Debate-example

Argomenti Social e Tecnologia

• Should social media platforms ban users under 16?

• Does TikTok do more harm than good for mental health?

• Are smartphones in schools a distraction or a tool?

• AI in education: helpful tutor or job thief?​

Argomenti Scuola e Vita Adolescente

• Should school uniforms be mandatory?

• Homework: essential or outdated?

• Is remote learning better than in-person classes?

• Should students have a say in school rules?​

Argomenti Ambiente e Società

• Single-use plastics: ban them worldwide?

• Climate change: individual actions vs government policies?

• Veganism: trend or necessity for the planet?

• Fast fashion: ethical or just cheap?​

Argomenti Attualità Globale

• Free college tuition for all: dream or disaster?

• Video games: waste of time or skill-builder?

• Cancel culture: protecting or censoring?

• Space tourism: exciting future or elite waste

The Motion: This House Believes Homework is an Outdated Practice.

Homework-Specific Vocabulary

• academic performance

• learning outcomes

• workload

• stress levels

• time management

• independent learning

• critical thinking

• practice and reinforcement

• burnout

• extracurricular activities

• school-life balance

• inequality / educational gap

• self-discipline

• pedagogical value

• rote learning

Idioms & Natural Expressions 

to keep up with schoolwork

to be under pressure 

feel stressed

to fall behind 

make less progress than others

to learn by heart 

memorize

a double-edged sword – something with both positive and negative effects

to waste time 

to make a difference 

have an important effect

burning the candle at both ends: Working too hard without enough rest.

the proof is in the pudding: The success of something can only be judged by its results.

to fall behind

Useful Expressions for Debating

 Opening Your Argument

• We strongly believe that…

• Our team supports/opposes this motion because…

• One key reason is…

• First of all, let me point out that…

Giving Examples & Evidence

• For example…

• Studies show that…

• This can be seen when…

• Many students experience…

Agreeing / Acknowledging the Other Side

• We understand the other team’s point, however…

• While it may be true that…, we believe…

• This argument sounds convincing, but…

Disagreeing & Rebutting

• We strongly disagree with this argument.

• This point ignores the fact that…

• The real issue is…

• That argument is outdated because…

Concluding

• In conclusion…

• For these reasons, we believe that…

• To sum up our position…

The Debate: Homework—Essential or Outdated?

Proposition (For Homework)	Opposition (Against Homework)
Reinforcement of Learning: Homework allows students to practice what they learned in class, ensuring the information moves from short-term to long-term memory.	Diminishing Returns: Research suggests that after a certain point, more homework does not lead to higher achievement, especially for primary students.
Developing Discipline: It teaches vital life skills like time management, responsibility, and independent study habits.	Student Burnout: Excessive work leads to sleep deprivation and anxiety, causing students to lose interest in learning altogether.
Parental Involvement: It provides a "window" for parents to see what their children are learning and engage with their education.	Widening the Inequality Gap: Students from wealthy homes have quiet spaces and tutors; students from disadvantaged homes may not, making homework inherently unfair.
Curriculum Coverage: With limited classroom hours, homework ensures that the full syllabus is covered without rushing through complex topics.	Loss of Childhood: It robs children of time for "extracurriculars"—sports, hobbies, and social play—which are just as vital for holistic development.

Round 1: The Opening 

Proposition (Against Homework): "Mister Speaker, we are living in 2026, yet our schools are stuck in the 1920s. The 'factory model' of education—where children work 7 hours in a building and then take more work home—is outdated. Research shows that for primary students, the academic benefit of homework is negligible. Instead, it causes burnout and robs children of the time they need for holistic development, like sports, family time, and sleep."

Opposition (For Homework): "Madam Speaker, the opposition calls it 'outdated,' but we call it 'foundational.' Homework is the essential bridge between a teacher’s explanation and a student’s mastery. The 'proof is in the pudding': a 2024 study from Maynooth University shows that 'little and often'—short, regular assignments—significantly boosts achievement in Math and Science. Homework isn't about 'more work'; it's about reinforcing knowledge so it isn't forgotten by morning."

