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 Saitama Inaho Cup Inter-High School English Debate Tournament

Sponsored by

The Saitama Senior High School English Education&Research Association

 

締め切り迫る!!

 

「HEnDA全国大会」の次は

ウインターカップ全国大会 online 

出場校募集中!!

※パーラメンタリー部門は右側トップから➡

 

Model constructive Speech完成!

(↓Scroll to the bottom.1番下までスクロールしてください)

 

ウインターカップの目的はもちろんMake Friends!

やってみようかなと思っている高校生、

ジャッジの練習をしてみたい先生、

すべての人が楽しめる大会を

目指します!

 

The purpose of the Winter Cup is to Make Friends!

Students who want to try debating,

teachers interested in judging,

 

We would like everyone to enjoy this tournament!

  

申込みフォームリンク:

https://docs.google.com/forms/d/e/1FAIpQLSeRCQM83hM5GCz5G0wGIrwXSapNhayhE2jBbYS3V5dc3oUjYw/viewform?usp=sf_link

 ※パーラメンタリー部門は右側トップから➡

 

令和 4年11月 6

埼玉県高等学校英語教育研究会

各高等学校学長 様

各校英語ディベート担当教員 様

The 15th Winter Cup High School English Debate Tournament online

第15回ウインターカップ

全国高校生英語ディベート大会 online 要項(予定) 

令和5年2月12日(日)8:00~17:30

※どこから参加するかは各チームでお考えください

(役員の先生方はさいたま市立浦和高校にお集まりください。)

       8:00役員集合

       8:15点呼

   (オンライン・メインルーム)  

              8:30  開会式(メインルーム)

             8:50   第1試合   

           10:30   第2試合 

           12:00   昼 食 

            12:35   第3試合

           14:25   第4試合   

            16:00   決勝戦  

            17:30  閉会式(メインルーム)

 

          

English should be excluded from university entrance examinations.

英語は大学入試から除外されるべきである

 

※論題の字句や定義は最終決定版ではありません。

大学一般入試科目から英語を除外することが決まりました。

字句や定義は「全国高校生英語ディベート大会 online 」終了時を目処に検討します。 

参考資料をこのホームページに掲載していきます。

論題に関するご意見やご質問は顧問の先生を通じて下記までお寄せください。

みまさまのご意見をもとに最終論題を決定します。

 

(論題定義(検討中))

・肯定側は国内外のあらゆる関連団体・法規に優先して日本の国公私立すべての大学の一般入試,大学入学共通テストから英語(外国語)を除外する。

・すべての大学の一般入試,大学入学共通テストの科目として英語(外国語)を課することを禁止する。

・一般入試以外での英語検定試験の扱いは変わらない。

(ただし、英語検定試験の資格・スコアを使って,一般入試の得点をみなし満点にすること、般入試の得点に加点すること,一般入試科目の代わりにすること,一般入試の受験資格にすることは禁止する)

(Definitions (pending)) 

・The affirmative side shall be given priority to all related organizations and laws both at home and abroad to exclude English(or any other foreign language) from all regular university entrance examinations in Japan.

・English(or any other foreign language) as a subject for all regular university entrance examinations shall be banned. 

・For university entrance examinations other than regular entrance examinations, qualifications/scores of English proficiency tests, such as EIKEN, can be used just like now. (However, the use of the qualifications/scores as part of the scores of regular entrance examinations, such as awarding extra points, and also the use of the qualifications/scores as qualifications to take the regular entrance examinations shall be prohibited.

 

    

QA

Q: 大学入試から英語を外すと言うことは、入試での外部4技能検定試験などの活用もしないということになりますか。もしくは大学が必要ならそれを要求することで実質的には英語力が問われると言うことになりますか。

A: 一般入試の科目としては一切禁止です。一般入試以外は現状通りです。

Q: If English is removed from university entrance exams, does that mean that external 4 skill tests and other tests will not be used in entrance exams? Or, if a university requires, will they be used?
A: No, English will not at all be allowed as a subject for regular entrance exams. Except for regular entrance exams,  the status quo will remain the same.

