Final Project: Global Classrooms

Four Corners Debate Game

Topic: Transitioning from Informal to Formal Vocabulary

Subject area: English, Global Classrooms

Grade: 3º ESO

Objective: Independently, students will orally utilize at least 2-3 formal vocabulary words in a practical application through the Four Corners Debate game.

Materials:

• Computer & Projector

• Debate vocabulary slideshow

• List of controversial statements

• Paper signs stating "Strongly Agree," "Agree," "Disagree," and "Strongly Disagree"

Timing: This lesson will take a full class period, with a 10-15 minute presentation followed by a 40-45 minute game.

Description of Activity:

One of the most engaging ways to practice formal debate vocabulary is with a game called Four Corners. The game is preceded by a presentation provided by the Global Classrooms program to the GC language assistant about useful debate vocabulary, which includes charts depicting informal words and their corresponding formal replacements; i.e., "get rid of" vs. "eliminate, ban, prohibit." An example of this kind of chart may be found here.

Source: Fulbright Madrid Mentors

After reviewing words the students aren't familiar with, and ensuring that they have taken good notes, the Four Corners game may begin, wherein each corner of the room represents the extent to which students agree with a given statement. These are marked by signs reading "Strongly Agree," "Agree," "Disagree," and "Strongly Disagree." Statements of varying controversiality are read for students to debate, with the goal of practicing the new vocabulary learned. Students are to stand in the corner of the room that represents their opinion on the statement, talk for a few moments in their respective corners to consolidate their arguments, and then present them to the class more or less on the fly. Some examples of these statements are as follows, inspired those found on the page "Debate Topics" by ProCon.org:

• Celebrities make too much money.

• The voting age should be lowered to 16.

• Medical marijuana should be legalized.

• School uniforms should be mandatory.

• Cheerleading is a sport.

Depending on the size of the class, smaller groups (ballpark 10 students each) may stand up at a time to debate a statement with the rest of the class taking notes. This avoids students hiding in the back of a large group who all have the same opinion. After hearing a representative of all points of view, students are invited to change corners if they want to.

The chosen statements are about topics outside of the prescribed GC one because at this point in the semester the class will have spent a great deal of time talking about the same issue. It may be more productive and engaging to use the new vocabulary with a fresh topic so as to avoid the tedium of the same material, and hopefully re-engage them with topics more relevant to their personal interests.

Language Assistant's Role: The LA may present the slideshow and formal/informal vocabulary charts, so as to maximize students' exposure to a native accent in both styles of speaking. This also gives the LA a chance to ad-lib extra information and examples of formal and informal situations. The LA may then read statements to the students and facilitate debate. The LA and teacher may also alternate reading the statements or thinking of new ones based on the class's personality.

Teacher's Role: The teacher may work alongside the LA to facilitate debate and call on students who may not be speaking up as much. If students are hiding in the back of a big group standing together in a given corner, it may be the teacher's job provide a disciplinary element, address this by decreasing the size of the groups, or again calling on students who are less likely to speak up on their own.

Evaluation: Evaluation consists of informal assessment by both the LA and teacher. Instances in which students utilize a formal vocabulary word rather than an informal one are commended, and suggestions are given when students fail to do so. This may become an interactive opportunity where students may suggest replacement words in response to the LA/teacher prompting, such as "what's another word for 'good' that we can use here?" Ideally students will know they have achieved the objective of the class when they start to notice these opportunities for switching words out on their own, and begin to self-correct.

Learning Styles: This lesson caters to a variety of learning styles. Visual learners will benefit from the aid of a chart in the PowerPoint presentation and subsequently copy their favorite words into their notes. Kinesthetic learners will benefit from the mobile element of the Four Corners game, where they can stand up and walk around the room. Auditory learners will benefit from the debate being improvised aloud rather than planned ahead on paper, as they will hear the opportunities for formal vocabulary to be used.

Digital Resources: An essential element of this lesson comes from the informal/formal debate vocabulary PowerPoint, or more specifically, a chart showing informal words and corresponding replacements. The LA may use the chart provided by the program or find another online such as this one. Other useful resources may be videos showing formal vs. informal speech (Obama is a good example of formal speech), or a comedy sketch depicting the same thing.

Members of the final GC debate team ultimately chosen to represent our school.