ESL Debates

The feedback we have received from the monthly free activity every month has been tremendous so we have started a new line of ESL products in our store -- One that I would have done anything for when I was teaching ESL in Japan years ago. Every month we will include the first portion of a debate in our newsletter, which includes a news story, reading comprehension exercise and some discussion questions.

Debates, like role-plays are a great way to get students to come out of their shell and talking in English. Debates are interesting, memorable and engaging, and students retain the material they have earned. In their assumed role, students drop their shyness and other personality and cultural inhibitions, making them one of the best tools available for teaching a second language.

The key to staging a debate is preparation. The most valuable technique of debates (and role-plays) is they get students out of their personality and into another personality to speak the language. In a debate, students are assigned a point of view which they must defend, and this overcomes a number of the barriers to expressing themselves in English.

  • If students don't have an opinion, or don't know anything about the topic, they have a chance to learn.
  • If students are worried they can't say what they mean, or can't express themselves with the same fluency as in their native language, a debate gives them the chance to rehearse and practice before they are put on the spot.
  • If students are self-conscious or shy, jumping into their assumed role as defender of the Debate Statement, allows them to act in a different way, with the support of the group. Generally, they will leave their shyness behind.

Here are some quick tips on how to stage a debate:

  • Find a newsworthy topic. Avoid religion, politics ect.
  • Read the topic in class and go over vocabulary.
  • Choose a debate statement, for example, All Television is Bad. Make the Debate Statement short, strong and clear.
  • Build up to the debate in stages. Have an initial discussion with the whole class and note any vocabulary. Then divide into groups and allow students to discuss.
  • Build up to the debate by having students write down 5 key points to support their point of view.
  • Use discussion and written activities to build students up, researching their topic, learning vocabulary, until they have several pages of written work on their point of view.
  • Let the students do the work! The teachers role is to support, suggest and supervise.

Choose a student or students to be the Judge and you are ready to go. Leave grammar correction to the end. Correcting students in the middle of an argument interrupts the flow. Make notes and do a debriefing after.

Have fun!

See below for a short sample of our debates or visit our site for all the details.

 
FREE STORYBOOK SAMPLER

The Mystery of the Secret Code -- sampler
The Mystery of the Secret Code is a complete package for ESL Teachers, including a Storybook, Workbook and Teachers Guide. Suitable for children age 6 - 9 years.

The FULL Version Includes:

Children's ESL Storybook - 27 pages - On a visit to Gold Island, two teens learn about the romantic history of the island, reputed to be a pirate hideout. In their search for gold, they find a map, and a secret code. Is the map authentic, and do they find gold?

Children's ESL Workbook - 30 pages - The Secret Code Workbook promotes creative writing through brainstorming solutions to problems, sequencing events and writing a plan before writing a paragraph. Strategies for writing topic sentences and final paragraph sentences are provided. Vocabulary is reinforced with word Bingo games and crossword puzzles.

ESL Teachers Guide - 15 pages - Answers to all exercises, Complete instructions for the teacher and a glossary.

Try out our sampler  >>>
Using Literature with English Language Learners (ESL/EFL)  


by Michael Hines

Professor Colin MacCabe of the University of Exter School of English says that to truly know a language, you must know something of the literature of a language.

Literature is intellectually stimulating because a book allows a reader to imagine worlds they are not familiar with. This is done through the use of descriptive language. In order to understand, the reader will create their vision of what the writer is saying. In this sense, the reader becomes a performer or an actor in a communicative event.

Using literature versus a communicative textbook changes the learning approach from learning how to say into learning how to mean (grammar vs. creative thinking). Conversation-based programs tend to focus on 'formulas' used in contextual situations so there is little allowance for independent thought and adaptation of language. On the other hand, literature-based programs focus on personal interpretation of the language so students begin to experiment with the language. This experimentation can be especially helpful to the students for use in different subjects such as science.

Per Carter and Long, the 3 main approaches to using Literature in a language classroom are:

1. Cultural model

- Based on the notion that literature is the expression of:

    * Socio-cultural attitudes.
    * Aspirations of individual societies.
    * Mythic and universal values.

- Text is regarded as finished product.
- Associated with teacher-centered approach


2. Language model

- Literature is taught for the promotion of:

    * Vocabulary
    * Structure
    * Language manipulation
- Puts students in touch with the subtle and varied creative uses of language.
- Emphasizes language observation.
- Student-centered methodology.


3. Personal growth model

- Concerned more with student's:

    * Maturity as individuals
    * Progress as individuals through reading
- 'Literature for life' approach
- Promotes individual evaluation and judgment.
- Learner-centered approach.


Read Full Article >>>

 
Making a Difference With Students!

"Learn How To Make A Difference In The Lives Of Your Students And Inspire Them To Do Their Best For The Rest Of Their Lives With Teacher Tested Techniques You Can Use Immediately In Your Classroom" Learn More >>>

ESL Discussions & Debates - FREE Activity!  

Little White Lies: Why Do We Tell Them?

A new study shows that we are more likely to lie to people we know than to total strangers. We tell little white lies to make ourselves look better.

In the study, people were to act out situations such as buying cars, gym memberships and other items. One person bought a car for $2,000 less or a gym membership for $200 less than a co-worker.
When one person compared how much they paid with how much another person paid, they thought they were a bad shopper. They lied to cover their story and look like a better shopper.

