Class 1 – Introduction to Rhetoric & Debate

Objective:

 Introduce students to formal debate and the purpose of rhetoric

 Teach how to express a clear opinion with a reason

 Begin building speaker confidence and structured thinking

1-Hour Breakdown

🔹 1. Welcome & Icebreaker – “Opinion Corners” (10 min)

Activity:

 Label four corners of the room: Strongly Agree, Agree, Disagree, Strongly Disagree

 Read statements like:

➤ “School should be only 4 days a week.”
➤ “Homework is fun.”
➤ “We should have a class pet.”

 Students move to a corner and then explain why they chose that view.

Teacher Tip: After each round, ask 1–2 students to give a full sentence using:

“I believe... because...”
This introduces claim + reason, the base of rhetoric.

🔹 2. Mini-Lesson – What Is Rhetoric? What Is Debate? (10 min)

Teach & Discuss:

 Rhetoric = “The art of speaking or writing to persuade.”

 Ask:
➤ “When have you tried to convince someone of something?” (e.g., asking for a toy, a pet, or
dessert)

 Debate = “A formal argument where two sides speak for and against a topic.”

 Show a simple motion:

“Children should get pocket money.”

➤ One side agrees (Proposition)
➤ One side disagrees (Opposition)

Rhetoric Skill of the Day: Claim + Reason

 Formula: _“I believe ___ because __.”

 Practice 2–3 examples as a class.

🔹 3. Pair Activity – “Convince Me!” (10 min)

Instructions:

 Pair students. One says something silly or real like:

➤ “Let’s eat cake for lunch every day!”

 The other replies with either:

➤ “I agree because…”
➤ “I disagree because…”

 Switch and repeat with new ideas.

Skills Practiced:

 Speaking spontaneously

 Forming logical reasons

 Respectfully disagreeing

🔹 4. Group Mini-Debate – Fun Topic Practice (20 min)

Motion: “Students should not get homework.”

Setup:

 Split into 2 teams: Proposition and Opposition

 Each team prepares 2 reasons to support their side (with teacher guidance)

 Choose 2 speakers per team

 Each speaker speaks for 1 minute:

➤ Start with “I believe…”
➤ Share 1–2 reasons
➤ End with “That’s why I think…”

Debate Format (Simplified):

 Team A Speaker 1

 Team B Speaker 1

 Team A Speaker 2

 Team B Speaker 2

Teacher Tip: Encourage clear voice, confident posture, and polite rebuttals like:

“I see your point, but…”

🔹 5. Wrap-Up & Reflection (10 min)

Ask Students:
  What’s one thing you learned about debate today?

 Was it fun or challenging to disagree respectfully?

 What helps make someone convincing?

Journal Prompt (Optional Homework):

Write 3 sentences:

 A topic you’d like to debate

 Whether you’d be for or against it

 One reason why

Summary: Skills Practiced

 Rhetoric: Claim + Reason

 Debate: Motion, teams, structured speaking

 Speaking Skills: Voice, confidence, respectful tone

Class 2 – Ethos, Pathos, Logos: The Three Pillars of Persuasion

Objective:

 Introduce the 3 modes of persuasion: Ethos (credibility), Pathos (emotion), Logos (logic)

 Teach students how to identify and use each in speaking

 Practice simple persuasive arguments using each technique

1-Hour Breakdown

🔹 1. Warm-up – “Convince Me Challenge” (10 min)

Activity:

 Teacher acts as a strict parent/teacher. Students must convince you to:

➤ Stay up late
➤ Skip homework
➤ Have pizza for lunch

Each student uses one sentence to try convincing you. Encourage:

 “Because I always finish my work” (Ethos)

 “Because I’ll cry if I don’t!” (Pathos)

 “Because studies show it improves mood” (Logos)

Teacher Tip: Dramatically react to each technique and label it for the class.

🔹 2. Mini Lesson – What Are Ethos, Pathos, Logos? (15 min)

Visual Explanation: Use a poster or write clearly on the board.

Term Meaning How to Use It Example (Motion: Ban Junk Food)

Ethos Trust/Credibility “I’m responsible” “As class monitor, I care about my classmates’ health.”

Make people feel

Pathos Emotion “Kids are getting sick because of too much sugar!”
something

“Studies show junk food increases health risks by

Logos Logic/Facts Give smart reasons
40%.”

Discussion Prompt:
Ask: When have you used emotion, trust, or facts to win something?

🔹 3. Partner Practice – Pick a Side with Purpose (10 min)

Topic: “Soft drinks should be banned in school.”

 Students pair up and decide if they agree or disagree.

 Each pair creates 3 arguments:

➤ 1 Ethos
➤ 1 Pathos
➤ 1 Logos

Example:

 Ethos: “As a student leader, I care about health.”

 Pathos: “Some kids are getting toothaches every week!”

 Logos: “Doctors say soft drinks are full of unhealthy sugar.”

