Lesson video

Hello and welcome to today's English Lesson.

My name is Mrs. Butterworth, and I will be guiding you through your learning.

Now, in this lesson, we're going to be considering how to create and present opening arguments for a debate, which is a very important part of a debate, and one that can only get better the more we practise it.

So shall we get started? So in this lesson, you will prepare an effective opening argument for both sides of a debate and present them successfully.

Now, before we delve into the lesson, let's look at those all important Keywords that we will see throughout the lesson.

These words are proposition, opposition, logical, pace, and tone.

Now, some of you may have seen these words before, but let's just remind ourselves of those definitions.

So a proposition in a debate is the side that supports the topic or motion being discussed, and we've got that prefix there, pro, which means for.

And then the opposition is the opposite, (Mrs. Butterworth laughs) so opposite the side that disagrees with the topic or motion.

Then we have this word logical.

Now, when we're thinking about creating an argument, we want our argument to be logical, which means it follows a sequence of ideas that are connected and easy to understand.

It flows logically if you like.

We'll also be considering our pace and tone.

So pace is how fast or slow someone speaks.

And tone is the emotional attitude in a speaker's voice.

And both of these are very important when we are presenting our arguments in a debate.

The outline of our lesson looks like this.

We're going to start by beginning to understand how we can build effective open arguments.

And then we're gonna move on to practise that debate presentation.

So let's get started.

Now this will require you to do some thinking.

Now there's these boxes here with some descriptions in 'em.

And the boxes represent the different roles in a debate.

So let's read them through together and then I want you to see if you can remember what they are.

So the first box is described as, introduces the motion and ensures the debate runs smoothly and fairly.

The next two boxes, supports the motion, and argues against the motion, and then finally, listens carefully, asks questions, and gives feedback after the debate.

So you may want to pause the video to give yourself time to think about this, but these boxes represent the different roles in a debate.

Can you remember what they are? Identify those roles, and off you go.

Okay, so hopefully, you will have the following answers.

So we have got that chairperson or the chair at the top there.

Then we have our two debating teams. We've got the proposition and the opposition.

And then finally that all important, audience member who will ask those really good questions that help the debating teams develop those arguments.

So well done to everyone that got that right.

So in this lesson, we will be focusing on the proposition and the opposition.

So we're gonna be considering those roles and those opening arguments.

So once the chair has introduced the motion, each debater can be allowed three minutes to make their opening presentation.

Now three minutes isn't always the case.

So in some debates it might be slightly more or slightly less, but we're gonna work with three minutes in this debate.

And a debate always begins with the team arguing for the motion.

So in a debate, and this is a really key point, you need to be prepared to take the role of the proposition or opposition, regardless of your personal stance, because that's the key thing or one of the key skills in debating, is being able to build an argument.

Whether you agree with it or disagree with it, doesn't really matter.

It's all about how you build that argument, okay? So that's really important to remember.

So True or False time? Anyone can begin the debate once the chairperson has introduced the motion.

Is that true or false? Give your answer now.

Well done to everyone that said false, but now you need to explain why that's false.

Off you go.

So I'm going to share my answer now.

Hopefully, you have something similar.

So why is that false? Because a debate always begins with the team arguing for the motion.

So remember, you may be asked to represent the proposition or the opposition, but if you are the proposition, you're going first.

So an effective opening argument will look like this.

It would adhere to the three minute time limit or another time limit if that's the case.

But today we're looking at a three minute time limit.

Addresses the motion clearly.

Uses specific examples and evidence to support, and uses appropriate formal vocabulary.

So those are the things we are aiming for in an effective opening argument.

Now, in the Additional Materials, there is an example of an opening proposition and opposition argument.

So you'll need to find these and make sure you have access to these in the Additional Materials.

And I would like you to read those now.

So pause the video to give yourself time, plenty of time to read those examples.

Off you go.

Okay, fantastic, so what I would like you to do now you have read those, is to discuss please, how have these opening arguments met the success criteria? Now, if discussing isn't an option for you, you can think quietly to yourself or jot down some ideas, but we all need to consider how these opening arguments have met the success criteria.

Pause the video to come up with your ideas.

Okay, so both of those opening arguments meet the success criteria in the following way.

So they both adhere to the three minute time limit.

So I think they come in at just around three, under three minutes.