The study suggests we don’t like feeling another person is smarter, and we lie more easily when we realize we overpaid. The study showed that people were willing to lie to friends, even over an amount as small as $200. The study found that people were more likely to tell a fib about how much they saved while shopping.
People were more willing to lie to protect other people’s good impressions of them. People frequently lie when they pay too much for the same item as their friend bought.

The problem is this. Once you lie, you have to remember what that lie is and who you have told the lie to.

The chance that you will get caught lying is quite high. Every time you see the person you lied to, you have to remember what lie you told.

The professor conducting the study says that when you are busy recalling everything you have told a lie about, your energy goes down. She says, in the long run, it's not worth lying because your relationships suffer.

In the end, nobody wants to see themselves as a liar.


Vocabulary List

  • Gym - A gymnasium
  • Good Impressions - what you think about someone
  • Lies - telling something not true
  • Recalling - remembering
  • Strangers - people you do not know
  • Study - read to learn
  • Threatened - in danger

Idioms
  • Little white lies - telling something almost true, a ‘Small lie.’
  • Fib - lie
  • Cover their story - invent a reason that the story is true
  • In the long run - at the end of everything


Listening Comprehension Exercise

After reading the news story above, real this script to your class and have students fill in the blanks. See below for answers.


1. A new study shows that we are more likely to lie to people we know than to total _________________. We tell little _________________ lies to make ourselves look better.

2. In the study, people were to _________________ out a situation such as buying cars, _________________ memberships and other items. One person bought a car for $2,000 less or a gym _________________ for $200 less than a co-worker.

3. When one _________________ compared how much they paid with how much another person paid, they thought they were a bad shopper. They lied to _________________ their story and look like a better shopper.

4. The study _________________ we don’t like feeling another person is smarter, and we lie more _________________ when we realize we overpaid.

5. The study showed that people were _________________ to lie to friends, even over an amount as small as $200.

6. The study found that people were more likely to tell a fib about how much they _________________ while shopping.

7. People were more willing to lie to _________________ other people’s good impressions of them. People _________________ lie when they pay too much for the same item as their friend bought

8. The problem is this. Once you lie, you have to _________________ what that lie is and who you have told the lie to.

9. The chance that you will _________________ _________________ lying is quite high. Every time you see the person you lied to, you have to remember what lie you told.

10. The professor conducting the study says that when you are busy recalling everything you have told a lie about, your _________________ goes down. She says In the long run, it's not worth lying because your _________________ suffer. It's draining and you'll ruin your self-worth if you see yourself as a liar.


Fill in the Blanks Answers:

1. strangers, lies
2. act, gym, membership
3. consumer, cover
4. suggests, easily
5. willing
6. saved
7. protect, frequently
8. remember
9. get caught
10. energy, relationships


Warm up Discussions

In your pair or group, decide which of the topics below is the most interesting. Chat about the topics you liked, and knew about, then chat about the ones you didn’t like or know about. Change topics and partners often.

1. Telling Lies to protect your image: In pairs or groups, tell why you would tell a small lie to someone to make you look good to them. Write down how people benefit from these types of lies, and how these lies can be a problem. Share your answers with your partner or other group. Switch partners.

2. You are a shopper. You have gone shopping for a car, and later found out your neighbor paid $2000 less than you did for the same car. Talk to the other car buyers about having your purchases. What lies did you tell the other buyers? Does anyone get hurt telling these lies? What are the benefits and problems in the telling of lies? Ask questions that other car buyers would ask.

3. Talk about different times that you have had told a little white lie in your life. How did feel? What would be different had you not told the lie?

. More Quick Discussion topics

Telling the truth
Making yourself look better than another
Making yourself look equal to another
False Representation
Feeling like you do something worse than someone else
Needing to feel superior
Trusting people
Gossip
Misrepresentation


Questions for class discussion

Re-read the article and discuss these questions with the class or in pairs, or small groups.

Do you lie to yourself?
Do you lie to your friends?
Do you lie to your family?
Why do you lie?
Do we have to always tell the truth?
Why does lying make us look better?
Why does lying make us look worse?
What is the payoff for lying?
What is the payoff for telling the truth?
Who would you lie for?

This is the first half of one ESL debate.
Visit out site for more debates >>>



ESL Jobs!

Welcome to our new ESL JOBS section which has proved to be very popular with our subscribers. Below are jobs posted on May 10. For updates every day, please visit our website for daily updates.



 
ESL Activities!
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ESL Bingo

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Mystery of the lady who Knew too Much 		Advanced Activities


Caribbean Mystery Cruise
MORE Beginners ESL Activities and Games >>> More Intermediate Activities and Games >>> More Advanced Activities and Games >>>
 
Mysteries Package


Our latest book, Beginners ESL GAMES is a collection of tested ESL games for beginners, including the most popular and best selling ESL games from our online store. DETAILS >>>
 
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http://www.efl-esl.com/specials/index.htm

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Visit our sister site for ESL materials for teaching children age 8 - 12.
Children's Storybooks

ESL Curriculum
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http://efl-esl.com/esl-curriculum/index.html

ESL GAMES
Looking for something different for your students? Try ESL Games!
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ESL Jobs
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http://www.esl-jobs.ca

This Newsletter is brought to you by Learning English with Laughter Ltd.!
http://www.efl-esl.com The author can be contacted at:
brian@efl-esl.com or by visiting:http://www.efl-esl.com/contact.htm
No part of this document may be reproduced without the permission
of the author. (C) Learning English with Laughter Ltd.  2006 All rights reserved.

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