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Round 2: The Clash over Inequality

Proposition: "But let’s talk about fairness. Homework is a double-edged sword that cuts the deepest for disadvantaged students. While a wealthy student has a quiet office and a tutor, a lower-income student might be working at a kitchen table in a noisy room with no internet. By making grades dependent on home conditions, you aren't testing intelligence; you are testing privilege."

Opposition: "That is a defeatist argument. If we stop assigning work because some students lack resources, we are simply lowering the bar for everyone. The solution isn't to ban homework; it's to level the playing field by providing 'homework clubs' and after-school support. Removing homework doesn't fix inequality—it just hides the fact that some students need more help than others."

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Round 3: The Rebuttal on Mental Health

Proposition: "The opposition mentions 'lowering the bar,' but what about the mental health crisis? 56% of students cite homework as a primary source of stress. When we force children to 'burn the candle at both ends,' we aren't creating scholars; we are creating stressed, sleep-deprived individuals who view learning as a chore rather than a joy."

Opposition: "Granted, 'busywork' is a problem, but meaningful homework builds resilience. Life after school involves deadlines and independent tasks. If we shield students from responsibility now, they will 'fall behind' in university and the workplace. We aren't just teaching math; we are teaching time management and the discipline to finish what you start."

POI

For the Proposition (The "Inequality" Challenge)

The Question: "How do you justify homework for students who have difficult home lives or fewer resources?"

The Rebuttal: "While we acknowledge that home environments differ, the solution is not to lower the bar for everyone, but to provide targeted support. Instead of abolishing homework, schools should provide 'homework clubs' or after-school study halls. By removing homework entirely, you actually disadvantage underprivileged students even more, as they lose the extra hours of practice that their wealthier peers will surely get through private tutoring anyway. We must provide the resources, not remove the opportunity."

2. For the Opposition (The "Independency" Challenge)

The Question: "How will students learn to work independently or manage their time without tasks to do at home?"

The Rebuttal: "Independence is not learned through rote worksheets assigned under duress; it is learned through autonomy. We believe students should manage their own time by pursuing extracurricular interests, reading for pleasure, or engaging in community projects. True time management is choosing how to spend your free time productively, not simply following a list of tasks forced upon you. Let's move away from 'compliance' and toward genuine, self-directed learning."

Comparison of the "Clash Points"

In any debate, there are "clash points" where the two sides directly meet. This table shows how to turn an opponent's strength into a weakness.

The Opponent Says...	Your Rebuttal Strategy (The "Flip")
"Homework reinforces classwork."	Flip it: "If the teaching was effective in class, extra hours at home shouldn't be necessary."
"Homework causes stress."	Flip it: "Stress is a part of life; homework is a 'safe' way to learn how to handle pressure and deadlines."
"Parents want to see the work."	Flip it: "Parents should be spending 'quality time' with children, not acting as unpaid, untrained teaching assistants.

In a debate, a "zinger" is a short, punchy sentence that encapsulates your argument in a way that is easy for the judges to remember. These are perfect for the beginning or the very end of your speech.

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For the Proposition (Against Homework)

These emphasize freedom, health, and modern thinking.

• "We should be teaching students how to think, not just how to work."

• "The school bell should mark the end of the workday, not the beginning of the second shift."

• "Education is a marathon, not a sprint; let’s stop making our children run until they collapse."

• "A child's home should be a sanctuary of rest, not a satellite office for the school."

• "We are measuring students by the hours they put in, rather than the ideas they put out."

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For the Opposition (For Homework)

These emphasize excellence, reality, and the value of effort.

• "Practice isn't what you do once you’re good; it’s what you do to become good."

• "We aren't just assigning worksheets; we are assigning responsibility."

• "The world doesn't hand out participation trophies; it rewards those who put in the extra mile."

• "If we remove the challenge, we remove the growth."

• "Independence isn't a gift we give to students; it’s a skill they earn through practice."

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How to use a "Zinger" effectively:

1. The Pause: Stop for one second before and after saying the line. This creates "white space" around the sentence so the judge really hears it.

