Features of a good debate for SS 1

Class: SS 1
Term: First Term
Week: 3
Age: 15 years
Duration: 60 minutes
Subject: English Language
Curriculum Theme: Listening and speaking
Focal competence: Persuading others
Key competencies/values: Communication; ICT and Digital Competencies; Digital Competencies; Collaboration; Information Literacy; Respect
Skills:

• Logically presenting ideas

Previous Lesson: Composing and Replying to Emails Politely and Correctly
Topic: Debate: Features Of A Good Debate
Subject Matter: Features of a good debate

Specific Objectives

By the end of the lesson, pupils/students should be able to:

Cognitive Domain

• state the features of a good debate;
• identify the features of a dictionary.

Psychomotor Domain

• engage in class debate.

Reference Materials

The following resources were used in planning this lesson:

• 2025 New Revised Senior Secondary Education Curriculum (SSEC)
• Relevant State Unified Scheme of Work
• A suitable English Language textbook for SS 1
• The HeadTeacher Scheme of work For The New Revised Senior Secondary Education Curriculum (SSEC)

Instructional Materials

The teacher will teach this lesson with the aid of:

• Whiteboard and markers
• Projector (if available)
• Video clips of debates (online resources)
• Course books
• Relevant materials for debate exercise

Rationale for the Lesson

This lesson is important as it provides students with the foundational knowledge and skills required for effective public speaking and critical thinking. Understanding the features of a good debate helps students articulate their thoughts logically, listen actively, and respectfully engage with differing viewpoints, which are essential life skills.

Prerequisite/Previous Knowledge

Students should have a basic understanding of what a debate is and some experience in expressing their opinions in a structured manner.

Lesson Content/Board Summary

Debate: Features Of A Good Debate

What is a Debate?

A debate is a formal discussion on a particular topic in a public meeting or legislative assembly, in which opposing arguments are put forward. It is a structured argument, often competitive, where two sides present their arguments for and against a proposition or motion.

Features of a Good Debate

A good debate is characterised by several key elements that ensure it is engaging, fair, and productive. These features help participants to present their cases effectively and for the audience to understand the different perspectives.

1. Clear Motion/Proposition: A good debate starts with a clear, specific, and debatable motion. The motion should be phrased in a way that allows for two distinct opposing sides (e.g., “This House believes that social media does more harm than good”).
2. Well-Researched Arguments: Participants must present arguments that are supported by facts, statistics, examples, and logical reasoning. Hearsay or personal opinions without evidence weaken a debate.
3. Logical Structure and Organisation: Each speaker’s presentation should have a clear introduction, body, and conclusion. Arguments should flow logically, with points clearly linked and supported.
4. Effective Delivery: This includes clear articulation, appropriate pace, good eye contact, confident posture, and effective use of voice modulation. Engaging delivery keeps the audience interested and makes the arguments more impactful.
5. Rebuttal and Refutation: A crucial part of a debate is the ability to listen to the opposing side’s arguments and effectively challenge them. Good debaters identify weaknesses in their opponents’ points and offer counter-arguments based on evidence and logic.
6. Respectful Language and Conduct: Even in a competitive environment, debaters must maintain respect for their opponents and the audience. Personal attacks, insults, or aggressive behaviour detract from the quality of the debate.
7. Time Management: Debaters must adhere to the allocated time limits for their speeches and rebuttals. Staying within time ensures fairness and allows all participants to present their case fully.
8. Audience Engagement: While formal, a good debate should aim to engage the audience, making the topic accessible and interesting. This can be achieved through clear explanations, relatable examples, and a dynamic presentation style.
9. Strong Conclusion: Each speaker should conclude by summarising their main points and reiterating their stance on the motion, leaving a lasting impression on the audience and judges.

Teaching Methods/Instructional Techniques

Discussion, Explanation, Question and Answer, Guided Practice, Group Work, Video Analysis

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Questioning/Activating Prior Knowledge

Teacher’s Activity: The teacher greets the students and asks them what they understand by the term ‘debate’. The teacher then asks if they have ever participated in or watched a debate before.

Pupils’ Activity: Pupils respond to the teacher’s questions, sharing their understanding and experiences with debates.

