persuasive? How strong were the counterarguments?
How well was the debate presented? Did the student(s) speak clearly and forcefully with
good eye contact? Was the style persuasive?
To self-assess the debate strategy as a whole:
How did your research process and debate help you better understand the literature and
the social issue?
What aspects of the debate did you do especially well? Why?
What aspects of the debate might you do differently next time? Why? How?
What have you learned about public speaking?
How did your own ideas and views develop through this process?
What did you learn about the "other side"?
What do you hope will happen as a result of this debate? What are your next steps on this
issue?
Benefits of Debate
By posing debatable questions, teachers help students think
critically about important social issues.
By helping students research their arguments, teachers
engage them as critical readers. With guidance, the students
learn to evaluate sources, take notes, determine the relative
importance of arguments, and value counterarguments.
By having a real purpose and audience, the students have
more ownership of and pride in their arguments.
The students see that their views and voices make a difference.
The students learn to speak persuasively and to listen respectfully.
The students connect language arts with their worlds.
Debates challenge the students to understand multiple points of view. They must be able
to support their own opinions and others'. Teachers can use the rigor and formality of a
debate to make sure every voice is heard and respected. As teacher educator Sonia Nieto
notes: "When you put [real problems and issues] in the curriculum, instead of sliding them
under the rug, you're better able to deal with them and make them transparent. This is
really what education should be about: to look at things critically, to teach kids to engage
with the subject matter. And the subject matter in this particular case happens to be their
lives."

Constructing a speech
Contents[Hide]

1. Introduction
2. The First Impression
2.1. Contextualisation
2.2. Overview
2.3. Prominent Example
2.4. Personal Anecdote
2.5. Quotations
2.6. Humour
3. Finishing Strong
3.1. Following the Theme
3.2. Quotations
3.3. Summation
4. Ease of tracking
4.1. Signposting
4.2. Transition Markers
5. Word Choice
5.1. Necessity
5.2. Simplicity
5.3. Accuracy
5.4. Sophistication

1. Introduction
There is more to a debate speech than the mere delivery of arguments and rebuttals. No doubt
these two elements form the backbone of a debate speech. However, the following elements are

crucial in making a speech interesting, memorable and easy to follow for the judges. When the
judges have an easy time following a Debaters speech, they will always be more inclined to give
more points in return.

2. The First Impression

It is critial that Debaters make a good first impression on the judges within a debate. Making a
good impression straight away leads the judges to believe that the debater is capable of making a
good speech to follow and induces them to give higher scores if the debater is able to fulfill this

potential. Many debaters, however, will merely launch into the speeches contents, which makes
the remarks appear more utilitarian. A good introduction is thus essential in raising the expectations
of the judges.
A good introduction also serves to differentiate the speaker from the other debaters in the round
and get more attention from the judges. Debaters can consider using the following elements to
create effective introductions to their speeches. Debaters should allocated about 20-45 seconds for
the introductions but this will depend on the time available for the speech and the amount of
substantive matter which needs to be covered.

2.1. Contextualisation
This technique is commonly used by the First speakers of both
teams. The speakers open their speeches by contextualizing the
motion in real world events. This shows the judges that the
speakers understand the relevance of the motion and why the
motion is being debated. The contextualisation also provides the
speakers with an opportunity to make their stance as sympathetic
as possible.
In a debate about the use of nuclear technology, the First Proposition Speaker can open by citing
the depletion of natural resources as well as the need to find sustainable and cheap energy
sources in the developing world. The speaker may also highlight the increasing concerns over
carbon emissions and global warming, factors which will support Propositions arguments in favour
of nuclear technology. The First Opposition Speaker, in contrast, will contextualize the debate by
referring to nuclear accidents, such as those in Japan, as well as the threat of nuclear weapon
programmes in North Korea and Iran.