2. The Eye Contact: Look directly at the judge or the opposing team when you deliver the line.

3. The Conclusion: Use a zinger as your final sentence, then sit down immediately. It leaves your words ringing in the room.

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Bonus: The "Comeback" Zingers

Use these if you are interrupted or during a "Point of Information" (POI).

• If they mention stress: "Growth involves a degree of pressure; you don't build muscle without lifting weights."

• If they mention inequality: "The solution to a gap in resources is to provide more resources, not to provide less education."

• If they mention 'play time': "A student who learns time management through homework will actually have more free time in the long run."

Closing for the Proposition (Against Homework)

Focus: Empathy, Modernity, and Fairness.

"Mister/Madam Speaker,

At the end of this debate, we must ask ourselves: what is the true purpose of childhood? Is it to spend every waking hour as a data-entry clerk for the school system, or is it to grow, play, and discover?

We have shown today that homework is a relic of a bygone era. It fails the test of pedagogical value, it fuels a mental health crisis, and most importantly, it punishes the most vulnerable students by turning their homes into unfair classrooms. The opposition wants to maintain a 'business as usual' approach, but we cannot ignore that the world has changed.

We don't need students who can simply repeat tasks under pressure; we need students who are healthy, creative, and curious. By voting for this motion, you are voting to give children their lives back. You are voting for quality over quantity. Let us put an end to this outdated burden. I beg you to propose."

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Closing for the Opposition (For Homework)

Focus: Excellence, Resilience, and Preparation.

"Mister/Madam Speaker,

The proposition has painted a picture of homework as a villain, but they have failed to provide a viable alternative for how students will achieve mastery. Education is not a passive experience that happens to you; it is an active pursuit that requires discipline and independent practice.

If we abolish homework, we aren't 'saving' childhood; we are sabotaging the future. We are sending students into a competitive global economy without the time management skills or the work ethic they need to survive. The opposition speaks of 'fairness,' but true fairness is ensuring every student—regardless of their background—has the opportunity to practice and excel.

The 'proof is in the pudding': academic excellence is built on the foundations of consistency and hard work. Let us not trade long-term success for short-term comfort. For the sake of academic standards and the future of our students, I urge you to oppose this motion."

Key Tips for the Closing

• The "Mirror" Technique: If the other side used a specific example or story, reference it in your closing to show you were listening—and then "flip" it to support your side.

• Tone: The Proposition should sound passionate and progressive, while the Opposition should sound grounded and authoritative.

 

COMPOUND NOUNS

 

games zero vs first conditional

 

• "If This Happens, Then That Happens" Chain: One person starts with a fact (e.g., "If the sun shines, I feel happy"), and the next person continues with another fact (e.g., "If I feel happy, I sing a song").
• "What If..." Story Chain: One student starts a first conditional sentence (e.g., "If I win the lottery..."), and the next person completes it with a result (e.g., "...I will buy a boat"). The next student takes that result and creates a new conditional: "If I buy a boat, I will sail around the world".

STATIVE vs DYNAMIC VERBS

 

tongue twisters

 

the runic alphabet 

The Runic alphabet, known as the Futhark (named after the first six letters: ᚠ, ᚢ, ᚦ, ᚨ, ᚱ, ᚲ), was used to write various Germanic languages before the adoption of the Latin alphabet.

The most common and earliest form is the Elder Futhark, which has 24 runes.

CLOTHES

Clothing vocabulary  

 

Present Continuous with the song Lose Control

 

Present Simple Vs Present Continuous

 

A Bad Day

 

future recap 2

 

future recap

 

zero vs first conditional

 

https://wordwall.net/it/resource/15579500/zero-first-conditional-sentences

The Religion of The Celts

 

Clothes -song new shoes

 

Future with will for promises

 

Study Promises

These examples relate to commitment and consistency in their learning:

• "I will spend at least 30 minutes every day practicing my English vocabulary."

• "I will always review my notes before the next class."

• "I will ask the teacher a question if I don't understand something."

• "I will not use my native language when talking to my English study partner."