So the more you practise speaking for three minutes or one minute or two minutes, you get a clearer idea of what three minutes of speaking feels like.

For some people, it feels a lot longer than you would imagine (Mrs. Butterworth laughs) and for other people, three minutes can feel like no time at all.

So it's important that you start to practise to understand what that three minutes feels like.

And then addresses the motion clearly.

Now, both of these arguments clearly express their stance on the motion.

So the proposition states, "We stand firmly in favour of this motion," which is a really clear way of signalling this is our stance.

And likewise the opposition states, "However, we strongly oppose this motion." So again, we get this really clear idea of the stances of those teams. And then the specific examples and evidence to support.

So both opening arguments use a range of specific arguments and using examples is a really key and important way to build those arguments, okay? So for example, in the proposition, it references job losses and it states that, "Millions of workers, especially in low-skilled jobs, may lose their income," so a really specific example.

And in the opposition, it references healthcare, stating that, "AI can analyse x-rays and scans, detecting cancers and other health problems earlier than a human might." And I actually think they both had more examples.

So you may have come up with something different, but we can really see here how they're using that evidence, those examples, to really support their arguments.

And then finally, the appropriate formal vocabulary.

Now remember, debating is a very formal type of communication and a formal type of spoken language.

So you need to consider your language use and use a formal style.

So in these opening arguments, they do make really good vocabulary choices.

And also they use respectful language that does not sound confrontational.

So you might think in a debate that you need to be angry and confrontational and a bit shouty, but actually being respectful is all part of the debating process.

Okay, so what is missing from this success criteria? We have that question mark a A.

And I want you to tell me what is missing from the success criteria.

Come up with your answer now.

Okay, well done to everyone that got, adhere to the three minute time limit.

Okay, so we've thought about a few things with regards to our opening arguments, but there is one final element we need to add to the success criteria.

And this is structure the argument in a logical way using discourse markers, okay? So a discourse marker, and these come in very handy, is a word or phrase that helps to organise what we say or write.

So it's all about guiding the listener or reader.

So discourse markers are really important when constructing an argument.

And not just in debating, this applies to other forms of spoken language and writing too.

Discourse markers are a really useful word type.

Now in the Additional Materials, we've got those model opening arguments and they both use discourse markers.

So I'm going to tell you now the proposition argument uses the following.

So their discourse markers are firstly, next, then, finally, and in conclusion.

Now these discourse markers are really good, because they begin each new paragraph, they signal each point clearly, and they guide the listener from the beginning to the end.

So even though we haven't got the rest of the text, you can almost see that can't you, first, next, then, finally, in conclusion.

You can see how the argument is going to follow that logical sequence just by looking at those discourse markers.

So I want you to now think about the proposition's use of discourse markers and apply it to the opposition.

So reread the proposition argument.

Again, it's found in the Additional Materials.

So make sure you have access to that, and see if you can identify the discourse markers there.

So pause the video to give yourself time to do that.

Okay, so hopefully you've had enough time to reread that opposition argument and identify those discourse markers.

Now, you may want time now just to discuss with someone else how these structure the argument in a logical way.

So now you've identified the discourse markers, can you discuss how they structure the argument in a logical way? Now, if discussion isn't available to you, you may want to think quietly, but we'll share our ideas in a moment, okay? Pause the video and discuss that question.

Okay, thank you so much everyone.

Let's keep going.

Now, you may have noticed that the opposition argument uses the following discourse markers, let's start, another example, let's not, of course, in conclusion.

Now they have chosen, they're very different discourse markers, aren't they, to the the previous argument? But they do, however, still begin each new paragraph.

They do signal each new point clearly.

And you may notice as you read through, you can almost hear it, can't you, let's start, another example.

So it is not just reading it, but also when delivering it, those discourse markers clearly signal that new point and they of course guide the listener from the beginning to end.

Let's start, in conclusion, there's no denying what the start and what the end of the argument is.

So that opposition argument has really successful use discourse markers as well.

Okay, so, A, B, or C, which of these sentences do not use a discourse marker? So which of these sentences do not use a discourse marker? Come up with your answer now.

Okay, who's feeling confident? Lots of you, okay, great.

So hopefully you came up with B.

It is not something that has been considered.

So if we look at A and C, we can see they've got those discourse markers there.

