TITLE: Effective Speaking In A Debate
AUTHOR: Patsy Kretsch, Weiser High School, Weiser, Idaho
GRADE LEVEL/SUBJECT: 9-12 Debate
OVERVIEW: Debate students need to understand that how they
say something, is just as important as what they say. Making
effective persuasive arguments, by dealing with stage
fright, will bring success to every debate team.
PURPOSE: The purpose of this lesson, is to improve
debating skills by confronting stage fright, thereby,
allowing the debater to effectively present winning
arguments.
OBJECTIVES: Students will be able to:
1. Understand the frustration of wanting to speak yet being
afraid to speak.
2. Define stage fright.
3. Realize that the fear of speaking is natural and even
helpful.
4. List common stage fright symptoms.
5. Recall their own experiences with stage fright.
6. Recognize their speaker strengths and weaknesses.
7. Develop ways to control and direct their fear of
speaking.
RESOURCES/MATERIALS: Tape recorder and video camera
ACTIVITIES AND PROCEDURES:
1. During class discussion, define and explain stage fright using specific
examples. ( Vocal pauses, shaking limbs, dry mouth, voice volume too soft
or loud, rate of speaking too fast or slow, shifty eye contact, monotone
delivery, slouched poise, awkward gestures, body swaying etc. )
2. Have the students recall and list their own experiences with stage
fright.
3. Share these written experiences verbally with the entire class.
4. A. Divide the class into groups with a combination of advanced and
novice debaters in each group.
B. Give them each a list of 3 groups of impromptu topics.
Examples - Concrete words - Xmas tree, plane, skates
- Abstract words - sorrow, joy, hope
- Quotations
C. The students will pick a word and take turns speaking about that
word in front of their small group.
D. They will do this 3 times with one concrete word, abstract word
and quotation.
E. The advanced speakers in each group will give a helpful and kind
verbal critique of each novice speaker. The advanced speakers will
congratulate them on their speaking strengths and give suggestions to
improve their stage fright weaknesses.
F. The beginning speakers should list on paper their speaker strengths
and weaknesses and suggestions for improvement.
5. On a follow-up day, activity 4 could be repeated in front of the entire
class.
6. On a follow-up day, activity 4 could be implemented with tape player
or video camera.
TYING IT ALL TOGETHER:
Your class, teacher and debate judges want you to do well. Every
debater, novice or advanced, is nervous and must constantly deal with
stage fright. Emphasize your strengths and work on needed improvements.
Practice, practice, practice! Success will follow!
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