Now listen carefully and answer questions 21 to 26.
Right now you wanted to organise a formal discussion of some sort in the class, is
that right Daniel?
Yes, we thought it would be really good to end our psychology course with a formal
debate.
You know, where there's a statement and people argue for or against it.
Good idea. Where did the enthusiasm come from?
Have either of you organised debates before Fiona?
No, but one of my friends did in his last year at secondary school
and he says he got a lot out of doing it.
And I know they have debates in lots of other departments here at the university.
I see. So what do you think the students, you and the others would get out of this?
Well, a debate will encourage people to study all sides of the subject matter.
And I also think listening to other people's ideas can have a focusing effect on
your own.
Sometimes you kind of don't know what you truly believe until you hear something
you disagree with.
Okay, what about the topic for the debate?
We've got three to choose from. We'll show you in a minute to check they're okay.
At first we thought we'd asked the other students to suggest something, but we were
afraid we'd get 30 different topics.
So instead we brainstormed some, just the two of us, then made a shortlist, and
we'll get them to vote for the one they like best.
Right. But the thing is, if people don't know how debates work, they could feel it
at a disadvantage.
I mean, it wouldn't affect their grades or anything, but it could put them off.
So we thought we should have a meeting beforehand to make sure everyone's clear
about what's involved in a debate and how to prepare for it.
I think that's a good idea.
And we thought we could establish some key points of a successful debate there,
like that debates are effective methods for considering an issue.
And that you need to understand both sides of an argument in order to support one
side effectively.
We think it'll be best if we can use an issue that the students already have strong
opinions about.
Then some people will be happy to speak in support of it and others to oppose it.
Right.
What else do you want to do at the meeting?
Well, we've got to think about how people will do the background research for the
debate.
We could organise everyone into two teams.
That should save time for the main speakers. They won't have to do it on their own.
And we'll need to decide on some rules, like how long each person speaks for.
And to select a chair for the debate, someone who's really confident.
Fine.
Now, I think you should have some sort of follow-up to the debate.
After it's over, I'd like you to get everyone to write a short essay, focusing on
what they gain from participating in it.
And in turn, that can feed into the work we've been doing on learning and
motivation.
But would you be willing to read them and report back? I mean, give some feedback
on them.
I wouldn't have made the suggestion if I wasn't.
Thanks.
Before you hear the rest of the discussion, you have some time to look at questions
27 to 30.
Now listen and answer questions 27 to 30.
Okay, now let's think a bit more about the meeting.
You need to decide exactly how you'll introduce the students to different features
of a debate.
Well, first of all, we need to inform everyone about what actually happens at a
debate, the procedures and so on.
We could talk about that and write the main information on the board.
Or instead of that, we could make a summary of the main stages and hand that out.
Then talk it through. Yes. Okay, that's better.
Okay. But we do need to talk about body language as well.
Yes, that's a very important tool. I've got an interesting article on that with
some good diagrams of techniques for things like eye contact.
I'll make some copies for you to give out.
Great.
Then we need to think about where people will find the information on the debate
topic.
So they'll need to know where to look for the information.
We could compile a list of sources, textbooks and articles and so on.
We could. But couldn't people offer their own suggestions and advice on that at the
meeting instead?
Yes. Get everyone involved. Right.
What about preparation for asking and answering questions? We could try to
demonstrate that, but I'm not sure how.
Maybe we could put up a list of points on the board. Then discuss them.
Yes, that sounds better. Thanks.
Okay. Well, let's meet up again.
That is the end of part three.
You now have 30 seconds to check your answers to part three.
Part four.
You will hear a chemistry student giving a presentation on the color purple and the
development of purple dies.
First, you have some time to look at questions 31 to 40.
Thank you.
Thank you.
