F. 5 – Notes on Debate Speech
Language
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You will need to understand and use the following words:
motion – the subject of the debate
proposition – the team which supports or proposes the motion
opposition – the team which opposes the motion
our honourable opponents – the opposing team
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You can use the following phrases to present your arguments:
I firmly believe that the introduction of capital punishment is the only way
to combat the increase in violent crime.
I am strongly in favour of school uniform.
I am all for students being allowed to wear what they like to school.
that students find it easier to learn in Chinese than English.
It’s crystal clear
obvious
plain
There is not a shadow of doubt that smoking is hazardous to health.
There is no doubt
It is undoubtedly true
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It is a good to think about what the other team will say and then point out the
weaknesses in their arguments. If you do this, you can use the following phrase
to introduce your arguments:
Our honourable opponents will no doubt argue that…….
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If you have already heard some of the opposition’s arguments, you can use the
following phrases to attack them:
The opposition’s / proposition’s argument that….. is beside the point.
totally misses the point.
is irrelevant.
It’s simply ridiculous to say that…….
There’s no evidence to support the opposition’s argument that…….
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You can use these phrases to express opposition to a point of view:
We strongly oppose capital punishment.
We are strongly opposed to capital punishment.
I completely disagree with the view that………
I am totally against…….
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You may find the structure if + past + would useful when you present your
arguments, particularly when you are attacking the other team by pointing out
the undesirable consequences of their arguments.
If examinations were abolished, students would not take school seriously.
Content and Organisation

There are usually three speakers in a team. This is worth remembering when
you plan your speeches.
 if the question says that you are the first speaker for your team, you can:
(1) say that your team has three main arguments and that you are going to
present the first argument;
(2) outline your team’s main arguments and say that your partners will expand
on them.
 if the question simply asks you to write a speech for or against the motion, you
should try to cover all the main arguments.
Look at the question very carefully before you decide on your approach.

The structure of your speech should be along these lines:
(a)
(b)
(c)
(d)
(e)
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introduce, define, clarify the motion
explain your general approach
present your arguments
anticipate and attack the opposition’s arguments
ask for support
(a) If you are the first speaker, you should introduce the motion by saying:
Today’s motion is that……..
You then need to either define or clarify the motion.
(1) Defining  if the motion is ‘Chinese should be the medium of
instruction’ it is necessary to say exactly what is meant by the term
‘medium of instruction’.
(2) Clarifying  when the motion e.g. ‘school uniform’ is
immediately understood, the writer should make clear (clarify) his
position: e.g. ‘Although I am in favour of school uniform that does
not mean I think they should be too formal.’
You can use these phrases in this part of your speech:
That is to say……
In other words,…….
clear…….
I want to make one thing
absolutely
quite
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(b) It may help your audience if you briefly explain your approach  remember,
they will not be able to read your speech.
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(c ) This is the most important part of your speech. Careful planning is
essential. You might like to try this approach:
(1) think about the motion very carefully and jot down ideas
(2) try to anticipate what the other team will say and find weaknesses
in their arguments
(3) look at your rough notes. Try to identify 3 0r 4 main arguments. In
other words, the main reasons why you support or oppose the
motion.
(4) Devote one paragraph to each argument. Structure the paragraph.
Your first sentence should introduce the topic of the paragraph and
the following sentences should be elaboration and examples.
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(d) After you have presented your main arguments, it is a good idea to devote a
paragraph to what you see as an important weakness in the opposition’s
arguments.

(e) Underline your argument and ask for the support of the audience
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Model – A speech in support of the motion ‘Secondary school students in Hong Kong should
wear school uniforms’.
Mr. Chairman, Ladies and Gentlemen,
Today’s motion is that ‘Secondary school students in Hong Kong should wear school uniforms’.
Now, I want to make one thing absolutely clear: although we are strongly in favour of school
uniform, we are not for one minute suggesting that uniforms should be old-fashioned or
uncomfortable. Indeed, we are all for students being allowed to design or at least have a say in
what they wear to school. So, if our honourable opponents were thinking of putting forward that
tired old argument about uniform being out of date or too conservative, they might as well save
their breath.
There are several compelling reasons why you should support this motion. I’d like to outline
these reasons now; I’ll leave my partners James and Paul to expand on them.
First, it is undoubtedly true that uniform fosters a sense of belonging and identity. If students
wear uniform, people immediately recognize which school they go to. This is important because
if students from a certain school get into trouble at lunchtime or after school, the reputation of the
school will be damaged parents might even be unwilling to send their children to that school if
its students persistently misbehave. What this all means is that students become acutely aware
that they represent their school. Wearing uniform encourages them to behave well outside
school, and this in turn encourages them to take a pride in their school.
Second, we go to school to learn; and it’s crystal clear that learning best takes place in a
disciplined environment. There’s no doubt in my mind that uniform plays a vital role in creating
a positive atmosphere in school. Students wearing neat and tidy uniforms are likely to be far
more disciplined and motivated than students wearing dirty T-shirts and scruffy jeans or clothes
more suited to the disco than the classroom. Just look at the appalling situation in the United
States: violence in the classroom and falling academic standards. Is it really a coincidence that
American students do not wear uniform?
Third, let us consider what would happen if students did not have to wear uniform. It’s plain that
school would become not a place for learning but a fashion show. Every day students would
compete with each other to wear the most fashionable and outlandish clothes. This would have
serious consequences.
For one thing, it would distract students from their studies: they would be more interested in
reading design labels than their books. But more important, it would mean that students from less
well-off families would feel embarrassed and ashamed. They simply wouldn’t be able to
compete with their classmates in the fashion stakes. If students wear uniform, they all look the
same: there is therefore no need for students to feel inferior, or for others to show off.
Our honourable opponents will no doubt argue tat uniform encourages conformity; that it stamps
out individuality. This is complete nonsense! As my partner Paul will show, it’s simply
ridiculous to say that what we wear prevents us from think independently or expressing our
individuality.
This, then, is our approach. I’m certain that you will find our arguments totally convincing and
that you will support our view that secondary school students should wear uniform. Thank you.
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