# data[].attributes.body
The Scholars Cup

The World Scholar's Cup · Home (scholarscup.org)

Building on Eliza's post- Debating is a rule heavy/formal way to encourage students to speak and it it also helps with speech writing! The Scholars Cup is a fantastic programme which my students participate in. The website has some very interesting articles as well which link to IB themes. Some of Debate motions which I have done recently are 'Should future Marvel Movies pretend the Covid 19 Pandemic never happened?' and another good one was ' This house believes that we should be allowed to colonise other planets'. The website provides all of the resources.

# data[].attributes.attachment_link.readable_text
Every World Scholar's Cup features four exciting events. Click through to explore them!

Each year thousands of students on six continents participate in the World Scholar's Cup. Watch their adventures.

The World Scholar's Cup is taking place in more places around the world each year. Attend the round nearest you!

Find us via Facebook? Welcome to the World Scholar's Cup! We recommend you check out our program introduction and watch this quick three-minute video - and we hope to see you soon at one of our upcoming regional and global events.

# data[].attributes.attachment_link.description
Every World Scholar's Cup features four exciting events. Click through to explore them! Each year thousands of students on six continents participate in the World Scholar's Cup. Watch their adventures. The World Scholar's Cup is taking place in more places around the world each year. Attend the round nearest you!

# data[].attributes.body
I think that this is rule heavy/formal? However the discussions/discussions would be spontaneous. Homepage - p4c.com
This follows the Socratic approach to Inquiry but with a structured way to carry out discussion. It also can link very neatly with the themes.
Students sit in a circle. Stimulus to be provided and students come up with a series of enquiry questions. When speaking, they hold an object or you can record the speech. They need to: Justify, evaluate, re-evaluate, build on ideas, demand clarification etc. Students will need to be explicitly taught these terms. A lesson I did recently was on 'The Ring of Gynes'. The question was 'What would you do with a ring of invisibility? Th discussion led to some great moral discussions such as: Are your choices morally correct? If there was a red traffic light and no one can see you would you just go? If no-one knows it is you should you do whatever you like?

It is such a good tool. The website has lots of free resources and you can also pay to join SAPHERE. Two excellent books as well are 'Teaching Thinking' by Robert Fisher and The If Machine by Peter Worley.

# data[].attributes.attachment_link.readable_text
Resources from P4C.com

We are a subscription website for resources and guides to help people philosophise with children. During the Covid-19 pandemic, we decided to offer some links, ideas and free resources to visitors to this site. We felt that we could provide some modest support to people isolated at home.

Now that the worst of the pandemic is over, we are continuing to offer free access to these resources to everyone who visits our site.

Why not explore the section boxes further below on this page? Click on the green buttons to access the resources.

# data[].attributes.attachment_link.description
We are a subscription website for resources and guides to help people philosophise with children. During the Covid-19 pandemic, we decided to offer some links, ideas and free resources to visitors to this site. We felt that we could provide some modest support to people isolated at home.

# data[].attributes.body
Rule light - Spontaneous

Make a groups of 2 or 3 students. They are given a piece of paper with each situation written on it. (ex-Conversation at the police station when you lose something / Situation when you come to buy a car and talk to the dealer). Demonstrate their role-play in front of other group members.

# data[].attributes.body
Hello, I'm Sung Young.
I'm really sorry for late upload.

Rule light - Prepared

At the beginning of the semester, it is good to proceed when students do not know each other well. Assume that the teacher becomes the TV talk show host and the students become the panelists who appear on the TV show. The teacher prepares various questions, and the students tell their classmates about themselves by answering the questions.

# data[].attributes.body
Rule-light - spontaneous
It is a role-play for hot-seating activities - it is slight variation or development from the one described in the video. In this activity the students take on a character that we are studying in the interactive oral and we ask them questions about why they did certain things the studnets must stay in character. There are some really interesting realisations that occur both for the questioners and the hot-seater.

# data[].attributes.body
Jigsaw lesson Rule-heavy Prepared - create groups of 4 or 5 students. Each person is assigned a specific duty in the group such as Scribe, PPT builder, Researcher, Leader, Visual imaging. These roles can alter. They are given a topic (Identity unit - researching cultures and their appropriation), they research specific elements, then they teach the class. Once all the groups are completed they have a complete and intensive knowledge of a topic.

# data[].attributes.body
Rule light - Spontaneous

The students are divided into teams of 3-4 and provided with a setting, eg. in a restaurant, visiting a friend, etc. They need to continue asking each other questions every time there is a silence. If there is silence for more than 20 sec. the team is out.

# data[].attributes.body
Rule heavy - Prepared

After introducing the rules of debating and showing them an example of one, e.g. https://www.youtube.com/watch?v=GGpBmcOA_w0 , students are requested to prepare a debate, following its strict rules. The topic of the debate does not have to be serious, students could be debating about the colour of grass in front of the Town Hall, for example. The more extraordinary and humorous topic, the better.

# data[].attributes.attachment_link.title
How to debate - first speaker affirmative

# data[].attributes.body
Rule light - Spontaneous/Prepared

I love using story cubes - both- the physical version and the online one, e.g. https://eslkidsgames.com/esl-story-dice-online
Students are asked to throw the dice and come up with a story that contains the vocabulary we want them to practice. It is a brilliant method of activating students' creativity and motivating them to use the practiced vocabulary.

# data[].attributes.body
Picture storyboard + targeted vocabulary.

Spontaneous / Rule light

Students are given a cut up series of images such as a an out of order storyboard that they must put into order and creative a cohesive narrative using targeted vocabulary. At the moment, I am using a classic short story called "The Ghost of the Lagoon," so there is a picture of a shark, blood, dog, throne, skull, boat, coconut, grass skirts, etc. Students are encouraged to use their imagination and be creative, with the only success criteria being that they include the pre-taught vocabulary in their storytelling. This works well with comparative work, as we end up having a half dozen "alternative" stories (often better than the original) and students are able to compare their creation what the text actually is. Stories are recorded, and perhaps acted out in front of class for further speech work.

# data[].attributes.body
Rule Light - Prepared - Spontaneous

Have students watch a silent clip and then make a dialogue to go with it. My current favourite is a an animated show called "Primal" about a caveman and his dinosaur buddy where each episode is under half an hour. I assign groups to write dialogue for five or six minute stretches of the movie, then they must narrate the show in their own words and/or add dialogue, perhaps even voices or accents.

This would fit in the rule light and prepared category as they do have to think up dialogue beforehand and then create words to fit the length of the scene. If we are adding spontaneous words and reactions (which can be a blast) I'd move this to the rule light/spontaneous category. This gets students thinking and reacting naturally.