🔹 4. Group Performance – Rhetoric Relay (20 min)

Instructions:

 Divide the class into 4 groups

 Assign each group a motion (see below)

 Each group presents 1 speaker using Ethos, 1 with Pathos, and 1 with Logos

 Each speaker talks for 30–45 seconds

Teacher scores each speaker on clarity, tone, and use of the rhetorical technique (no need for winners yet—
this is confidence-building!)

Sample Motions:
  “We should have longer lunch breaks.”

 “School trips should happen every month.”

 “Every student should learn to cook.”

 “Pets should be allowed in school.”

🔹 5. Reflection & Journal Prompt (5 min)

Ask Students:

 “Which of the 3 techniques do you think is strongest?”

 “Which one is hardest for you to use?”

 “Which did the audience like the most?”

Journal Task:
Pick a topic from today and write:

 1 sentence using Ethos

 1 sentence using Pathos

 1 sentence using Logos

Summary – Skills Practiced:

 Identifying rhetorical strategies

 Using emotional, logical, and ethical appeals

 Short persuasive speech writing

 Confidence in speaking to peers

Class 3 – How to Build a Strong Argument (Case Building Basics)

Objective:

 Teach students how to build a structured argument

 Help them write a basic case using claim, reason, and example

 Practice delivering organized arguments with confidence

1-Hour Breakdown

🔹 1. Warm-up – “Strong or Weak?” Game (10 min)

Activity:

 Teacher reads short statements aloud. Students raise thumbs up/down for strong vs weak
arguments
Examples:
 ➤ “I think we should eat snacks in class.” (weak – no reason)
➤ “I think we should eat snacks in class because it keeps energy up during lessons.” (strong – has
reason)
➤ “I believe art is important because it helps students express emotions.”

Bonus: Ask students to fix weak statements together.

🔹 2. Mini Lesson – Building an Argument (15 min)

Teach the structure:

Claim – What you believe

Reason – Why you believe it
Example – Real-life, fact, or story

Write on the board:

"Students should have a school garden."

 Claim: I believe schools should have a garden

 Reason: It teaches responsibility and nature

 Example: In my cousin’s school, students grow vegetables and eat them for lunch!

Use this as the base for all future speech planning.

🔹 3. Group Activity – Build a Team Case (20 min)

Motion: “Students should be allowed to choose some of their subjects.”

Instructions:

 Divide into 4 teams

 Each team takes Proposition or Opposition

 Students work together to build:

➤ 1 Claim
➤ 2–3 Reasons
➤ 1 Example or Story

 Teacher circulates and helps refine logic

Template for support:

“We believe ___ because ___, and for example ___.”

🔹 4. Mini-Presentations – One Speaker Per Team (10 min)

Each team selects one student to present their mini-case to the whole class.

Teacher Tip:

 Encourage voice projection and clear structure

  Remind: “State your side, explain your reason, give an example.”

Give gentle positive feedback to build speaker confidence.

🔹 5. Reflection & Wrap-Up (5 min)

Ask:

 “What helps make an argument strong?”

 “What was the most convincing team today and why?”

 “Did your team work well together?”

Journal Prompt:
Write your own mini case using:

 A claim,

 Two reasons,

 One example or story

Summary – Skills Practiced:

 Argument organization (Claim → Reason → Example)

 Teamwork in building a case

 Public speaking with purpose

 Listening & evaluating logic

Class 4 – Asian Parliamentary Debate: Understanding Speaker Roles

Objective:

 Teach the 6 speaker roles in AP debate (3 per side)

 Explain the specific duties and expectations for each role

 Practice writing and delivering short speeches for assigned roles

1-Hour Breakdown

🔹 1. Warm-up – Quick Role Quiz (10 min)

 Write the 6 speaker roles on the board:

Prime Minister (PM), Deputy PM (DPM), Government Whip (GW), Leader of Opposition (LO), Deputy LO
(DLO), Opposition Whip (OW)

 Briefly describe one task per role, then quiz students by calling out a duty and asking who does it.

 Example:
“Who defines the motion?” → PM
“Who delivers the last speech for the government?” → GW

🔹 2. Mini Lesson – AP Speaker Roles Explained (15 min)

Use a chart or poster:

Role Responsibilities

Prime Minister (PM) Defines motion, sets team case, presents 2 arguments

Supports PM’s case, rebuts Opposition’s arguments, adds a new

Deputy Prime Minister (DPM)
argument

Summarizes the Government’s case, rebuts Opposition, no new

Government Whip (GW)
arguments

Leader of Opposition (LO) Refutes PM’s case, defines Opposition’s stance, presents 2 arguments

Deputy Leader of Opposition

Supports LO, rebuts Government, adds a new argument
(DLO)

Opposition Whip (OW) Summarizes Opposition’s case, rebuts Government, no new arguments

🔹 3. Group Role Assignment & Speech Planning (20 min)

 Divide class into 2 teams (Gov and Opp), 3 students each.