Q:

A:

 

主 催: 埼玉県高等学校英語教育研究会 (高英研)

 

後 援: 埼玉県教育委員会

 

参加資格など:埼玉県高等学校英語教育研究会(高英研)の加入校は1校2チームまで出場できます。

※年度途中からでも加入できます。連絡先:大宮高校高連研事務局

メンバーの重複は認めません。

※ジャッジは1チームごとに最低1名必要です。ぜひ2名以上でお願いいたします。

未経験者でも初心者でもジャッジ経験ができるチャンスです!ぜひご協力ください。

ジャッジは2人制です。ジャッジ経験によりメインジャッジかサブジャッジになっていただきます。各自で独自に判定していただき、2人の票の重さは同等です。ただし、本大会はジャッジ練習の側面もありますので、2人の間で質問やアドバイスをすることは可能です、むしろ奨励されます。判定の理由はメインジャッジにサブジャッジの分も合わせてコメントしていただきます。

1チーム1名の場合は全試合(4試合)ジャッジしていただくことになります。

※チェアパーソンとタイムキーパー(兼任)ができる生徒は1チームごとに名以上必要です。

県外の高校は1校1チームです。40チームになり次第しめきります。(先着順)

 

HEnDAフォーマット,ルールに準じて行います。4人でチームを編成してください。

ただし,チーム内の人数制限はありません。試合ごとに生徒の交換は自由です。

海外滞在歴による制限はありません。

教員がチームの責任者になってください。

どうしても3人しか集まらない,チェアパーソンがいないなどの場合は事前にご相談ください。

中学生は参加できません。

 

※※本大会は来年度へ向けたディベート・ジャッジ研修のための大会です。

ディベートやジャッジの初心者のために練習の機会を提供するために行っています。判定や大会運営への抗議は一切受け付けません。

見学のみをご希望の学校は事前に学校名,責任者(教員)アドレス,緊急連絡用携帯電話番号,見学者全員の氏名ご連絡ください。

               

シャドーチーム募集します。県内外を問いません。メンバーに余裕があってもう1チーム出せる学校はぜひご協力ください。当日の出場チームが奇数になった場合にのみ出場していただきます。大会の途中で試合がなくなったり,途中から出ていただくこともあります。全試合出場した場合は他のチームと同じ条件で表彰の対象になります。同校の別チームと重複して出場することはできません。ただし,出場機会がなかった場合は,同校の別チームのメンバーとして出場できます。抽選で1チームを決定します。

 

申込みフォームリンク:

https://docs.google.com/forms/d/e/1FAIpQLSeRCQM83hM5GCz5G0wGIrwXSapNhayhE2jBbYS3V5dc3oUjYw/viewform?usp=sf_link

 

論題へのご意見ご質問,見学希望,人数の問題など:

春日部高校 江森和也

geemoil@gmail.com

 

ジャッジ大募集中!!初心者,未経験者歓迎!!ぜひご協力ください

申し込み済みの学校からの追加ジャッジもお待ちしています,お知らせください.

  

出場校(順不同,1/9現在)※登録漏れなどがありましたらすぐにお知らせください。

1.新島学園 

2.富山国際

3.伊那北

4.福岡女子高校

5.蕨A 

6.蕨B

7.県ヶ丘

8.藤島高校

9.屋代

10.大宮国際

11.川口市立高校

12.甲府西

13.和光国際高校A

14.和光国際高校B

15.淑徳与野

16.松戸国際

17.甲府一高

18.翔凜

19.Utsunomiya

20.川口北高校

21.伊奈学園A

22.伊奈学園B

23.川越女子高校

24.春日部女子高校

25.清修高校

26.成田国際高校

27.坂戸高校

28.四ツ葉学園

29.さいたま市立浦和高等学校A

30.さいたま市立浦和高等学校B

31.長野

32.竹園

33.大宮B

34.大宮A

35.春日部

36.神奈川朝鮮中高級学校

37. 

38

39.

40.シャドー

見学登録

上尾高校

  

 

(参考)

Model Constructive Speech  <AFFIRMATIVE> 肯定側立論

We strongly believe that English should be excluded from university entrance examinations. What will happen after adopting our plan?  We have two advantages.