Learning Point: Understanding of debate concept

Step 2: Introduction to Debate Features

Time: 10 minutes

Teaching Skill: Explanation/Discussion

Teacher’s Activity: The teacher introduces the topic “Features of a Good Debate” and explains why understanding these features is important. The teacher then briefly outlines some general characteristics of a good debate.

Pupils’ Activity: Pupils listen attentively and ask clarifying questions about the importance of debate features.

Learning Point: Importance of debate features

Step 3: Video Analysis of a Debate

Time: 15 minutes

Teaching Skill: Observation/Analysis

Teacher’s Activity: The teacher plays a short video clip of a debate (or a segment of one) from an online resource. While watching, the teacher guides students to observe how the debaters present their points, interact, and manage their time. The teacher may pause the video to highlight specific instances.

Pupils’ Activity: Pupils watch the video clip, observing the debaters and noting down any interesting points or observations.

Learning Point: Observing debate dynamics

Step 4: Discussing Key Features

Time: 10 minutes

Teaching Skill: Discussion/Elaboration

Teacher’s Activity: After the video, the teacher leads a discussion, asking students what they noticed about the debaters’ arguments, delivery, and interaction. The teacher then introduces and explains the first few features of a good debate, such as “Clear Motion” and “Well-Researched Arguments,” using examples from the video or general knowledge.

Pupils’ Activity: Pupils contribute to the discussion, sharing their observations and relating them to the features explained by the teacher.

Learning Point: Identifying debate characteristics

Step 5: Exploring More Features

Time: 5 minutes

Teaching Skill: Explanation/Examples

Teacher’s Activity: The teacher continues to explain other features of a good debate, such as “Logical Structure,” “Effective Delivery,” and “Rebuttal and Refutation.” The teacher provides simple examples for each feature.

Pupils’ Activity: Pupils listen and take notes, asking questions for clarity on each feature.

Learning Point: Understanding specific debate features

Step 6: Practical Application and Group Work

Time: 5 minutes

Teaching Skill: Guided Practice/Collaboration

Teacher’s Activity: The teacher divides the class into small groups and gives each group a simple, debatable motion (e.g., “School uniforms should be abolished”). Each group is tasked with brainstorming one argument for and one against the motion, keeping the discussed features in mind.

Pupils’ Activity: Pupils work in groups to brainstorm arguments, applying the features of a good debate.

Learning Point: Applying debate features

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What is the importance of having a clear motion in a debate?
2. Mention three features of a good debate.
3. Why is respectful language important in a debate?
4. How can debaters ensure their arguments are well-researched?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Recalling debate features

Step 8: Note-Taking

Time: 10 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils/students to copy the essential Board Summary notes on the features of a good debate into their notebooks.

Pupils’ Activity: Pupils/students copy the notes carefully into their notebooks.

Learning Point: Recording lesson notes

Step 9: Conclusion

Time: 5 minutes

Teaching Skill: Summarisation

Teacher’s Activity: The teacher briefly summarises the main points of the lesson, reiterating the importance of understanding and applying the features of a good debate for effective communication and critical thinking. The teacher encourages students to observe debates critically in the future.

Pupils’ Activity: Pupils listen and reflect on the lesson’s key takeaways.

Learning Point: Consolidating debate understanding

Continuous Assessment/Further Study

Type: Homework/Practice Exercise

Instruction: Individually, choose one of the following motions and write down three arguments for it and three arguments against it. Ensure your arguments are logical and supported.

1. “Social media platforms should be regulated more strictly.”
2. “Homework should be abolished for secondary school students.”

Lesson Keywords

• Debate – A formal discussion on a particular topic in which opposing arguments are put forward.
• Motion – The topic or proposition being debated.
• Argument – A reason or set of reasons given with the aim of persuading others that an action or idea is right or wrong.
• Rebuttal – The act of refuting or disproving an argument.
• Refutation – The action of proving a statement or theory to be wrong or false.
• Delivery – The manner or style of presenting a speech or argument.

Differentiation

For students needing support: Provide simpler debate topics for brainstorming and offer sentence starters for constructing arguments. Pair them with stronger students during group activities.
For advanced students: Encourage them to research current events for debate topics and challenge them to identify logical fallacies in hypothetical arguments. They can also be tasked with preparing a short, structured argument on a complex topic.

Suggested Lesson Videos

For further understanding and examples of debates, search on YouTube for: features of a good debate for students