 Assign roles in teams (PM, DPM, GW / LO, DLO, OW).

 Give the motion:

“School should have a four-day week.”

 Each student plans a 1–2 minute speech according to their role using sentence starters:

For PM / LO (Opening Speakers):

“I define the motion as… Our team believes… Our first point is…”

For DPM / DLO (Second Speakers):

“I will defend my team’s case by… I also want to respond to…”

For GW / OW (Whip Speakers):

“To conclude, we have shown that… We respond to the opposition’s points by…”

Teacher circulates to help with speech structure and language.

🔹 4. Mini Practice Debate – Role-Based Speeches (10 min)

 Each speaker delivers their prepared speech in team order: PM → LO → DPM → DLO → GW → OW
  Keep speeches 1–2 minutes max, focus on clarity and role fulfillment.

 No interruptions or points of information yet; focus on structure.

🔹 5. Reflection & Wrap-Up (5 min)

 Ask students:

“Which role did you like most? Why?”

“What’s the difference between opening, supporting, and summary speeches?”
“What was challenging about your role?”

Journal Prompt:
Write 3 sentences about your assigned role and what you learned about its job.

Summary – Skills Practiced:

 Understanding formal AP debate speaker roles

 Speech planning by role

 Clear, concise delivery within time limit

 Team collaboration and respect for structure

Class 5 – Writing Powerful Introductions & Conclusions (with Rhetoric)

Topic: Every student should learn a second language at school.
Objective:

 Teach how to craft compelling introductions and conclusions for AP debate speeches

 Introduce rhetorical devices like hooks, rhetorical questions, and calls to action

 Practice applying rhetoric in speech openings and closings

1-Hour Breakdown

🔹 1. Warm-up – “Hook Me!” (10 min)

Activity:

 Teacher reads examples of speech hooks related to the topic:

o Question: “Have you ever wished you could speak another language?”

o Bold statement: “Learning a second language opens doors to the world!”

o Short story: “My friend learned Spanish last year and made friends from many countries.”

 Students discuss which hooks grab their attention and why.

🔹 2. Mini Lesson – Intro & Conclusion Structure (15 min)

Part Purpose Example Sentence

Grab attention + “Imagine being able to talk to people from all over the world. We
Introduction
state stance believe every student should learn a second language.”

Summarize + call to “For these reasons, let’s make learning a second language a part of
Conclusion
action every school’s program.”

Rhetorical devices introduced:

 Rhetorical questions

 Repetition

 Call to action

 Strong adjectives & verbs

🔹 3. Group Writing – Craft an Intro & Conclusion (20 min)

 Using the motion:

“Every student should learn a second language at school.”

 In teams of 3, students write:

o One strong introduction (hook + position)

o One conclusion (summary + call to action)

 Share and discuss as a class.

🔹 4. Practice Delivering Intros & Conclusions (10 min)

 Each student practices reading aloud their group’s intro and conclusion with expression.

 Class gives positive feedback on what was convincing.

🔹 5. Reflection & Wrap-Up (5 min)

 Ask:

“What makes a good introduction?”

“How can a conclusion make your argument stronger?”
“Which rhetorical device will you use next time?”

Journal Prompt:
Write your own introduction and conclusion for the topic “Every student should learn a second language at
school”, using at least one rhetorical device.

Summary – Skills Practiced:

 Writing structured introductions and conclusions

 Using rhetorical devices to engage the audience

  Practicing confident speech delivery

 Collaborative writing and feedback

Class 6 – Building Strong Arguments & Supporting Them with Evidence

Topic: Every student should learn a second language at school.
Objective:

 Teach how to develop clear, strong arguments

 Show how to support arguments with facts, examples, and reasons

 Practice constructing simple, persuasive points

1-Hour Breakdown

🔹 1. Warm-up – “Argument Brainstorm” (10 min)

 In pairs or small groups, students brainstorm reasons why learning a second language is good or not.

 Write ideas on the board (e.g., helps communicate, improves brain skills, takes extra time).

 Discuss which reasons sound strongest and why.

🔹 2. Mini Lesson – What Makes a Strong Argument? (15 min)

Explain:

 A strong argument has:

o A clear main idea (claim)

o A reason or explanation

o Evidence or example

Example:

Claim: “Learning a second language helps students communicate better.”

Reason: “Because they can talk to more people.”
Evidence: “For example, many students in our country speak two languages.”

🔹 3. Group Activity – Build Arguments (20 min)

 Using the motion:

“Every student should learn a second language at school.”

 Each group chooses one reason from the brainstorm.

 They write a short argument with claim, reason, and example or fact.
  Groups present their arguments to the class.

🔹 4. Practice – Peer Feedback & Improvement (10 min)

 After each presentation, classmates say what they liked and ask one question for more detail.

 Groups revise their arguments based on feedback.

