Debating EAP Activities and Worksheets

Debate Rebuttals

EAP Debate Rebuttals Worksheet - Reading, Writing and Speaking Activity: Matching, Writing Paragraphs, Presenting Rebuttals, Freer Practice - Group Work - Upper-intermediate (B2) - 55 minutes

In this debate rebuttals worksheet, students practice formulating and presenting rebuttals. First, students read a brief introduction to debate rebuttals and match key terms to their correct definitions. Next, students are introduced to the basic structure of a debate rebuttal and are provided with a complete example of a rebuttal that responds to a 'hasty generalization' fallacy. Students then read about two other approaches to creating a rebuttal based on the fallacies of 'red herring' and 'bandwagon'. After that, students write a rebuttal to two counter-arguments following the structure in the example in which they identify the logical fallacy made in the counter-argument. Students then do online research to help them gather support for their arguments. These should include elements of logic, real-world examples, statistics, and quotes from experts or respected publications or institutions. Next, students take it in turns to present their rebuttals. Finally, the class decides which rebuttal was the most persuasive and why.
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Structuring an Argument

EAP Structuring Arguments Worksheet - Reading, Writing, and Speaking Activity: Matching, Writing Paragraphs, Revising, Presenting an Argument, Freer Practice - Pair Work - Upper-intermediate (B2) - 30 minutes

In this structuring an argument worksheet, students learn, practice and present argument outlines and explanations. First, students match key terms from the worksheet with their correct definitions. Next, students read through an explanation and example of an argument outline. In pairs, students then select a resolution and create a brief introduction to their argument using the example argument as a guide. After that, students read through an overview and example of an argument explanation. As with the argument outline, students create their own detailed explanation of their argument following the model provided in the example. Students then use a checklist to review and revise their argument. Finally, students present their argument to other pairs in turn. Each time students present their argument, one student presents the outline of the argument and the other presents the explanation, alternating roles each time. After both arguments have been presented, the pairs decide who presented the most convincing argument and why.
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That may be true, but...

EAP Counter-Arguments Activity - Reading, Writing, and Speaking Activity: Matching, Writing Sentences, Delivering Counter Arguments, Freer Practice - Pair Work - Upper-intermediate (B2) - 30 minutes

In this debating activity, students practice using partial agreement to counter arguments. First, students match statements with counter-arguments. Next, in pairs, students write four opinion statements on topics that people might disagree with. Students then consider the other side of the issue and write counter-arguments to their opinions. After that, students work individually to write four more opinion statements for their partner to counter. Finally, students take it in turns to read their statements to their partner, who gives a counter-argument using the phrases from the worksheet.
That may be true, but...
 

Common Logical Fallacies

EAP Debating Worksheet- Reading and Writing Activity: Matching, Categorising, Writing Sentences, Identifying - Pair Work - Advanced (C1) - 45 minutes

In this free logical fallacies worksheet, students become familiar with 12 common informal logical fallacies and practice identifying them. To begin, students read a short text about debating and logical fallacies and then match key terms from the text to their correct definitions. Next, students read explanations of 12 common logical fallacies and match them to examples. After that, students choose three of the logical fallacies from the list of 12 and create their own examples of each. Finally, in small groups, students take turns sharing one of their examples and the other students try to correctly identify the logical fallacy.
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