Finally, we must think about the impact and next, the issue of bias.

So you can almost imagine those in an argument, can't you? Really signalling the points and guiding the listener through that logically.

Okay, so your first practise task.

So you are going to be working with this motion today.

"This house believes that zoos are cruel and all animals should be released into the wild." Okay, that is your motion.

And then I would like you please, to write the opening argument for either the proposition or the opposition.

Now, I'm going to challenge you, because I'm gonna challenge yourself to pick the one that goes against what your actual point of view is.

So when you're picking the proposition or the opposition, try and challenge yourself to pick the one that goes against your actual viewpoint.

Now remember, your success criteria is it needs to adhere to the three minute time limit.

So you may even want to read it aloud and time it or think about the length of the examples we've looked at today.

You need to address the motion clearly.

So again, think about those phrases used in our examples.

Use specific examples and evidence to support, use appropriate formal vocabulary, and finally structure the argument in a logical way using those discourse markers.

Okay, so has everyone got everything they need to complete this task? You have? Fantastic, okay, so pause the video to write that motion, to write, apologies, pause the video to write the opening argument.

And I look forward to see what you come up with.

Off you go.

Okay, fantastic, it's been great to see some of you pick some of the more challenging sides of that.

So picking something that's not necessarily your personal stance, that's really a great thing to do.

And I just want you to quickly reflect on your writing and check your opening argument.

So you need to use the following questions.

Have you adhered to the three minute time limit? Have you used specific examples and evidence to support your argument? Have you addressed the motion clearly? So if you have struggled with this, make sure you're using phrases such as, "We stand in firmly in favour," or, "We strongly oppose." Have you used appropriate vocabulary? Remember, you want to sound respectful and not confrontational.

You may even want to take this opportunity if you can, to grab a dictionary or thesaurus to maybe improve some of your vocabulary.

And then finally, have you structured the argument in a logical way? So have you used those all important discourse markers? Again, take this moment to add them in if you haven't.

So firstly, next, finally, and in conclusion.

So pause the video to really give yourself time to look back through your arguments, consider those questions and make some changes where needs be.

Okay, pause the video and off you go.

Okay, we have reached the second part of our lesson, which is all about practising debate presentation.

Now we, it is really good to be able to write up our arguments, but we also need to work on our presentation skills as well, our spoken language skills.

So we're going to be doing that with this part of the lesson.

So discuss why do you think it's important to practise presenting your opening arguments? In a moment, we'll hear what some of our Oak pupils said, but for now, I'd like you to pause the video to discuss your answer to that question or think quietly to yourself.

Off you go.

Okay, I'm glad lots of us are in agreement (Mrs. Butterworth laugh) that it is so important to practise presenting our opening arguments.

So let's see what some of Oak pupils said.

Perhaps you have some similar ideas.

Perhaps you have some different ideas.

But Lucas has said that it is important to practise, "So you know what it feels like to speak for specific amounts of time." And this is such a great point from Lucas, because like I said earlier in the lesson, you may find that a certain amount of time feels really long, it may feel really short.

So it's important that we understand what it feels like to speak for a specific length of time.

Laura says that, "Presenting without a script is quite daunting." Absolutely, it is.

And it's, "Something that can only get better with practise." And I really agree with that, that practising and getting used to speaking without a script or a clear idea of what you're saying is really important.

And then finally, Izzy's come up with a really lovely point here.

So, "Speaking in a formal setting is new to me.

I need to get used to the style of spoken language and don't want to wait until my first official debate!" Excellent point there, Izzy.

(Mrs. Butterworth laughs) Sometimes speaking in a formal way can can feel new to some people, but I promise you, the more you practise, the easier it becomes.

You start to understand what you need to do in order to do all of these things.

I promise it becomes easier the more you practise.

So a huge part of debating is presentation, so how you present your arguments.

Now, before I give you this answer, I would like you to discuss what do you think judges might look for in debating competitions? So discuss those ideas or think quietly to yourself or even jot down a few ideas.

But what do you think judges might look for in debating competitions? Pause the video to give yourself time to come up with your answers.

Off you go.

Okay, great, let's share.

I'll share what I've got.

So things that they will look for.

So hopefully you came up with some of these.

So they'll think about things like, is the speaker easy to understand? And again, thinking about those spoken language skills, it's not just not mumbling, it's also how you articulate yourself.

