1. Download the files suggested in the MED section and make copies for students. For the first activity, there are 2 pages to print in this file.

2. Tell students they are going to practice some expressions that are very useful in giving opinions.

3. Discuss with students how powerful useful debate sentences are and elicit some from the students.

4. Ask students what expressions ‘for’ and ‘against’ for a debate they remember.

5. Distribute the second worksheet first and ask students to focus on the three categories, ‘stating an opinion, disagreeing, summarizing key points’

6. Review what those categories are about.

7. Distribute the first page and ask students to work in pairs.

8. Students read, and write or cut the cards to paste them in the right category.

9. Check the answers with the class.

10. Tell students they are going to practice ‘rephrasing’ and explain what that is. Tell students it is very important to be able to rephrase when delivering a presentation, discussing a topic, and giving reasons for something.

11. Distribute the worksheet and use sentence 1 as an example to model the activity,

1. Nike doesn’t design tennis shoes without talking to the athletes who wear them.     

Tennis shoes aren’t designed by Nike without talking to the athletes who wear them.

12. Ask students to work in pairs.

13. Have two pairs of students compare their answers, discuss them, and correct as needed.

14. Give the answers to the class. They come in the same file.

1.Download the files suggested in the MED section and make copies for students.

2. Review what a debate is, and what the steps are.

3. Ask students in what classes they have debated a topic and how they did.

4. Distribute the worksheet and ask students to work in pairs.

5. Ask students to read the questions and discuss them.

6. Invite students to write their reasons, justifications, or opinions about them.

7. Monitor and make sure students are actually participating and discussing their answers.

8. Ask students to change partners in their pairs and have a second round of discussion on their choices.

9. Divide the class into pairs and give each pair an appropriate set of cards.
10. Explain to the students that half of the card (in italics) is done – these are the answers for the partner.
11. Try sentence 1 to model the activity, e.g. I think it’s necessary for you not to believe in everything he says.  = You mustn’t believe everything he says.

12. The students write the paraphrased sentences in bold using modal verbs.
13. Ask students to check each other in pairs.

NOTE: Depending on the level of the group the students can start in turns without writing the paraphrased sentences.

1. Download the files suggested in the MED section and make copies for students.

2. Ask students how important it is to give feedback on a presentation, then, how important it is to have the right criteria to evaluate speakers in a debate.

3. Ask students what aspects of their presentations they want to have feedback on and why.

4. Distribute the handout and ask students to work in pairs.

5. Ask students to analyze the three stages in this format.

6. Ask students to read the questions within each one and elicit they are yes/ no questions.

7. Ask students to add 2 more questions to each category.

8. Ask pairs of students to sit with another pair and compare their answers.

9. Ask students to contribute to a bank of questions to evaluate their classmates' performances in a debate.

10. Ask students what aspects they need improvement when delivering a presentation, speaking in public, or debating, according to the last presentation they gave.

11. Ask students in what area they feel great when debating or speaking in public and how they got to do it.

12. Distribute the worksheet and ask students to work in pairs.

13. Read the statements and questions with students and help as needed.

14. Ask students to write a statement that shows that that point was not covered, for example, 1. Arguments are clearly stated.

Students write We didn’t know what the speakers were talking about/he-she never mentioned the topic.

15. Monitor and offer help as needed.

16. Invite students to read their sentences to the class, and this way learns in a more effective way what not do in order to accomplish their goals.