🔹 5. Wrap-Up & Reflection (5 min)

 Discuss:

“What makes an argument convincing?”

“How does adding examples help?”
“What new arguments did you hear today?”

Journal Prompt:
Write one strong argument for or against the topic, including a reason and an example.

Summary – Skills Practiced:

 Creating clear, structured arguments

 Using reasons and examples to support points

 Listening and giving constructive feedback

 Collaborative discussion and presentation

Class 7 – Rebuttals and Counterarguments

Topic: Every student should learn a second language at school.
Objective:

 Teach what rebuttals and counterarguments are

 Show how to listen carefully to opponents and respond effectively

 Practice politely disagreeing and strengthening one’s own case

1-Hour Breakdown

🔹 1. Warm-up – “Agree or Disagree?” (10 min)

 Teacher reads simple statements related to the topic.

 Students say whether they agree or disagree and give a short reason.
Examples:
➤ “Learning a second language is fun.”
➤ “It takes too much time to learn another language.”
➤ “Everyone should speak only one language to avoid confusion.”

🔹 2. Mini Lesson – What is a Rebuttal? (15 min)

Explain:

 A rebuttal is when you respond to an opponent’s argument and explain why it is wrong or weak.

 A counterargument is a new argument that opposes the other side’s points.

 Use polite language to disagree.

Teach phrases:

“I understand your point, but…”

“That is true; however…”
“I disagree because…”
“While that may be true, it doesn’t consider…”

🔹 3. Group Practice – Rebuttal Role-Play (20 min)

 Divide students into pairs or small groups.

 Give pairs an argument supporting or opposing the topic.

 Students practice making one rebuttal to the other’s argument using polite phrases.

 Switch roles so everyone gets practice speaking both for and against.

🔹 4. Class Mini-Debate Practice (10 min)

 Hold a short debate on:

“Every student should learn a second language at school.”

 Each side presents one argument, followed by one rebuttal.

 Encourage polite listening and respectful responses.

🔹 5. Wrap-Up & Reflection (5 min)

 Discuss:

“Why is it important to listen carefully to others?”

“How can polite language help in disagreements?”
“What makes a strong rebuttal?”

Journal Prompt:
Write a rebuttal sentence for an argument you disagree with.

Summary – Skills Practiced:

 Understanding and making rebuttals

 Using polite and respectful disagreement

 Listening and responding thoughtfully

 Building stronger arguments through counterpoints

Class 8 – Using Persuasive Language and Tone
Topic: Every student should learn a second language at school.
Objective:

 Teach how word choice and tone affect persuasion

 Practice using strong, clear, and positive language

 Develop expressive voice and confident body language

1-Hour Breakdown

🔹 1. Warm-up – “Power Words” Brainstorm (10 min)

 Write simple words on the board (e.g., good, important, helpful).

 Ask students to suggest stronger, more exciting alternatives (e.g., excellent, crucial, beneficial).

 Create a “Power Words” list together.

🔹 2. Mini Lesson – Tone Changes Meaning (10 min)

 Read a sentence in different tones (excited, serious, doubtful).

 Discuss how tone changes the meaning and effect.

 Example sentence:

“Learning a second language is fun.”

 Practice saying it in different tones.

🔹 3. Group Practice – Rewrite & Perform (15 min)

 Give students simple sentences about the topic to improve with power words and tone.

 Example:
Original: “Learning a second language is good.”
Improved: “Learning a second language is an amazing opportunity that opens doors worldwide.”

 Students rewrite in pairs, then perform with expression.

🔹 4. Role-Play – Persuasive Speech Practice (15 min)

 Students prepare a short 1-minute persuasive speech using power words and tone.

 Volunteers present while others listen and give positive feedback on language and tone.

🔹 5. Wrap-Up & Reflection (5 min)

 Ask:
“Which words made arguments stronger?”
“How did tone help you sound convincing?”
“What new words will you use next time?”

Journal Prompt:
Write 3 sentences on the topic using power words and a confident tone.

Summary – Skills Practiced:

 Vocabulary enrichment for persuasion

 Using expressive tone in speech

 Confident, engaging delivery

 Peer feedback and self-awareness

Class 9 – Research and Evidence Gathering

Topic: Every student should learn a second language at school.
Objective:

 Teach students how to find and use evidence to support arguments

 Introduce types of evidence: facts, statistics, examples, expert opinions

 Practice incorporating evidence into arguments

1-Hour Breakdown

🔹 1. Warm-up – “Fact or Opinion?” (10 min)

 Teacher reads statements; students decide if each is a fact or opinion.

Examples:
➤ “Many countries teach more than one language.” (Fact)
➤ “Learning languages is fun.” (Opinion)
➤ “Knowing a second language helps make friends.” (General fact)

🔹 2. Mini Lesson – Types of Evidence (15 min)

Explain:

 Facts: True, verifiable information

 Statistics: Numbers or data supporting points

 Examples: Real-life stories or experiences

 Expert Opinions: What specialists say

Show examples related to the topic:

“Every student should learn a second language.”