So are you presenting your arguments in a way that's easy to understand? Do they vary their pace and tone to emphasise certain points? Do they maintain eye contact with the audience? So eye contact when you're presenting to an audience is all about glancing generally across the room, as I've just done.

And looking out to your audience.

Do they rely on their notes as little as possible? And do they seem genuinely interested in what they are talking about? So thinking about what we've said previously, this can be quite a tricky one, especially, if you don't believe, (Mrs. Butterworth laughs) genuinely believe, in what you are arguing.

But this is all part of the presentation, is about seeming that you're genuinely interested.

So these spoken language skills are really important when presenting your arguments in debate.

So when you come to practise, always be thinking about this, standing to speak or even just being upright to speak.

So in a formal debate, speakers will usually stand, okay? And this will help you to use gestures for emphasis.

So getting used to standing up and speaking, and what to do with your hands is a really important thing to get used to and to practise.

Speaking clearly, you should articulate yourself clearly using formal vocabulary.

And again, you need to practise projecting your voice and getting used to what that sounds like, because projecting your voice might feel like you're speaking really loud, but actually when you are debating, you need to speak louder than you say, normally would when you were chatting to a friend.

And again, you want to vary your tone and pace, because you want to engage your audience, you want people to listen to your argument.

So practising these things is a really, really important thing to do.

And then avoid looking at your notes, so those eyes looking.

So again, takes practise and you should make contact with the audience.

And this actually links with the other spoken language skills.

So if you are projecting your voice, you will need to look out at your audience to make sure that your voice is going out to your audience.

If you are looking down and not making eye contact, your voice projection is going to be lost, as you can see here, (Mrs. Butterworth laughs) and you'll be speaking into the floor.

So again, standing to speak, speaking clearly, and looking out, will all come together to really help you present your arguments in a debate.

In a moment, we're going to watch some examples of those opening arguments from the Additional Materials being presented.

So we have someone presenting the proposition argument and someone presenting the opposition argument.

Now, when you have watched the videos, I would like you to discuss, is the speaker easy to understand? Do they vary their pace and tone to emphasise certain points? Do they maintain eye contact with the audience? Do they rely on their notes as little as possible? And do they seem genuinely interested in what they are talking about? So we'll watch the proposition argument first.

When you have watched that, you can discuss those questions.

Okay, I'm going to press play on the proposition argument now.

Thank you, Chair.

So we are here to debate the motion, "This house believes that artificial intelligence will do more harm than good," and we stand firmly in favour of this motion.

While AI brings about some benefits, it's important to acknowledge the significant harm it can cause.

So first, let's consider job loss.

As AI technology advances, many jobs that humans currently do are being replaced by machines.

So for example, in factories, robots are taking over jobs that used to be done by people.

And this means millions of workers, especially in lower-skilled jobs, may lose their income and struggle to find employment.

With more automation, people may end up looking to the government for support or even facing extreme poverty.

Now, next, I want you to think about the danger of bias in AI systems. AI is programmed by humans, and this can lead to biassed results.

For example, there have been cases where facial recognition technology used by the police has misidentified people, especially people of colour.

And this has led to wrongful arrests.

If AI systems are not properly regulated, they could unfairly target certain groups of people and even increase discrimination.

Then there's a risk to privacy.

AI systems collect huge amounts of personal data.

Every time we use our phone, search the internet, or even interact line, AI tracks our habits and choices.

Companies, governments can misuse this data for many, many reasons.

And in extreme circumstances, they could spy on us or even control our behaviour.

And this is happening today when we use social media.

Social media platforms use AI to manipulate what we see, so algorithms can shape our opinions without even realising it.

And our final point, and this is really an important point, is the potential for AI to cause harm in warfare.

Countries are developing AI powered weapons that can make decisions without human input.

Now, this is so dangerous.

If machines are allowed to control weapons, the risk of accidents or deadly mistakes increases.

Now imagine a drone or a robot making the wrong decision.

This is, you know, this can lead to catastrophic consequences and a real impact on human life.

So in conclusion, while AI may offer some benefits, the risk it poses to jobs, fairness, privacy, and global security are far too great.

AI has the potential to do much more harm than good, and we must seriously consider these dangers before embracing this technology.