• "I will finish reading this English novel by the end of the month."

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Speaking and Participation Promises

These focus on using the language actively:

• "I will try to speak up more often in class discussions."

• "I will use three new adjectives in conversation this week."

• "I will practice my pronunciation of the 'th' sound every morning."

• "I will watch one English-language movie without subtitles this weekend."

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 Assignment Promises

These relate to schoolwork and responsibilities:

• "I will hand in my essay on time, even if it is difficult."

• "I will read my work twice before submitting it."

• "I will make sure to use the past simple tense correctly in my next story."

• "I will only use a dictionary after I've tried to guess the meaning of the word."

WILL used for spontaneous decisions

 

Immediate "This or That" Choices

Food and Drink 

• Apple or Banana for a snack.

• Milk or Juice to drink.

• Carrot sticks or Chips with lunch.

• Cereal or Toast for breakfast.

• Pizza or Pasta for dinner.

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Activities and Play 

• Read a book or Draw a picture now.

• Watch a movie or Play a board game.

• Build with LEGOs or Play with cars/dolls.

• Go to the park or Go to the library.

• Sing a song or Tell a story.

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Everyday Items and Actions 

• Turn the light on or Turn the light off.

• Wear the Hat or Wear the Glasses.

• Use the big crayon or Use the small pencil.

• Walk fast or Walk slow to the car.

• Sit on the red chair or Sit on the blue sofa.

Party Choices

Getting Ready 

• Wear a dress or Wear trousers/pants to the party.

• High or low heels

• Straighten your hair with a straightener or make curls

• Natural light make-up or super thick make-up

• Take a gift or Give money to the birthday person

• Put on perfume/cologne or Wear a body spray.

• Walk or Drive by car.

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At the Party 

• Drink juice or Drink water 

• Dance or Find a quiet corner.

• Eat chips or Eat cookies.

• Play a game or Listen to music.

• Stay for an hour or Stay until the end.

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Leaving the Party 

• Say goodbye to everyone or Just wave and leave.

• Go straight home or Stop for a treat.

• Walk quickly or Walk slowly on the way out.

United Nations Conventions on the Rights of the Child

 

PRESENT CONTINUOUS

 

My Favourite Influencer

 

INFLUENCER- What words do you associate to this word?

Vocabulary Input (15 mins)

1. Content Types Match (5 mins): Present the following terms and have students quickly match them with their definitions (or use the Italian translation as a hint):

   • Terms: Content Creator, Engagement Rate, Niche, Sponsorizzata (Ad/Sponsorship), Haul, Brand Ambassador, Follower Base, Trending.

2. Descriptive Adjectives (10 mins): Introduce adjectives useful for describing both the influencer and their content. Have students categorize them as Positive or Negative:

   • Positive: Authentic, Relatable, Insightful, Consistent, Motivational, Entertaining.

   • Negative: Overexposed, Vain, Unreliable, Clickbait, Controversial, Materialistic.

   Activity: "Which adjectives would you use to describe a typical Italian fashion influencer versus a gaming streamer?"

Preparation: My Digital Role Model (20 mins)

1. Individual Brainstorm (10 mins): Give students the following four prompts. They must choose one favorite influencer and prepare bullet points for each prompt.

• Prompt 1 (The Bio): Who is this person? What is their niche (e.g., food, travel, comedy)? Which platforms do they use?

• Prompt 2 (The Content): What kind of content do they consistently post? Use adverbs of frequency (e.g., frequently, occasionally, rarely).

• Prompt 3 (The Impact): Why do you follow them? Are they authentic? Have they ever motivated you to do something?

• Prompt 4 (The Ethics): Do they do a lot of sponsorships? Do you think they are honest about the products they promote?

2.  Wrap-Up & Reflection (5 mins)

   • Final Question (Whole Class): "If you could ask your favorite influencer one question, what would it be?" (Focus on a question about money, fame, or the responsibility of having a large follower base).