<AD1>  メリット1

Foster better English communicators in the global economy.

<Present Situation>  現状分析

The National Center Test for University Admissions (大学入試センター試験) introduced the English listening test in 2006 aiming for a drastic transformation in how English is taught in Japan. In 2021, the test was revised and scores were set as 100 maximum for both reading and listening, and was renamed the Common Test for University Admissions (大学入学共通テスト). However, despite the changes in the entrance exam system and teaching and learning English in the classroom, Japanese English proficiency is still ranked as “low” according to the EF English Proficiency Index (2022). Japan is ranked 14th out of 24 countries in Asia. As for the TOEFL-iBT, the average score was 72, the lowest among 37 OECD nations.

<Effect>  プラン採用からADが発生するまでのプロセス

After adopting our plan, teachers and students will be less pressured to focus solely on reading and listening to prepare for the Common Test for University Admissions. The present goals of English education in the Course of Study by MEXT (Ministry of Education Sports Science and Technology) mentions “developing students’ basic communication abilities in all four language skills, deepening understanding of language and culture, and fostering a positive attitude toward communication through foreign languages.” A research by Benesse (2021) has revealed that students with experience speaking and writing in English classes in high school have expressed positive attitudes and higher motivation in studying English. This will serve as an important baseline in language acquisition and attitude towards foreign languages in their future careers.

<Importance>  ADの重要性

We are now living in an age of globalization. In order to foster better English communicators in the global economy, there is a need to revamp the present entrance examination system. Needless to say, entrance exams have a backwash effect, influence on the way students are taught, and have a strong impact on how students see English. By adopting a curriculum that focuses on current issues and broadens students' understanding of other cultures, students will be able to receive a more relevant and hands-on approach to English that will deeply impact their lives. English is a tool for communication and our plan will bring about positive outcomes in the future. This is very important.

 

<AD2> メリット2

Students will be evaluated from clear criteria.

<Present Situation>  現状分析

English is spoken all over the world. Even in Japan where it is not spoken as an official language, the demand for English speakers has been increasing in this global world. According to Benesse, practical English skills will be required at a higher level from now on. Therefore, more universities have been trying to require high school students to have those skills in university entrance examinations. They have been trying to evaluate students’ English skills from four English skills: reading, writing, listening, and speaking. However there are a lot of difficulties especially when they evaluate their speaking skills. According to Yomiuri Shimbun online, the university entrance examinations center failed in their plan to evaluate students’ speaking skills because of lack of interviewers and some concern of mistakes in marking. Also, The Japan News by Yomiuri Shimbun reported that Iwate Prefecture in 2004 introduced a speaking portion to its English test for public high school entrance examinations, but stopped it after just three years. Because the test was an in-person, one-on-one interview, students had lengthy waits, and interviewers were overworked. As shown in this example, it is hard to evaluate students’ speaking skills in entrance examinations.

<Effect>  プラン採用からADが発生するまでのプロセス

After adopting our plan, English will be excluded from university entrance examinations, which will benefit both students and universities. In the case of other subjects such as Japanese and math, those tests are mainly paper-based tests. Therefore, by taking this plan, students will be admitted to their universities with confirmed and clear criteria.

<Importance>  ADの重要性

English skills which will be required in this global world and the system of university entrance examinations do not match at all. Also, required practical English skills cannot be assessed in entrance examinations. This unmatched point will thrust the Japanese education system into a state of confusion. Furthermore, some universities and municipalities had adjusted their entrance examinations in order to evaluate students' speaking and writing skills. However, as they involve some difficulties in themselves, most of them failed in their plans. English as a subject for university entrance examinations will be a burden. However, entering university is a turning point. Such an event should be judged by clear criteria. This is very important.

For these reasons, we strongly believe that English should be excluded from university entrance examinations. Thank you for listening.

(AD evidence list:

https://docs.google.com/document/d/1nWKrutJPdPQA0uew8w1VkQyKEtolQfaf_gtu0hqqy_k/edit?usp=sharing)

 

Model Constructive Speech  <NEGATIVE> 否定側立論

We strongly believe that English should not be excluded from university entrance examinations.  What will happen after adopting their plan?  We have two disadvantages.

<DA1> デメリット1 

 Students' motivation towards English learning would decrease.

<Present Situation>  現状分析

Students’ motivation towards English learning is very low. According to the survey done by Benesse Kyouiku Sougou Kenkyujyo in 2019, the percentage of students who like English classes gets smaller from the 6th grade to the 10th grade, year by year. On the other hand, it is obvious a lot of students do not want more English classes. For example, only 28.2% of students in high school want more English classes. Even looking at 6th graders, who are rather enjoying English classes, only about half want more English classes at elementary school. Furthermore, the survey done by Iizuna Shoten Monitor Room in 2020 shows 80% of 3rd grade high school students answer that their motivation towards English learning comes from the existence of English exams of university entrance exams.

<Effect>  プラン採用からDAが発生するまでのプロセス

  If English is excluded from the university entrance exams, students would lose their motivation towards English learning. Even the students who like English, less than half of them want more English classes than today. It means that if the entrance-exam system excludes English, it is obvious that most high school students avoid studying English and spend more time on preparing for other subjects for the exam. Also, high schools would meet the students’ needs. If so, they would surely end up including less English classes in their curriculums. On the other hand, a majority of students wish to be able to speak English. According to the same survey, 85.5 percent of 6th grade elementary students say they feel happy when they can communicate in English. Even high school students who have the lowest percentage of positive reaction, 79.9 percent of them answer they are happy when they communicate in English. Consequently, giving fewer opportunities for students to have experiences of feeling happy when communicating in English would lead to decreasing the motivation towards English learning even more.

<Importance>  DAの深刻さ

This is very serious.It is true that people in Japan can live a comfortable life without using any English at all and that most people have no need of studying English up to a high level. However, we need to stop and think about the reason why schools in Japan actually have mandatory English classes. Learning another language is not only about the system or logic but how to get a broader perspective. Also, it is obvious people wish to be able to use English in the future, while their motivation towards learning is low. Though excluding English from the entrance exam of the university and having less English lectures in schools would not solve thetoday’s problems, or might make it even worse.

 

<DA2>  デメリット2

Widen social disparities.

<Present Situation>  現状分析

University entrance examinations have a great impact on high school education. According to Akimasa Minamitani (2014), “English definitely has a great effect on secondary education as a subject for an entrance examination. Almost all high school students study English for entrance examinations (UQ).” In addition, Awesome Ars Academia said in 2020, “One of the problems with Japanese English education is that the purpose for learning English leans towards passing high school and university entrance examinations (UQ).” Therefore, many English teachers tend to spare more time to teach technical skills for passing entrance examinations.

<Effect>  プラン採用からDAが発生するまでのプロセス

After adopting their plan, high school English teachers will surely change their teaching styles.  According to Takako Nishino in 2011, “The reason why there is a gap between the beliefs and active services of English teachers lies in the effect of the teaching practice. Even though they agree with communicative language teaching, they recognize that they have various restrictions in teaching English such as the class size and the entrance examination of universities. (UQ).” In other words, the plan makes high school teachers of English change their teaching styles into more communicative ways contrary to how it is being taught currently. This means that the time for teaching difficult phrases and grammar will not be spared in the class. According to Jukupapa(2019),"Originally, the purpose of English education in Japan is for the students to reach a level where they can read an academic thesis in English(UQ).  He also indicates, "That's why Japanese students can read an English thesis in such a short period of time. It might be good to strengthen a student’s four skills (listening, reading, writing and speaking), however, I'm afraid that the student’s comprehensive ability to understand English will still decline(UQ). Edu A in 2019, “Some parents are worried that their children will be one of the first students to experience the new university entrance examination system. They discuss the issue from the assumption that they should let their children go to cram schools in order to succeed in university entrance examinations (UQ).”  The more parents worry, the more students go to cram schools.

<Importance>  DAの深刻さ

This plan widens social disparities because the gap between the rich and the poor will be expanded after being adopted. Edu A in 2019 says, “Parents who have children preparing for entrance examinations for universities would feel uneasy whether they have advantages or disadvantages depending on the quality and quantity of information, regional areas and economical background in such a system that fairness should be kept when their children take university entrance examinations (UQ).This means that parents who are rich and wish their childrens' future success will take advantage of cram schools that teach technical skills for examinations.” In conclusion, the affirmative plan will cause social inequality. This is very serious. For these reasons, we strongly believe that English should not be excluded from university entrance examinations. Thank you for listening.

(DA evidence list:

https://docs.google.com/document/d/1O-2UTh_0e6zhSk8KH061ruRoDvRoPR7-ty6plqjwR6I/edit?usp=sharing) 

 

「埼玉いなほカップ高校生英語ディベートコンテスト」HPhttps://saitamainahocup.jimdofree.com/

「埼玉いなほカップ」MLHP

https://groups.google.com/forum/?hl=ja#!forum/saitamainahocup

「埼玉いなほカップ」メーリングリスト(ML)投稿用アドレス:saitamainahocup@googlegroups.com

「全国高校英語ディベート連盟(HEnDA)HP」:

http://HEnDA.global/ 

 


当日の注意・FINAL NOTES      

 

 

※ The necessary information has already been given at the last meeting on October 30. You can also find it on this portal site below. 

※ As for the debate topic, please click here: https://saitamainahocup.jimdofree.com/ 

ウインターカップ全国高校生英語ディベート大会

直前ミーティング 1月29日(日)昼

Saitama Inaho Cup High School English Debate Contest Last minute meeting on January 29.

 

1.DEBATE TOBIC<論題定義>

English should be excluded from university entrance examinations.

英語は大学入試から除外されるべきである

 

(論題定義)

・肯定側は国内外のあらゆる関連団体・法規に優先して日本の国公私立すべての大学の一般入試,大学入学共通テストから英語(外国語)を除外する。

・すべての大学の一般入試,大学入学共通テストの科目として英語(外国語)を課することを禁止する。

・一般入試以外での英語検定試験の扱いは変わらない。

(ただし、英語検定試験の資格・スコアを使って,一般入試の得点をみなし満点にすること、般入試の得点に加点すること,一般入試科目の代わりにすること,一般入試の受験資格にすることは禁止する)

(Definitions (pending)) 

・The affirmative side shall be given priority to all related organizations and laws both at home and abroad to exclude English(or any other foreign language) from all regular university entrance examinations in Japan.

・English(or any other foreign language) as a subject for all regular university entrance examinations shall be banned. 

・For university entrance examinations other than regular entrance examinations, qualifications/scores of English proficiency tests, such as EIKEN, can be used just like now. (However, the use of the qualifications/scores as part of the scores of regular entrance examinations, such as awarding extra points, and also the use of the qualifications/scores as qualifications to take the regular entrance examinations shall be prohibited.

 

2.IMPORTANT NOTES < 試合上の諸注意 >

① The scheduled times are only tentative. They are subject to change. Please check the main room, open chat, and portal site for the latest information. To save time, please start the match as soon as you are ready.

予定時間はあくまで予定です。変更があります。メインルーム、オープンチャット、ポータルサイトの最新情報を確認してください。時間短縮のため、準備ができたらすぐに試合を始めてください。

 

② During the match, everything must be done by only 4 (if you have only 3, then 3) debaters ; if more than 4 (3) debaters are involved, the team will be disqualified.

試合中はすべてのことを4人だけ(3人の場合は3人で)で行ってください。5人(4人)以上で行った場合は失格です。

 

③ Debaters, judges, teachers, chairpersons, staff members, observers should put their names in English as follows.  

ディベーター、ジャッジ、顧問の先生、チェアパーソン、役員、見学者は名前を以下のように英語で記入してください。

Debaters →Team Name ( Role - Name ) Example: Urawa A (AC - Hamano)

ディベター → チーム名(役割-名前)例 UrawaA  (AC-Hamano)         

   AC=Affirmative Constructive / NC=Negative Constructive

   AA=Affirmative Attack / NA=Negative Attack

   AD=Affirmative Defense / ND=Negative Defense

   AS=Affirmative Summary / NS=Negative Summary

Judges → School Name(J-Name), Teachers →School Name(T-Name), Chairpersons → School Name(C - Name), Observers → School Name (O-Name)

              ジャッジ → 学校名(J-名前)例 Omiya( J-Sato)

              顧  問 → 学校名(T-名前)例 Kawagoe(T-Hayashi)

チェアパーソン → 学校名(C-名前)例 Urawa(C-Kobayashi)

              役  員 → Staff(名前)   例 Staff(Maruhashi)

                   見学者 → 学校名(O-名前)例 Urawa(O-Obayashi)

 

④ On entering the  debate room (eg. Debate Room 1), both teams should submit their member list like the example below to the Zoom chat.

ジャッジとディベーターがディベートルーム(例: Debate Room 1)に入ったら、両チームは下の例にあるようなメンバーリストをZoomチャットに提出してください。

例:Municipal Urawa A 

  AC: Urawa Hanako 

  AA: Saitama Taro

  AD: Nihon Ken

          AS: Kanto Ichiro

 

④ Judges and debaters should make sure that the right teams have entered your room,  and that observers are properly displaying the name of their school and their name. If there are any suspicious visitors, tell them to leave the room, or contact the headquarters. 

ジャッジの先生方とディベーターは自分の部屋の対戦校が正しいか、見学者がきちんと学校名、氏名を表示しているか確認してください。万一不審者がいたら退室させるか、あるいは本部に連絡してください。

 

⑤ Judges and debaters should keep their cameras on during the match. Debaters should turn on their microphone only when they speak. Also, turn on the camera when your team introduce yourselves and when you listen to the judges make comments.    

ジャッジとディベーターは試合中カメラをONにしてください。自分が話す役割のときのみマイクをONにしてください。

 

⑥ Please send the original sources of your evidence via ZOOM chat. It is recommended that you save them to Google Drive and send its URL. Please send the evidence of your Constructive Speech before the match starts. Judges are not necessarily Japanese speakers, so please provide English translations for Japanese.

ZOOMのチャットでエビデンスの原典を送付してください。グーグルドライブに保存してそのURLを送付することを推奨します。立論のエビデンスは試合前に送ってください。ジャッジは日本語話者とは限りませんので、日本語には英訳をつけてください。 

 

 ⑦ The chairperson ( who also serves as the timekeeper ) should come from one of the teams. (If neither team cannot provide a chairperson, please ask someone in the room to be the chairperson, and if there is no one available, sorry, but we would ask one of the judges to be the chairperson).

チェアパーソン(タイムキーパーも兼ねる)は対戦チームのどちらかから出してください。(万一両チームとも出せない場合は部屋にいるどなたかに依頼してください、どなたにもやっていたいただけない場合は申し訳ございませんがジャッジの先生にお願いします)

 

⑧ Even if debaters finish their speeches or questions in the middle of the time allocated, do not stop the timer until the end of the time. Do not move on to the next stage.

 Also, even when the time ends, debaters can finish the last sentence within ten seconds. 

時間前にスピーチや質問が終わっても、最後までタイマーを止めないないでください。先へ進まないでください。

 また、10秒以内であれば最後の文を言い切ることができます。

 

Everyone should return to the main room after each round.

 試合後は全員メインルームへ戻ってください。

 

3.To the Judges (For the Winter Cup

 ジャッジの先生方へ

① The Winter Cup is not a speech contest. Please do not decide the winner by the excellence of English itself, such as good delivery, accuracy of pronunciation, accent, or intonation. Rather, they should be evaluated in terms of communication points. To determine the winner, please compare Advantage with Disadvantage.

 本大会はスピーチコンテストではございません。デリバリーの上手さ、発音・アクセント・イントネーションの正確さなど、英語そのものの優劣で勝者を決めないで下さい。むしろ、それらはコミュニケーション点で評価してください。議論を経たあとでメリット(Advantage)とデメリット(Disadvantage)を比較して勝者を決めてください。

 

 Each judge will give each team a communication point with a maximum score of 5 points and a minimum score of 1. The communication point is based on how effectively each team communicates with the audience and judges. 3 is the average, 5 and 1 are exceptions. The team with the higher communication score is not necessarily the winner. The winning team is determined by comparing Advantage with Disadvantage as mentioned above.

各ジャッジは、各チームに5点満点・最低点1点のコミュニケーション点をつけます。コミュニケーション点は,各チームがどれだけ効果的に聴衆・ジャッジとコミュニケーションをとることに成功したかで採点します。3が平均で、5と1は例外的です。コミュニケーション点の高かったチームが勝者になるわけではありません。メリット(Advantage)とデメリット(Disadvantage)を比較して勝利チームを決めてくだい。

 

 The number of Advantages (Disadvantages) is limited to two. One Advantage/Disadvantage can have one process and one importance. If there are more than two Advantages (Disadvantages), please choose two and ignore the rest, based on your own judgment as a judge. In some cases, there may appear to be two, but in fact there are three or more, so be careful.

Advantage (Disadvantage) の数は2つまでです。また,1つのAdvantage (Disadvantage)はプロセスや重要性も1つです。もし2つ以上ある場合はジャッジのような先生のお考えで2つに絞って残りは無視してください。見かけ上2つでも実際は3つ以上である場合がありますので気をつけてください。

 

④ New Arguments and Late Arguments

It is against the rule to start new arguments in the middle of the match that is not related to the previous speeches. Please ignore them. (New Argument)  It is also unfair to present an argument later in the match that should have been presented in the constructive speech. (Late Argument)

ニュー・アーギュメントとレイト・アーギュメント

試合の途中から前のスピーチと関連しない新しい議論を出すことは反則です。無視してください。(New Argument)また本来立論で出すべき議論を試合の後半で出すこともフェアではありません。(Late Argument)

 

⑤ On entering your room (eg. Debate Room 1), have each team submit their member list to the Zoom chat and the main judge should paste it on the judges' sheet (one sheet for two judges) on the portal, and let them promptly exchange evidence. Please have one of the students be a chairperson, and if no one is available, we would ask one of the judges to be the chairperson. Also, check everyone in the room by the name displayed. 

ディベート用の各ブレイクアウト・ルーム(例 Debate Room 1)に入室したらズームのチャットにメンバー表を提出させて、メインジャッジがポータルサイトにあるジャッジシート(2人で1枚)に貼り付けてください。そして速やかにエビデンスの交換をさせてください。どちらかのチームからチェアパーソンを出させてください。もし部屋の誰もできなければジャッジにひとりにお願いします。部屋にいる全員を表示名で確認してください。 

 

⑥ After the match, please enter the breakout room (eg. Judge Room 1), where the judges will tell each other the results of the match while the main judge fills out and sends in the judge sheet.  (Only one judge sheet will be submitted by the two judges.) The judge sheet is available on the portal site. Please make sure that there are no errors in the form. Please be sure to send the judge sheet before you go back to the Debate Room, and make brief comments to the students and announce the results.

試合後、ジャッジ2人はブレイクアウトルーム(例 Judge Room 1)に移動してください。3人で試合結果を確認しながら、メインジャッジがポータルサイトにあるジャッジシート(3人で1枚)に記入・送信してください。記入漏れ・記入ミスのないようにお願い致します。必ずジャッジシートを送信してから、メインジャッジから簡潔にコメントをしてください。結果もアナウンスしてください。

⑦ Please be sure to return to the main room after each round, because there will be a roll call for the judges for the next round.

 ジャッジは次の試合のための点呼をしますので、ラウンド終了ごとに、全員必ずメインルームに戻ってください。
 

⑧ When someone drops, or communication problems happen during a match, please wait for a while until the problem is solved. If the connection is not re-established within five minutes, judges should contact the main room. Also, when you cannot hear what they are saying very well, the judges should stop them and resume the speech from the beginning.

途中で通信が途切れたりした場合は、しばらくつながるまで待ってください。つながった時点で途切れたところから再開してください。5分くらい待ってもつながらない場合は、本部へ連絡してください。よく聞こえない場合はすぐに止めてやり直させてください。