Thank you.

Now you have watched the proposition argument, you can discuss those questions on what that proposition argument has done well and maybe any areas that need to improve.

So you'll need to pause the video to get those questions discussed.

Off you go.

Okay, thank you, and now you're going to watch the opposition argument.

Again, watch the video, then discuss those questions.

Okay, I'm going to press play on the opposition argument now.

Thank you for your stance.

However, we would like to oppose the motion.

So while it's true that AI has its challenges, we believe the benefits far outweigh the risks.

Artificial Intelligence is already making positive changes in many areas of our lives, and we must recognise this incredible potential.

Let's start with healthcare.

AI doctors find diseases faster and more accurately.

For example, AI can analyse x-rays and scans, detecting cancers and other health problems. This saves lives and gives patients better chances of recovery.

If AI can help doctors cure diseases like cancer, surely that's a good thing.

Another example is education.

AI powered tools like language translation apps and learning platforms help students worldwide access information in their own language and at their own pace.

This gives young people more opportunities to learn, succeed, no matter where they live.

And let's not forget safety.

In cars, AI technology helps reduce accidents with self-driving features like emergency braking.

These systems respond faster than a human driver can, making roads safer.

Of course, we understand their concerns, as the other team has pointed out, like job loss due to automation.

But history shows that new technologies always create different kinds of jobs.

AI can handle repetitive, dangerous, and even boring tasks, allowing for humans to focus on more creative and meaningful work.

For example, robots may take over some factory jobs, but they will also create new jobs for programmers, engineers, and technicians.

So in conclusion, while AI does pose some challenges, the potential benefits for healthcare, education, safety, and job creation shows that AI can do so much more good than harm.

Thank you for listening.

Okay, now you have watched that video, it's time for you to discuss those questions, again, what went well, and also if there's anything you think that this speaker might need to improve.

But you'll need to pause the video to discuss your answers to those questions or think quietly to yourself.

Off you go.

So let's see how much you remember.

I'd like you to label the spoken language skills.

We've got our pictures there.

What do they refer to? A, B, C, off you go.

Okay, so hopefully you have, standing to speak, speaking clearly, and eyes looking.

And hopefully when you watch those videos, you'll notice that those skills were really being utilised to create an effective debate presentation.

We have reached our second practise task, and now it is over to you to present your opening argument from Task A.

So now you again, have an opportunity to practise those presenting skills.

Now, top tip, you may wish to read it through a few times to familiarise yourself with the content first.

So just give yourself time to really understand what's in the argument before presenting it.

It will help you not to have to rely on a script so much.

So you're going to present your opening argument from Task A.

And whilst you're doing that, I want you to remember, standing to speak, speaking clearly, and those eyes looking.

Can't wait to hear these and those all important spoken language skills.

Okay, pause the video to get this task done.

Off you go.

Fantastic work, everyone.

I know it can be really daunting to present to people, whether that's your peers or other adults.

I know that it can be daunting, but I promise you, the more you practise, the better you will get at it.

And it's just such a good skill to have to be able to stand up and speak confidently in front of people, I promise.

Okay, so I would like you please, to answer these reflection questions.

So how long was your opening argument? Does it need to be shorter or longer next time? So some of you may have found that perhaps you spoke, didn't speak for long enough or the opposite.

Like I said, the more you practise, the easier that gets.

Can you identify a strength in your presentation? And I'm sure there were plenty.

And finally, what would you like to improve for next time? So pause the video so you complete, so you can complete those reflection questions.

Off you go.

Okay, we have reached the end of our lesson.

Well done everyone, I really enjoyed it.

I love working on speaking out loud and presenting, and all of that kind of stuff, because it just can be so fun, and that feeling when you've finally done it.

I hope you'll feel proud of yourselves for having a go, because I know it can be daunting.

But that feeling when you've done it, is really great, isn't it? So in a debate, you need to be prepared to take the role of a proposition or opposition, regardless of personal stance.

An opening argument should use formal vocabulary, specific examples, and address the motion clearly.

Discourse markers can be used to create a clear and logical line of argument.

It is important to practise presenting your arguments.

And then finally, you should consider how you present your argument, including body language and use of voice.

Again, I've loved today's lesson, so thank you so much for joining me.

Can't wait to do another lesson with you all again soon.

Goodbye.