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Each student makes a statement and throws the ball to another student who needs to either agree or disagree with the statement.

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I would take a humanitarian issue from the story The Enemy . The class would be divided into groups and each group given an argument to discuss and find supporting arguments for their argument.
The groups would share their arguments with the class as well as their sources

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This activity gives students practice generating the ideas and reasons they will need in debates.
Ellyn Yishai

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This is a fun practice activity which aim is to get
students generating reasons for opinions. It can be implemented at the beginning of every lesson and it goes like this:

·     Ask students to pair up.

·     Write 1 or 2 resolutions on the board. For example:

·   Women should not change their family name when they get married.

·   Love is more important than money.

·   We should eat ice cream for breakfast.

·      Tell students: 'You have two minutes to argue one side of each resolution. When you hear "SWITCH," you will have two minutes to argue the opposite side of the resolution'. Then move on to the next one.

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In a circle, a student makes a statement on a particular topic chosen and the next student must state "Yes, but..." and continue.
No equipment is needed. Students practice improvisation and rebuttal

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Teams will debate over a situation / different characters in a literature piece they have read.
Ariel H.

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This activity includes two panels in which 2-4 students would sit and debate their arguments on "hot" topics concerning everyday life such as the usage or cellphone: for and against. The teacher will be the adjudicator and the rest of the students in the class will be the audience. The decision about the winning will be made according to fixed criteria which will be presented prior to the activity (arguments, clashed and rebuttals) and the applause from the audience.
Meirav L.K

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I too would use debating in my literature lesson, especially when teaching  The Enemy  by Pearl Buck 

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I too would use debating in my literature lesson, especially when teaching  The Enemy  by Pearl Buck 

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I would choose the philosophical chairs debate format for this combining it with the relevant material from  Human Rights for this .
Students would be divided into Each group has a different argument and Human rights sources to support their argument. It cold be adapted to the four world model
Each group would be given time to discuss and develop their argument. After reaching a a conclusion according to the sources they were given.
the groups will be asked to share their ideas with the class .
Students can move around if they are perusaed by other students arguements.
Debbie Gabai

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Four Corners Debate:
allows the groups to  form arguments and discuss the issues together. They will learn to work in a group and use their voices for the argument they need to present.
At the end, the class will reflect on the process and come up with some conclusions about the experience.
This type of debate allows many  students to have active parts in the debating process.

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I would use debating in our Literature lessons. 

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I would use debating in our Literature lessons. 

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Zara

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Philosophical chairs debate/discussion where students back up their opinions with specific facts from texts that they have studied and have the opportunity to change positions midway through the activity.

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 Devil’s Advocate Purpose: To provide opportunity to speak in a direct clash environment.                One person speaks, and an advocate clashes or raises a related point. Size: This can be played by a group of 4 people up to an entire class. The advocate takes one side, and everyone else in the group takes the other. Structure: A moderator controls who has the right to speak and when. The moderator alternates between the big group and the advocate. The advocate can be a teacher or a student who likes to argue. Topic: The topics vary. It might be a student issue like gum in the classroom, or a controversial issue like capital punishment. 

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 Devil’s Advocate Purpose: To provide opportunity to speak in a direct clash environment.                One person speaks, and an advocate clashes or raises a related point. Size: This can be played by a group of 4 people up to an entire class. The advocate takes one side, and everyone else in the group takes the other. Structure: A moderator controls who has the right to speak and when. The moderator alternates between the big group and the advocate. The advocate can be a teacher or a student who likes to argue. Topic: The topics vary. It might be a student issue like gum in the classroom, or a controversial issue like capital punishment. 

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Tracy Fiske

This activity introduces students to concepts they will use in more formal debates, such as making initial speeches, giving responses to questions, and addressing other people’s arguments.

OBJECTIVES • To gain experience speaking in an informal debate setting. • To think creatively to generate relevant arguments. • To develop persuasive responses to simple questions. • To adjudicate performance of speakers using predetermined criteria.

TASK Select five or six people to take part in the debate. They should think of a character (or you can assign them, if you prefer). You should set a theme for the character, e.g. “a historical figure”, “a modern celebrity”, “someone you admire”, etc. Now explain the scenario: these five people are in a hot air balloon. It is sinking because it is too heavy. The only way for us to survive is for one person to be thrown out of the balloon.

In the first round each person has to give a short speech explaining why they should not be thrown out of the balloon.

The second round deals with questions and answers, a kind of rebuttal stage. Instruct students in the audience to ask students questions which rebut what they said in their opening speeches and give each time to consider and offer a counter-rebuttal

In the third stage the audience votes on the winner using predetermined criteria.