MY FAVOURITE INFLUENCER

1.      Who is this influencer and what is his/her  main topic?  Introduce your favorite influencer What platform(s) do they use (e.g., YouTube, TikTok, Instagram)? What is the main subject of their content (e.g., cooking, gaming, fitness, travel, education)?

2.      What is the format and style of their content? Describe a typical video or post they create. How often do they post? What kind of language or tone do they use? Do they offer tutorials, share daily life, or give opinions?

3.      Why do you find them so engaging and reliable?  What specific qualities (personality, creativity, expertise) make them appealing to you? Do you feel their content is honest and well-researched? How do they stand out from other people doing the same thing?

4.      How has this influencer affected your actions, choices, or knowledge?  Explain the impact they have had on you. Did they teach you a new skill? Did they influence a product you bought or a place you traveled to? Did they change your opinion on a subject?

5.      Do you think they use their influence responsibly?  Discuss the responsibility that comes with having a large audience. Do they use their platform to promote positive messages, or just products? What is one way you think they could use their influence even better?

NOW LOOK AT YOURSELF

• Consider the difference between the selected image (what you choose to share) and your authentic self (how you behave and feel when no one is watching).
• What parts of your real personality (e.g., insecurities, spontaneous thoughts, moods) are missing from your online profile?
• Do the limitations of social media platforms (like character limits, photo filters, or the pursuit of 'likes') encourage you to create a version of yourself that is better, happier, or more extreme than you truly are? Explain that point

_________________________________________________________________________________________

MY FAVOURITE INFLUENCER

1)Who is this influencer and what is his/her main topic?  Introduce your favorite influencer What platform(s) do they use (e.g., YouTube, TikTok, Instagram)? What is the main subject of their content (e.g., cooking, gaming, fitness, travel, education)?

“2)What is the format and style of their content? Describe a typical video or post they create. How often do they post? What kind of language or tone do they use? Do they offer tutorials, share daily life, or give opinions?

3)Why do you find them so engaging and reliable? What specific qualities (personality, creativity, expertise) make them appealing to you? Do you feel their content is honest and well-researched? How do they stand out from other people doing the same thing?

4)How has this influencer affected your actions, choices, or knowledge? Explain the impact they have had on you. Did they teach you a new skill? Did they influence a product you bought or a place you traveled to? Did they change your opinion on a subject?

5)Do you think they use their influence responsibly?  Discuss the responsibility that comes with having a large audience. Do they use their platform to promote positive messages, or just products? What is one way you think they could use their influence even better?

NOW LOOK AT YOURSELF

• Consider the difference between the selected image (what you choose to share) and your authentic self (how you behave and feel when no one is watching).
• What parts of your real personality (e.g., insecurities, spontaneous thoughts, moods) are missing from your online profile?
• Do the limitations of social media platforms (like character limits, photo filters, or the pursuit of 'likes') encourage you to create a version of yourself that is better, happier, or more extreme than you truly are? Explain that point

Adjectives for Self-Description: Real vs. Online

1. Authenticity & Honesty

Real Self (In Person)	Online Self (Social Media)
Authentic	Curated
Genuine	Filtered
Vulnerable	Impenetrable
Honest	Exaggerated
Flawed	Perfect (or Perfectionist)
Raw	Polished

2. Energy & Mood

Real Self (In Person)	Online Self (Social Media)
Tired	Energetic
Quiet	Loud
Reserved	Extroverted
Anxious	Confident
Mellow	Excitable

3. Presence & Depth

Real Self (In Person)	Online Self (Social Media)
Complex	Simple
In-depth	Surface-level
Private	Public
Introspective	Attention-seeking
Serious	Casual
Real-time	Delayed (or Staged)

4. Self-Perception

Real Self (In Person)	Online Self (Social Media)
Uncertain	Opinionated
Normal (or Average)	Exceptional
Insecure	Bold
Developing	Established

Key Student Phrases Using These Adjectives:

• "My real self is more anxious and reserved, but my online self is confident and extroverted."

• "I feel vulnerable in person, but my online persona looks totally impenetrable."

• "Everything I post is so curated and polished; it doesn't show how raw and flawed I feel in real life."