Defending Opinions (Debate Skills)
In this unit, students learn how to defend opinions using an academic structure: claim → evidence → reasoning, while acknowledging and responding to counterarguments. The focus is on speaking and debate with a calm, formal tone.
SWBAT (Objectives)
- State a clear claim and support it with evidence and reasoning.
- Use academic phrases to agree/disagree politely.
- Recognize a counterargument and respond with a rebuttal.
- Participate in a short debate with clear structure and turn-taking.
- Give peer feedback on clarity, evidence, and tone.
Debate Structure (B2)
A clear position on the topic.
Example: “Universities should reduce tuition fees.”
Facts, data, examples, experience, or expert opinion.
Example: “Studies suggest debt affects career choices.”
Explain why the evidence supports the claim.
Example: “Lower fees increase access and social mobility.”
Show the other side, then respond.
Example: “While funding is a concern, targeted grants can offset costs.”
In my view, ___ (claim). This is supported by ___ (evidence). Therefore, ___ (reasoning). Although ___ (counterargument), I would argue ___ (rebuttal).
Academic Language Bank
• In my view, …
• It seems to me that …
• I would argue that …
• This is supported by …
• For instance, …
• Research indicates that …
• It is often claimed that …
• Some may argue that …
• A possible objection is …
• However, this overlooks …
• Nevertheless, …
• That said, I believe …
What Counts as Evidence?
- Data/statistics (even approximate)
- Examples from real cases
- Expert opinion (reported speech)
- Clear cause-effect reasoning
- “Everyone knows…”
- One personal story with no support
- Emotional language without reasons
- Changing the topic / attacking the person
Weak: “Online learning is better.”
Upgrade: Add an example, a reason, or a comparison.
Debate Task (Speaking)
- School should start later in the day.
- Social media does more harm than good.
- Working from home should be the default.
- Public transport should be free.
Write:
• 2 claims
• 2 pieces of evidence
• 1 counterargument
• 1 rebuttal
Use at least 5 academic phrases from the language bank.
• Opening (1 min each)
• Rebuttal round (1 min each)
• Open discussion (4–6 min)
• Closing statement (30 sec each)
Feedback (Academic Tone)
- Claim is clear and specific
- Evidence is relevant (not vague)
- Counterargument is acknowledged
- Rebuttal is logical and polite
- Tone is calm and formal
Casual: “You’re wrong.”
Academic: “I see your point; however, I would argue that…”
Casual: “That’s stupid.”
Academic: “I’m not convinced that this approach would be effective.”
- Clarity + organization
- Range of discourse markers
- Pronunciation of key phrases
- Interrupting politely / turn-taking
Exit Ticket (5 minutes)
- Write one debate claim on any topic.
- Add one piece of evidence (example/data).
- Write one counterargument starting with Some may argue that…
- Write one rebuttal starting with However, this overlooks…