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Sara Dayan
Students read/mark up texts, preferably ones that are somewhat abstract so that the students will have to think in order to arrive at any conclusions.
Teacher then poses a question (high level) and students answer with respect to the text.  Based on their answers, they move into different areas.
Students who are persuaded by their fellow students' arguments may move to the other areas.
This is an excellent activity for critical thinking and to help students gain a deeper understanding of any subject, whether it be a literary piece or speech or an complex historical event (i.e. the Vietnam War)

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Each group has a different argument and sources to support their argument.
The group is given time to discuss and learn the argument. The group is required to reach a conclusion according to the sources they were given.
At the end of the groups discussion they will share their ideas with the class .
Suzanne

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Orna Teneh
This game gives students an opportunity to think quickly and practice making rebuttals. The only preparation is to prepare a list of topics. To begin, split the students into pairs and have each pair sit facing each other. One partner makes a statement related to a debate topic, such as “assisted suicide is unacceptable in all cases,” and the other must quickly offer a rebuttal.

The original student then rebuts this statement, and the two continue back and forth. The student who cannot think of a rebuttal loses the round.

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the new English program cons and pros , does it good for our students or just the opposite ?
Procedure:
two teams against each other , 3 rounds , 3 speakers each group .
the first one presents and make an opening while the last one closes the debates with fine arguments .
both groups must provide  evidences and their own voice in order to convey the crowd .
The goals of this activity are to:

Speak in English, and learn how to effectively argue a position

Materials:

in the end o the debate students will vote for the wining team by using their phone as a technology device in our activity .

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Debating activity - students choice of topic whilst providing a sample topic

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Debating activity - students choice of topic whilst providing a sample topic

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Procedure:  a. students will vote on a topic of interest whilst being provided with a sample topic and resource material .  For example - This house believes that children should be allowed to own and use a mobile phone. This is a topic of interest to the kids and a non- threatening one which they would be quite familiar with the pros and cons..
b. Divide the students into roles
Preparation:

Each team plus their research team will be given time to prepare for their debate.
They will have to determine the clashes and the possible arguments of the other team.

The goals of this activity are to:

Speak in English, and learn how to effectively argue a position

Materials: Kids will be referred to the following resource site as a sample for prior preparation. (they can choose any other on the database for their own assignment) http://idebate.org/debatabase/debates/science-technology/house-believes-children-should-be-allowed-own-and-use-mobile-phones
Assessment:
Presentation of arguments:
| 1.       Statements clearly support their position
| 2.       Statements are well researched
| 3.       Addressed the opposing team
| 4.       Presented with clarity and volume
| 5.       Well rehearsed -minimal reliance on notes
| Rebuttal
| 1.       Showed evidence of good listening skills
| 2.       Were specific to opposing team's arguments
| 3.       Were expressed with clarity

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Ira Brunstein

Listening to Historical Speeches Description: Students will listen to archival historical speeches and identify the main points of argument, persuasive elements and overall significance. Objectives: 1. Students will develop their listening skills. 2. Students will appreciate the art of elocution and be able to identify the structure of a speech. 3. Students will be able to summarize the main arguments of the speech. Materials: • Selection of Speeches  • Internet access
Procedure: I will  pre-select the speeches according to the class ability. The students listen to the audio files of the speeches and record their observations on the listening sheet. A little research may have to be conducted to discover the context of the historical speech and its significance. Have students share their speeches and research with the class.
Assessment: Completed Listening Guide and Presentation to class.

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Ahuva Balofsky

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Non-threatening debating without any preparation invol

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Having used the Siach v'Sig format for years with my classes, I'm interested in trying out the Debating Matters, which I see as less competitive, less confrontational, and more content-based than Siach v"sig. In the Debating Matters format, for example, pupils have to research their topics in advance, whereas in Siach v'Sig pupils are given half an hour to prepare their topics. Another example: there are questions from the judges and from the audience,which are part of the judging process.  I like the fact that the audience, i.e. the pupils, are more actively involved.   I'm planning to use this format for our upcoming debate in class:  This House would ban beauty contests.

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Beginnings and endings - promoting good style and confidence in speaking

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Debating activity about the need of school uniform

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Idith Arusy

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Manal Abbas
The" Um-err" activity

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Improving fluency

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'Philosophical Chairs' based on Idith Arusy's powerpoint on 'Musical Chairs'

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'Philosophical Chairs' based on Idith Arusy's powerpoint on 'Musical Chairs'

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Charmian Lezmy

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write what debating activity you would want to use in your classroom:

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write what debating activity you would want to use in your classroom: