This is the second blog post on how we can get Gen.AI to create content for debates in the language classroom and then how we can use that material when we see our students later on and how the lesson could unfold. The potential is endless!
This time I will be using Gemini to create debate questions. The idea came to me about a year ago when I stumbled upon a card game called Debatable in a bookstore in London. In this game players take turns debating controversial or fun topics using prompts on the cards. Most players must take sides ‘for’ and ‘against’ regardless of what they would actually argue for and the rest of players act as judges. The goal is to have lively discussions by creating convincing arguments and using persuasive language. You can watch a video on how to play the game HERE from the publisher’s site.
Well, I didn’t actually buy the game then, but it inspired me to create my own version for the language classroom. Basically, we need to think of debate questions and provide some minimal key vocabulary to offer students arguments for or against, which they can elaborate on.
In my version of Debatable students have to stand up. They will be presented with a debate ‘yes/no’ question on the board and must take sides based on their honest opinion. If the answer to the debate question is ‘yes’, they must raise their hand. If the answer is ‘no’, they just stand in place. Then each student must pair off with at least one person who disagrees with them. For instance, in a classroom of 20 students, 14 students raise their hands (yes), and 6 students just stand in place (no). Then the resulting groups could be 6. In each group there would be a student who disagrees with the debate question and two or three students who agree. Groups must find their own spots in the classroom where they can stand in a circle and debate for about 5 minutes, sharing their points of view on the debate topic. As teachers, we can walk around and eavesdrop on conversations, providing help when needed. Then, in plenary mode, we can have a explore interesting vocabulary that cropped up in those debates (or could have cropped up), and students can voice their opinions as a whole group. After that, it’s time to show the next debate question with the same procedure. The number of debate questions is up to us, depending on time availability or other factors at hand.
So this is a possible prompt to generate debate questions (I will actually share the last prompt I crafted, which fixed a few issues from earlier prompts I tried). Prompt: Based on the type of questions of the card game Debatable, I want you to create 10 cards that I can use for my Upper-Intermediate class of English students. Please note that this is a customized variation of the game. Each card will contain two sections: Section # 1: Debate question. It will be a yes/no question. Section #2: Six vocabulary items that relevant to discussing the question. Three of those items will most likely be used by students who answer ‘yes’ and the remaining three will most likely be used by students who answer ‘no’. These could include language chunks, collocations, connectors, or relevant verbs, nouns or adjectives. Do not include the actual headings ‘Section 1’ and ‘Section 2’. Arrange the items in random order.
10 Debatable Cards for Upper-Intermediate English Students
Card 1
Should artificial intelligence be used to create art?
- limitless possibilities, ethical concerns, cutting-edge technology, potential for misuse, creative potential, loss of human creativity
Card 2
Should people be allowed to own exotic pets?
- personal choice, environmental impact, animal welfare, potential danger to public, exotic pet ownership, companionship
Card 3
Should all countries adopt a four-day workweek?
- increased productivity, reduced stress, improved work-life balance, economic impact, potential job losses, decreased productivity
Card 4
Should space exploration be a priority for governments?
- scientific advancement, financial burden, future of humanity, pressing issues on Earth, resource discovery, uncertain return on investment
Card 5
Should social media companies be held responsible for the content shared on their platforms?
- platform responsibility, freedom of speech, impractical to monitor all content, prevention of harm, individual accountability, regulation of online content
Card 6
Should genetically modified foods be widely consumed?
- food security, potential health risks, increased crop yields, environmental impact, nutritional benefits, ethical concerns
Card 7
Should autonomous vehicles be allowed on public roads?
- increased safety, technological limitations, reduced traffic congestion, job displacement, accessibility for all, potential for accidents
Card 8
Should governments invest more in renewable energy sources?
- climate change mitigation, economic costs, sustainable future, technological limitations, energy independence, reliance on fossil fuels
Card 9
Should plastic be banned worldwide?
- environmental impact, economic implications, pollution reduction, practical challenges, sustainable alternatives, reliance on plastic in certain industries
Card 10
Should all countries adopt a universal basic income?
- reduced poverty, potential for abuse, increased equality, negative impact on work ethic, economic stimulus, unsustainable cost
We can now sift through these questions and choose 4 or 5 to copy and paste. My picks would be 1, 3, 4 and 10. We have a few options to display them on the board in class: either paste each question along with its vocabulary into a Word document or create a PowerPoint (or similar presentation tool) slide for each one. Personally, I prefer using IWB software, as it allows us to easily make annotations on pages displaying content. If we use Powerpoint, we can enhance the experience with images, though I find this can be time-consuming without relevant educational payoffs. If an IWB or digital panel isn’t available, we can simply display the Word document on the board and show each question with the corresponding vocabulary, one at a time, zooming in as needed.
Let’s try a slight variation of the prompt above for more light-hearted and probably more engaging topics. Prompt: Based on these instructions again, generate ten new cards, but this time the topics should be light-hearted, funny and creative.
10 Light-Hearted Debatable Cards
Card 1
Should cats rule the world?
- Purrfect problem-solvers, mysterious and wise, nine lives of luck
- Hairball diplomacy, lazy and aloof, unpredictable and mischievous
Card 2
Is pineapple on pizza a culinary crime?
- Sweet and savory symphony, tropical twist, adventurous taste buds
- Fruit heresy, textural nightmare, a flavor abomination
Card 3
Should we bring back the fashion of the 80s?
- Bold and colorful, nostalgic vibes, expressive style
- Questionable fashion choices, neon nightmare, cringe-worthy trends
Card 4
Do aliens exist, and if so, should we invite them for tea?
- Extraterrestrial curiosity, intergalactic friendship, cosmic tea party
- Potential invasion, language barrier, awkward small talk
Card 5
Should we have a national nap day?
- Productivity booster, stress relief, quality sleep
- Decreased productivity, potential laziness, disruption of routine
Card 6
Is it acceptable to wear pajamas in public?
- Ultimate comfort, rebellion against fashion norms, cozy confidence
- Social faux pas, lack of respect, unprofessional appearance
Card 7
Should we rename the days of the week after our favorite snacks?
- Fun and quirky, food-centric lifestyle, happy and delicious
- Confusion and chaos, potential for food-related arguments, lack of seriousness
Card 8
Is it okay to eat cereal with a fork?
- Precise eating, less mess, efficient consumption
- Strange and unusual, unconventional dining, potential social stigma
Card 9
Should we have a national holiday for hugging?
- Emotional well-being, stress reduction, human connection
- Awkward encounters, personal space invasion, potential for unwanted affection
Card 10
Should we have a global competition for the best pet costume?
- Adorable and creative, festive fun, animal empowerment
- Potential animal discomfort, unfair judging criteria, excessive consumerism
It always makes sense to ask for more content than we are actually going to use in order to have the chance to choose what we feel will work best. My picks this time would be debate questions 2, 4, 6 and 9.
Of course, we could narrow down the creation of debate questions to one specific topic in alignment with the current coursebook material or topics we are currently discussing in class. Prompt: Based on these instructions again, generate ten new cards, but this time all debate questions must be centered around this topic: Gen Z.
(I will just be sharing the first five this time).
10 Debatable Cards: Gen Z Edition
Card 1
Is Gen Z the most misunderstood generation?
- Misrepresented by stereotypes, complex and nuanced, misunderstood intentions
- Self-absorbed, entitled, and addicted to technology
Card 2
Is Gen Z the most socially conscious generation?
- Passionate about social justice, active in activism, empathetic and caring
- Performative activism, virtue signaling, superficial concern
Card 3
Is Gen Z the most entrepreneurial generation?
- Innovative and creative, risk-takers, digital natives
- Job-hoppers, entitled, lack of work ethic
Card 4
Is Gen Z the most anxious generation?
- Mental health awareness, pressure to succeed, uncertain future
- Overdramatic, attention-seeking, overly sensitive
Card 5
Is Gen Z the most tech-savvy generation?
- Digital natives, tech-literate, adaptable to new technologies
- Screen addiction, social media obsession, lack of real-world skills
Among the missing cards, I really liked ‘Is Gen Z the most environmentally conscious generation?’ and ‘Is Gen Z the most optimistic generation?’ The vocabulary input was also spot on. Sounds great, right? Expect very unbalanced groups this time, with most (or even all) students either agreeing or disagreeing with each debate question, especially if they’re in the 12-27 age range. In that case, we can always encourage students to play devil’s advocate and defend their positions regardless.
AI in ELT 