 Fact: “Over half the world’s population speaks more than one language.”

 Statistic: “Research shows bilingual children perform better on problem-solving tests.”

 Example: “My cousin learned French and made friends from other countries.”

 Expert Opinion: “Language teachers agree early learning improves fluency.”

🔹 3. Group Activity – Find Evidence (20 min)

 Teams list facts, stats, examples, or expert opinions to support or oppose the topic.

 Discuss and pick the strongest evidence for their side.

🔹 4. Practice – Add Evidence to Arguments (10 min)

 Students take a simple argument and add evidence to support it.

 Volunteers share aloud.

🔹 5. Wrap-Up & Reflection (5 min)

 Discuss:

“Why is evidence important in debates?”

“How can we find good evidence?”
“What types of evidence do you like best?”

Journal Prompt:
Write a claim and add two types of evidence to support it.

Summary – Skills Practiced:

 Distinguishing fact vs opinion

 Finding and organizing evidence

 Using evidence in arguments

 Collaborative discussion

Class 10 – Structuring a Debate Speech

Topic: Every student should learn a second language at school.
Objective:

 Teach students how to organize their speeches with clear structure

 Practice introducing a topic, making points, supporting them, and concluding

 Help students understand the flow of an effective debate speech

1-Hour Breakdown

🔹 1. Warm-up – “Speech Structure Puzzle” (10 min)

 Provide students with mixed-up parts of a sample speech (intro, points, conclusion).

 In groups, students put the parts in the correct order.

 Discuss why the order matters.

🔹 2. Mini Lesson – Speech Structure Overview (15 min)

Explain:

 Most speeches have three parts:

1. Introduction — grab attention and state your position

2. Body — 2–3 main points with evidence

3. Conclusion — summarize and finish strong

Example outline:

 Intro: “Learning a second language helps us connect with others.”

 Point 1 + Evidence: “It improves communication skills. For example,…”

 Point 2 + Evidence: “It helps in future jobs because…”

 Conclusion: “For these reasons, I believe every student should learn a second language.”

🔹 3. Group Activity – Create a Speech Outline (20 min)

 Using the motion, groups create a simple speech outline: intro, 2 points with evidence, conclusion.

 Share and compare outlines.

🔹 4. Practice – Deliver Speech Segments (10 min)

 Volunteers practice delivering their introduction or conclusion.

 Class gives positive feedback.

🔹 5. Wrap-Up & Reflection (5 min)

 Ask:

“Why is a clear structure important?”

“How does the conclusion help the audience remember your speech?”
“What part do you find easiest or hardest?”

Journal Prompt:
Write a speech outline for the topic with an introduction, 2 points, and a conclusion.

Summary – Skills Practiced:

  Organizing ideas logically

 Writing clear speech outlines

 Public speaking practice

 Peer feedback and reflection

Class 11 – Effective Body Language & Eye Contact (Day 1)

Topic: Every student should learn a second language at school.
Objective:

 Introduce the importance of body language and eye contact in speeches

 Practice simple body language cues and making eye contact

 Build confidence in non-verbal communication

1-Hour Breakdown

🔹 1. Warm-up – “Mirror Game” (10 min)

 Students pair up. One student makes slow movements, the other mirrors exactly.

 Swap roles.

 Discuss how body language can express feelings and ideas.

🔹 2. Mini Lesson – Body Language Basics (15 min)

 Teach key body language tips:

o Stand straight and relaxed

o Use hand gestures to emphasize points

o Avoid crossing arms or looking down

 Show video clips or demonstrate examples.

🔹 3. Practice – Gesture & Posture Exercises (20 min)

 Students pick a short statement on the topic.

 Practice delivering it with strong posture and natural gestures.

 In pairs or small groups, give each other feedback.

🔹 4. Introduction to Eye Contact (10 min)

 Explain why eye contact matters to connect with the audience.

 Practice making eye contact while saying simple greetings or sentences.

 Use a circle or group setting for practice.

🔹 5. Wrap-Up & Reflection (5 min)

 Discuss:

“How did using gestures feel?”

“What was hard or easy about eye contact?”
“Why is non-verbal communication important?”

Journal Prompt:
Write about how you will use body language and eye contact in your next speech.

Class 12 – Effective Body Language & Eye Contact (Day 2)

Topic: Every student should learn a second language at school.
Objective:

 Reinforce body language and eye contact skills

 Practice full short speeches focusing on non-verbal delivery

 Build confidence in using body language naturally during debates

1-Hour Breakdown

🔹 1. Warm-up – “Power Pose” (10 min)

 Teach “power poses” (standing tall, arms open).

 Students practice holding power poses and feel confident.

 Discuss how posture affects feelings and speech.

