CLIL. ACTIVITIES FOR SHARING
Card #2
Debate [SPEAKING]
Grade
No. students
No. Lessons
Lesson
Description
4th (15-16 years)
Subject
History (Social studies)
20
Unit
Estates-General (French Revolution)
2 (50 min)
The Estates General was the legislative body of France up until the French
Revolution. The king would call a meeting of the Estates General when he
wanted the advice on certain issues.
Student will Identify the main aim of the States-General (May 1789). They
simulate a debate among the three states. They will focus their attention on the
opposing point of view and interests.
At the end, they vote: 1 Estate – 1 vote.
a. Debate (and dramatize) about stratified society in French Revolution
b. Recognize the Estates approaches and differences.
a. Use debate structures and active listening.
b. Use present and past simple tenses.
Debate (collaborative conversation) https://www.rcsdk8.net/Page/3993
Collaborative conversations are characterized by purposeful talk focused around
topics and texts appropriate to the grade level and discipline. They are sustained
discussions between students in which ideas are presented, defended, elaborated
upon, and responded to. Collaborative conversations encourage exchange of
ideas, based on evidence, that generate critical thinking and stronger
understanding and comprehension. Doug Fisher (2012) describes collaborative
conversations as discussions in which student “argue without being
argumentative and disagree without being disagreeable.”
High. Student must understand goals and process before starting.
Smart Goal
Language Smart
Goal
Main Technique
Technique
description
Complexity for
teachers
Steps
1
2
3
4
5
7
8
9
Strengths
Weaknesses
Divide students into three groups. The groups should be diverse in terms of
gender, ethnicity, race, and ability.
Teacher will be the moderator (King Louis XVI).
Assign one role to each group:
1. First Estate: Clergy
2. Second Estate: Nobility
3. Third State.
First Lesson (50 min.) Students prepare their role. Give students time to read
over their role at least twice (solving vocabulary problems) and become familiar
with it. There is no need for them to memorize it.
List their current situation (Estate).
List their claims.
Second Lesson (50 min). Debate
Organize the classroom as a parliament. Three opposing factions. Teacher
moderate the debate.
When 10 minutes left, groups have to vote: 1 estate – 1 vote.
[Debate] Students make an effort to explain their opinion. Use historical
vocabulary and understand historical context.
Introverted student do not participate. If teacher do no t control turns, in the
end, only advanced student are involved in the debate.
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