Formal debate: building on what has been said
A debate is not a shouting match; it is a shared argument with rules. The best speakers listen hardest.
Part of your national curriculum
- Spoken English: Speak confidently and effectively, using Standard English confidently in a range of formal and informal contexts
- Spoken English: Participate in formal debates and structured discussions, summarising and/or building on what has been said
Lesson overview
What you'll learn in this lesson
Participate in formal debates and structured discussions, summarising and/or building on what has been said
Key learning points
- • The motion and the burden
- • Structured turns
- • Rebuttal that builds
- • Listening notes
This lesson at a glance
- 30 minutes
- 19 parts to scroll through
- 4 quick checks
- Marked quiz at the end
- Gentle pace: short sittings with pauses
Words to know
Scroll down — the lesson carries on below
Watch & discover
Part 1 of 19
Watch first
Formal debate: building on what has been said
Debate structure, burdens and rebuttal that builds on what was said.
In a nutshell
Participate in formal debates and structured discussions, summarising and/or building on what has been said
Learning cycle
Part 2 of 19
Learning cycle 1 of 2
Part 1 · The motion and the burden
A short piece of teaching, then a check to make sure it has landed.
Explore the idea
Part 3 of 19
Learn
The motion and the burden
Debates run on a motion: ‘This house would make homework optional in Key Stage 3.’ The proposition must show the change is needed and workable; the opposition must show the present system is better or the change harmful. Knowing your burden keeps you on the point.
Reset break
Part 4 of 19
Pause
That's sitting 1 of 5 done
Stretch, get a drink, look out of the window. There is no timer and nothing is counting down — your place is saved, so you can come back in five minutes or tomorrow.
Explore the idea
Part 5 of 19
Learn
Structured turns
A typical structure gives each side an opening speech, rebuttal speeches and a summary. Summary speakers must not add new arguments; they weigh what has already been said. Timing is part of the discipline.
Quick check
Part 6 of 19
Quick check
Part 7 of 19
Reset break
Part 8 of 19
Pause
That's sitting 2 of 5 done
Stretch, get a drink, look out of the window. There is no timer and nothing is counting down — your place is saved, so you can come back in five minutes or tomorrow.
Learning cycle
Part 9 of 19
Learning cycle 2 of 2
Part 2 · Rebuttal that builds
A short piece of teaching, then a check to make sure it has landed.
Explore the idea
Part 10 of 19
Learn
Rebuttal that builds
Use the three-step move: restate their point fairly, identify the weakness (evidence, logic or scale), then extend your own case. ‘They argue optional homework increases freedom; the survey they cite covers one school, and freedom without practice narrows later choices.’
Explore the idea
Part 11 of 19
Learn
Listening notes
Split your page: their claims on the left, your responses on the right. Debate marks are awarded for responding to what was actually said, so the notes matter more than the prepared script.
Reset break
Part 12 of 19
Pause
That's sitting 3 of 5 done
Stretch, get a drink, look out of the window. There is no timer and nothing is counting down — your place is saved, so you can come back in five minutes or tomorrow.
Quick check
Part 13 of 19
Quick check
Part 14 of 19
Challenge round
Part 15 of 19
Game · Sort it
Which of these are true?
Drag each card into the right column. Tap a card first if dragging is fiddly.
True
Not true
Reset break
Part 16 of 19
Pause
That's sitting 4 of 5 done
Stretch, get a drink, look out of the window. There is no timer and nothing is counting down — your place is saved, so you can come back in five minutes or tomorrow.
Challenge round
Part 17 of 19
Game · Recall cards
Why mark stress and pauses before rehearsing?
Card 1 of 4
Mastery quiz
Part 18 of 19
Marked quiz
End of lesson quiz: Formal debate: building on what has been said
4 questions, marked with the reasoning shown. No timer.
1. Why mark stress and pauses before rehearsing?
2. When is stillness most effective?
3. What is the main purpose of improvising a scene in your own words?
4. Which is the strongest justification of a performance choice?
Lesson round-up
Part 19 of 19
Lesson round-up
Ready when you are
Quiz score
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Points this lesson
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Best run
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Luna: 0 out of 4 on the practice checks. Only if you feel up to it — one more?
Ask LunaPart 1 of 19 · Watch & discover
How this is going
- Not looked at yet
Speak confidently and effectively, using Standard English confidently in a range of formal and informal contexts
- Not looked at yet
Participate in formal debates and structured discussions, summarising and/or building on what has been said