🔹 2. Practice – Deliver Mini Speeches with Body Language (30 min)

 Students prepare a 1-minute speech on the topic.

 Deliver speeches focusing on:

o Confident posture

o Appropriate gestures

o Eye contact with different listeners

 Peers and teacher provide positive feedback.

🔹 3. Reflection & Group Discussion (15 min)

 Discuss what worked well and what can improve.

 Share tips on remembering body language cues.

 Talk about how non-verbal communication helps persuade.

Journal Prompt:
Write about what body language skill you improved most and your plan to keep practicing.

Summary – Skills Practiced:

 Confident posture and gestures

 Making and maintaining eye contact

 Using body language to support speech

 Giving and receiving constructive feedback

Class 11 – Effective Body Language & Eye Contact

Topic: Every student should learn a second language at school.
Objective:

 Teach the importance of body language and eye contact in speeches

 Practice confident posture, gestures, and maintaining eye contact

 Build students’ non-verbal communication skills and self-confidence

1-Hour Breakdown

🔹 1. Warm-up – “Mirror Game” & “Power Pose” (15 min)

 Mirror Game (7 min):

o Students pair up. One moves slowly, the other mirrors. Switch roles.

o Discuss how body language expresses emotions and ideas.

 Power Pose (8 min):

o Teach and practice power poses (standing tall, arms open).

o Students hold poses and notice how it changes their confidence.

o Talk about how posture affects how others see us and how we feel.

🔹 2. Mini Lesson – Body Language Basics & Eye Contact (15 min)

 Teach key body language tips:

o Stand straight and relaxed

o Use hand gestures to emphasize points

o Avoid crossing arms or looking down

 Explain why eye contact matters to connect with the audience.

 Demonstrate examples or show video clips.

🔹 3. Practice – Gesture, Posture & Eye Contact Exercises (20 min)

 Students pick a short statement on the topic.

 Practice delivering it focusing on:

o Confident posture

o Natural gestures

o Eye contact with different classmates in the room

 In pairs or small groups, give each other positive feedback on body language and eye contact.

🔹 4. Wrap-Up & Reflection (10 min)

 Group discussion:

“How did using gestures and eye contact make your speech better?”
“What was easy or difficult about maintaining eye contact?”
“Why is body language important in speaking?”

 Journal Prompt:
Write about how you will use body language and eye contact in your next speech.

Summary – Skills Practiced:

 Confident posture and power poses

 Effective hand gestures

 Maintaining engaging eye contact

 Giving and receiving constructive feedback

 Building self-confidence in non-verbal communication

Class 12 – Impromptu Speaking & Thinking Quickly

Topic: Every student should learn a second language at school.
Objective:

 Develop students’ ability to organize thoughts rapidly

 Practice speaking confidently without preparation

 Encourage creativity and clear communication under pressure

1-Hour Breakdown

🔹 1. Warm-up – “Quick Questions” (10 min)

 Teacher asks rapid-fire simple questions (e.g., favorite food, best hobby).

 Students answer quickly in 1–2 sentences to warm up thinking and speaking.

🔹 2. Mini Lesson – Tips for Impromptu Speaking (10 min)

 Teach easy strategies:

o Take a deep breath before speaking

o Use “Point, Reason, Example” structure

o Keep sentences short and clear

o It’s okay to pause briefly to think

🔹 3. Practice – 30-Second Talks (25 min)

 Prepare a list of fun, age-appropriate topics related to school or daily life, e.g.:

o “Why recess is important”

o “My favorite subject and why”

o “The best thing about learning a second language”

o “If I could have any superpower”

 Students randomly pick topics and speak for 30 seconds without preparation.

 Encourage supportive listening and applause.

🔹 4. Reflection & Group Discussion (10 min)

 Discuss:

“What helped you think quickly?”

“Was it hard or easy to speak without preparation?”
“What tips will you remember for next time?”

Journal Prompt:
Write about one topic you spoke on today and what you liked about your speech.

Summary – Skills Practiced:

 Quick thinking and organizing ideas fast

 Speaking clearly and confidently on the spot

 Using simple speech structure under pressure

 Listening supportively to peers

Class 13 – Using Persuasive Language in Impromptu Speaking

Topic: Every student should learn a second language at school.
Objective:

 Teach how to use persuasive words and phrases in impromptu speeches

  Practice combining quick thinking with strong, convincing language

 Help students make short but powerful speeches on the spot

1-Hour Breakdown

🔹 1. Warm-up – “Power Words Review” (10 min)

 Quick recap of persuasive “power words” (e.g., important, must, amazing, helpful).

 Students shout out power words and practice saying them with expression.

🔹 2. Mini Lesson – Persuasive Phrases for Impromptu Speaking (15 min)

 Teach simple persuasive phrases to add impact:

“I strongly believe…”
“It is clear that…”
“This is important because…”
“Everyone should agree that…”

 Show examples using the day’s topic.