2.2. Overview
The overview is a technique more commonly used from the
Second Speaker onwards, although the First Opposition Speaker
may also use it. Here, the Debater makes a critique of the
approach being taken by the opposing team. This is an attack on
the opposing team which goes beyond a mere rebuttal of a point.
Here, the debater makes the assessment of how the debate is
proceeding and why the opponents general approach is flawed.

This assessment will also serve as a pre-cursor to the evaluative component of the Summary
Speeches and signals to the judges that the Debater has the ability to look at the debate critically.
For instance, in a Debate about globalisation, the Second Proposition Speaker can note that the
Opposition has focused mainly on social and political issues and criticise this approach during the
overview as globalisation is primarily an economic phenomenon. The Second Opposition Speaker,
in response, can note during the overview that the Proposition had primarily used examples from
developed countries and has ignored the impact on least developing countries in order to put
globalisation in a good light.

2.3. Prominent Example

Another interesting way to open the speech is to use a poignant
example in support of the teams stance. This has the effect of
quickly grounding the debate in reality and putting a clear metal
image of the debate in the minds of the judges. This technique
differs from contextualization as the Debater is only using a single
example for its impact rather than the explanation of the broad
circumstance. Thus, going back to the motion on nuclear
technology, the speaker can open with a detailed example on the
reactor meltdown at Chernobyl and the resultant radioactive
fallout over Europe. While all the speakers on the floor have the
option of opening the speech with an example, they will have to
be aware that this will necessarily take away an example which
could have been used for an argument or rebuttal.

2.4. Personal Anecdote

This technique is especially useful in establishing a rapport with
the judges and the audience. This allows the debater to create
some differentiation from the rest of the speakers while making
the topic a little more interesting. Ideally, the anecdote should be
related to the motion.
On some occasions, Debaters can get an additional benefit from this technique by becoming
authority figures. For instance, on a motion about the United Nations, a Debater who has worked
or interned at the UN will be able to speak with more authority. Thus, the Debater can make
reference to an incident or episode during the stint at the UN. Since it will be clumsy and possibly

counterproductive to say I have worked at the UN so I know more about this than anyone here, a
good way to claim authority will be subtly working in the Debater's UN background into an
anecdote or story.

2.5. Quotations
The use of famous quotes related to the topic can also be a good way to start a speech. These are
formulated well and are usually short and sharp, which allows the debaters to proceed quickly into
these speeches. Debaters should avoid the mere recitation of the quote prior to proceeding to the
case. Instead, they should explain how the quote relates to the motion at hand.

2.6. Humour
The use of humour can be effective in easing the tension in the
room and establishing a rapport with the audience and the
judges. Although the Debater is free to use any type of jokes or
quips, it will be best if there are related to the topic in some way.
The use of humour always involves some risks. If the humour
goes unappreciated, the silence will be awkward and deafening and the Debater will be
embarrassed. Worse, the humour could backfire if it ends up offending the audience or the judges.

3. Finishing Strong

The conclusion to a speech is just as important as the introduction. The judges will be close to
making up their minds on the score to be given to the speakers and a strong finish could assist in
pushing the score a little higher. Thus, speakers should get rid of bad habits such as panicked and
rushed endings or incomplete conclusions trailing off as they return to their seats. Instead, they
should allocate some time at the end of their speeches for a strong and effective conclusion.

3.1. Following the Theme

One technique to wrap up the speech to refer back to the introduction and finish on the same
theme. Thus, if an anecdote was used, the conclusion could refer to the same story for a fitting
conclusion. The speaker with the UN experience can sum up the speech by referring to the
lessons learnt at the end of the tenure.

3.2. Quotations
Quotations work even better at the end of speeches as they are short and can be delivered with a
flourish; useful when there will be little time left for the speaker.

3.3. Summation
Speakers who provide a summation of the key components of the speech just delivered will be
able to remind the judges of all the points covered. This will ensure that the judges did not miss a
single point. This also lets the judges know that the speaker had complete control over and
awareness of the speech.
The summation can also be expanded to cover the key points already delivered by the preceding
speakers. This ensures that these key components will remain fresh in the minds of the judges.
Third Speakers in particular, should summarise the substantive arguments raised by their
teammates at the end of their speeches.