🔹 3. Practice – 30-Second Persuasive Speeches (25 min)

 Students randomly pick topics from a prepared list.

 They speak for 30 seconds using persuasive language and quick structure (Point + Reason).

 Peers listen and give thumbs up or applause for good persuasion.

🔹 4. Reflection & Group Discussion (10 min)

 Discuss:

“Which persuasive phrases helped you sound confident?”

“How did using power words change your speech?”
“What was your favorite persuasive phrase today?”

Journal Prompt:
Write a short persuasive sentence about the topic using a power phrase you learned.

Summary – Skills Practiced:

 Using persuasive words and phrases

 Combining persuasion with impromptu speaking

 Speaking confidently under pressure

 Supporting classmates with positive feedback

Class 14 – Refining Competition Debate Speeches

Topic: Every student should learn a second language at school.
Objective:

 Help students polish and practice their prepared debate speeches

 Focus on clarity, confidence, and incorporating feedback

 Build readiness and reduce competition anxiety

1-Hour Breakdown

🔹 1. Warm-up – Group Breathing & Confidence Boost (10 min)

 Lead deep breathing exercises to calm nerves.

 Quick positive affirmations: “I am prepared,” “I can speak clearly,” “I am a confident debater.”

 Light physical warm-up (stretching or power poses).

🔹 2. Individual Speech Practice with Peer Feedback (35 min)

 Each student delivers their prepared speech (intro, 2–3 points, conclusion).

 Peers and teacher provide constructive, positive feedback focusing on:

o Clear voice and confident tone

o Body language and eye contact

o Logical flow and clarity of arguments

o Use of rhetorical devices

 Encourage revisions and repeat practice if time allows.

🔹 3. Group Reflection & Tips Sharing (10 min)

 Students share what they found challenging and what helped them improve.

 Teacher shares final tips on managing nerves and staying focused during the competition.

🔹 4. Wrap-Up & Motivation (5 min)

 Encourage students with motivational words and remind them of the skills they have developed.

 Assign journal prompt:

Write about one thing you improved today and one goal for the competition.

Summary – Skills Practiced:

 Speech delivery and rehearsal

 Receiving and using constructive feedback

 Managing public speaking anxiety

  Peer support and encouragement

Class 15 – Practice Debate Rounds & Judging Criteria

Topic: Every student should learn a second language at school.
Objective:

 Conduct mock debate rounds using competition rules

 Teach students how judging criteria work

 Develop fair, respectful feedback skills and improve debate performance

1-Hour Breakdown

🔹 1. Warm-up – Quick Review of Debate Rules & Roles (10 min)

 Briefly review Asian Parliamentary debate format basics:

o Team roles: Prime Minister, Deputy, Opposition, etc.

o Speaking order and times

o What judges look for: content, style, strategy

🔹 2. Mock Debate Rounds (35 min)

 Split class into two teams (for and against).

 Hold 1–2 short practice rounds with timed speeches (3–4 minutes each).

 Teacher or selected students act as judges, taking notes.

🔹 3. Feedback & Judging Criteria Discussion (10 min)

 Judges share feedback highlighting strengths and areas to improve.

 Discuss judging criteria:

o Clarity and organization

o Use of evidence and rhetoric

o Rebuttal effectiveness

o Delivery and confidence

🔹 4. Wrap-Up & Reflection (5 min)

 Discuss:

“What was the most challenging part of debating?”

“How can feedback help us get better?”
“What will you focus on next time?”
Journal Prompt:
Write about what you learned from today’s mock debate and how you will improve.

Summary – Skills Practiced:

 Real debate experience under timed conditions

 Understanding judging standards

 Giving and receiving constructive criticism

 Team collaboration and strategy

Class 16 – Final Preparations & Competition Mindset Coaching

Topic: Every student should learn a second language at school.
Objective:

 Build students’ confidence and positive mindset before competition

 Review key skills and strategies

 Practice relaxation and focus techniques to manage nerves

1-Hour Breakdown

🔹 1. Warm-up – Positive Visualization & Breathing (10 min)

 Guide students through a visualization exercise imagining success on stage: calm, confident, clear
speaking.

 Practice deep breathing and simple stretches to reduce tension.

🔹 2. Quick Review – Key Debate Skills (15 min)

 Recap essentials: strong arguments, rebuttals, persuasive language, body language, and eye contact.

 Students share one tip they find most helpful.

🔹 3. Practice – Mini Speeches & Final Feedback (25 min)

 Students deliver a short 1–2 minute speech or opening statement from their prepared debate.

 Teacher and peers provide quick, positive feedback focusing on encouragement and last-minute tips.

🔹 4. Competition Mindset Coaching (10 min)

 Discuss:

Handling nerves and mistakes calmly

Staying focused on ideas, not fear
Supporting teammates and respecting opponents

 Share motivational stories or quotes.

🔹 5. Wrap-Up & Encouragement (5 min)

 Group cheer or affirmation session: “We are prepared, confident, and ready!”

 Assign journal prompt:

Write your competition day goals and how you plan to stay confident.

Summary – Skills Practiced:

 Mental preparation and relaxation

 Confidence building

 Focus and positive attitude

 Peer support and team spirit

Judging Sheet for Primary Debate Competition

| Judge’s Name: ___________ | Date: ___________ | Teams: ___________ vs ___________ |

Excellent Good Fair Needs

Criteria Comments/Notes
(4) (3) (2) Improvement (1)

Clear, logical points supported by

Content & Arguments
evidence or examples.

Rebuttals & Addresses opposing arguments

Counterarguments clearly and effectively.

Speech Structure & Speech has a clear intro, body, and

Organization conclusion.

Confident voice, appropriate tone,

Delivery & Expression
good pace.

Body Language & Eye Uses gestures, maintains eye contact

Contact with audience.

Collaborates well, supports

Teamwork & Strategy
teammates, responds smoothly.

Student Debate Speech Template with Tips

1. Introduction (20–30 seconds)

 Greet the audience and judges.

 Clearly state your team’s position: “We strongly support/oppose the idea that…”

 Give a brief overview of your main points.

Example:
“Good morning judges and fellow students. We strongly support the idea that every student should learn a
second language at school. Today, I will explain how this helps us communicate better, improves brain skills,
and prepares us for future careers.”

2. Body (2–3 main points, 30–40 seconds each)

 Point 1: State your argument clearly.

 Support: Provide a fact, example, or reason.

 Repeat for Point 2 and Point 3 (optional).

Example Point:
“First, learning a second language helps us talk to more people. For example, many countries have more
than one language, so knowing two languages means making more friends and understanding other
cultures.”

3. Rebuttal (if applicable, 30 seconds)

 Identify an opposing argument.

 Explain why it is wrong or less important.

 Use polite language: “While my opponent said…, I believe…”

Example:
“While my opponent says learning a second language takes too much time, I believe the benefits for our
brain and future opportunities are much more valuable.”

4. Conclusion (20–30 seconds)

 Summarize your main points briefly.

 Restate your position confidently.

 End with a strong statement or call to action.

Example:
“In conclusion, learning a second language improves communication, brain power, and career chances. For
these reasons, we strongly support this idea. Thank you.”

Leader’s Speech Template for Debate (Prime Minister / Leader of Opposition)

1. Introduction (30 seconds)

  Greet judges and audience.

 Clearly state your team’s position.

 Define key terms if needed (explain any tricky words in the motion).

 Outline the team’s main arguments.

Example:
“Good morning judges and friends. We are the government/opposition team and we firmly believe that
every student should learn a second language at school. By ‘second language,’ we mean any language other
than your mother tongue. Today, we will show you why this is important through three main points.”

2. Team Line (15 seconds)

 Explain the team’s overall approach or strategy in the debate.

Example:
“Our team believes that language learning helps students communicate better, develops important brain
skills, and prepares them for the future job market.”

3. Arguments (Main Body) (40–50 seconds per point)

 Present 2–3 clear arguments.

 Support each with evidence, examples, or reasons.

Example Argument:
“Firstly, learning a second language improves communication with people from different cultures. For
example, knowing English and Bengali helps us talk to more people worldwide.”

4. Conclusion (20–30 seconds)

 Summarize your arguments clearly.

 Restate your position confidently.

 End with a strong closing statement.

Example:
“To conclude, learning a second language helps us connect with others, develop our minds, and prepare for
exciting futures. That is why we strongly support this motion.”

Tips for Leaders:

 Speak clearly and confidently to set the tone for your team.

 Make eye contact with the judges and audience.

 Keep a steady pace — don’t rush!

 Practice linking your points smoothly.

Coaching Checklist for Team Leaders (Prime Minister / Leader of
Opposition)
✅ Before the Speech: Preparation

 Understand the motion fully and be ready to explain key terms clearly

 Plan your team’s main arguments (2–3 strong points)

 Prepare a clear team line (overall strategy for the debate)

 Organize your speech with a strong introduction, body, and conclusion

 Practice using polite, persuasive language

 Time your speech to fit within the assigned limit (usually 4–5 minutes)

✅ During the Speech: Delivery

 Speak clearly and at a steady pace (not too fast or slow)

 Make confident eye contact with judges and audience

 Use natural gestures and good posture to support your points

 Begin with a strong introduction that grabs attention

 Define key terms simply and clearly if needed

 State the team line clearly early in the speech

 Present arguments logically with examples or reasons

 Use persuasive language and connect with listeners

 End with a memorable and confident conclusion

 Stay calm and focused throughout

✅ After the Speech: Reflection

 Listen carefully to feedback from judges and teammates

 Identify 2 strengths and 2 areas to improve for next time

 Practice any challenging parts based on feedback

 Support your teammates during their speeches