4. Ease of tracking

4.1. Signposting
Signposting refers to the Debater signaling to the judges on what
the various components of the speech are. Specifically, this refers
to the Debater declaring what component is about to be delivered
before the delivery itself.
For instance, instead of launching directly into a rebuttal, the
debater should signpost by saying For my first rebuttal, lets
address the oppositions first point on the economic impact. This
allows the judges to know exactly what is happening within a
speech. In contrast, a speech without good signposting often
leaves judges confused as to which rebuttal was being directed at
particular arguments and makes it hard for them to award higher
scores.

4.2. Transition Markers

Transition markers inform the judges that one particular argument or rebuttal has been concluded
and that the speaker has moved on to another component. This simple step alerts the judges that
a new argument or rebuttal is about to be delivered and allows them to prepare accordingly. For
instance, the speaker may simply say, The oppositions first argument has fallen. Lets see why
their second argument is flawed to indicate that a new rebuttal is being brought in.
Without proper transition markers, Debaters run the risk of having their arguments merge with each
other, leaving the judges more confused. For instance, some Debaters merely usefurthermore as
a transition maker to move from one rebuttal to the next. However, because it is an indistinct
marker, the judges are uncertain if the speaker was providing multiple rebuttals to one argument or
had different responses to multiple arguments.

Tip: One easy way to make it easier for the judges to track the arguments is to list the items to be
delivered at the beginning of the speech. For instance, a Debater can declare that the speech will
respond to 3 of the Oppositions arguments to be followed by 2 substantive arguments, it makes it
easier for the judges to track the speech. In contrast, if a Debater does not number the arguments,
judges may sometimes have difficulty deciding how many rebuttals there actually were and how
many arguments were actually raised.
(Note: One issue with this method is that Debaters may run out of time and fail to deliver the
promised number of arguments. However, the proper solution is to manage the time allocation
properly, rather than to make it easier to drop points through the lack of numbering.)

5. Word Choice

The words used by Debaters are the vehicles for the ideas that they wish to convey. Debaters
need to ensure that the words that they use are effective and that no wasted words are used within
that limited time frame. Debaters should keep the following elements in mind when selecting the
words they use for their speeches.

5.1. Necessity
Use only the words which are necessary and remove the filler words which have no meaning.
These fillers include terms such repeated Ladies and Gentlemen, like, you know, we see that,
we say that, at the end of the day, etc. These words use up valuable time and add nothing to the
debate. It is better to pause and breathe rather to than use filler words during a speech.

5.2. Simplicity
Use simple words as much as possible. The best way to ensure Debaters are able to get their
points across is to ensure that every member of the judging panel and the audience understand
the words which are being used. Debaters should thus not use a complicated word which could be
misunderstood by the judges or opponents when a simple word will do just as well.
For instance, some judges and opponents may well not know what exacerbate means but they
are all likely to know that the harms are worse. (Note - In some debates, especially those with

science and technology motions, it will not be possible for debaters to avoid using scientific terms,
which tend to be complex at times. However, they should take care to explain these terms when
necessary to ensure that everyone in the debate can follow.)

5.3. Accuracy
Use words which are precise in conveying the message. This will ensure that the opponents will
not misunderstand or misrepresent the arguments being put forward. For instance, they should
avoid saying eradicate the black market if all they wanted to claim was that the impact of the
black market will be reduced. Inaccurate language allows the opponents to pounce and attack
these areas easily. In this case, the opponents will merely have to point out the impossibility of
completely removing an entire black market industry.

5.4. Sophistication
Use words which are formal and sophisticated. Although the debate is to be conducted in friendly
tones, it is still a formal competition between two teams. As such, the language used should also
be sophisticated and casual words should be avoided. Thus, a team should say that the
opponents arguments are flawed or illogical rather than saying they suck or are lousy.