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The speakers discuss organizing a formal debate in their psychology class to conclude the course. They propose holding a preliminary meeting to explain the debate process and format to ensure students understand what is involved. At the meeting they will discuss background research, dividing students into teams, setting time limits for speeches, and selecting a chairperson. They will also cover body language techniques and preparing for questioning. Feedback essays after the debate will help assess what students gained from participating.

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Hiền Cao Minh
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37 views4 pages

Tapescripts 3

The speakers discuss organizing a formal debate in their psychology class to conclude the course. They propose holding a preliminary meeting to explain the debate process and format to ensure students understand what is involved. At the meeting they will discuss background research, dividing students into teams, setting time limits for speeches, and selecting a chairperson. They will also cover body language techniques and preparing for questioning. Feedback essays after the debate will help assess what students gained from participating.

Uploaded by

Hiền Cao Minh
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Speakers

Speaker 1 (100%)
1
Speaker 1
0:19
Now listen carefully and answer questions 21 to 26.
2
Speaker 2
0:27
Right now you wanted to organize a formal discussion of some sort in the class. Is that
right, Daniel?
3
Speaker 3
0:33
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.
2
Speaker 2
0:43
Good idea. Where did the enthusiasm come from? Have either of you organized
debates before? Fiona?
4
Speaker 4
0:50
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 where I see.
2
Speaker 2
1:03
So what do you think the students you and the others would get out of this?
4
Speaker 4
1:09
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.
2
Speaker 2
1:27
Okay, what about the topic for the debate?
3
Speaker 3
1:30

Group: original exams- phone: 0964879926


We've got three to choose from, we'll show you in a minute to check there. Okay. At
first, we thought we'd ask 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 at a disadvantage. I mean, it
wouldn't affect their grades or anything, but it could put them off.
4
Speaker 4
1:59
So we thought we should have a meeting beforehand, to make sure everyone's clear
about what's involved in 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 will be best if we can use an issue that the students already have strong opinions
about, then
3
Speaker 3
2:32
some people will be happy to speak in support of it, and others to oppose it.
2
Speaker 2
2:37
Right. What else do you want to do at the meeting?
3
Speaker 3
2:40
Well, we've got to think about how people will do the background research for the
debate, we could organize 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,
2
Speaker 2
3:02
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 gained from
participating in it. And in turn that can feed into the work we've been doing on Learning
and Motivation. But
4
Speaker 4
3:21
would you be willing to read them and report back? I mean, give some feedback on
them. I

Group: original exams- phone: 0964879926


3:26
wouldn't have made the suggestion if I wasn't thanks.
1
Speaker 1
3:33
Before you hear the rest of the discussion, you have some time to look at questions 27
to 30?
1
Speaker 1
3:59
Now listen, and answer questions 27 to 30. Okay, now
2
Speaker 2
4:07
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?
3
Speaker 3
4:15
Well, first of all, we need to inform everyone about what actually happens to debate, the
procedures and so on. We could talk about that and write the main information on the
board, or
4
Speaker 4
4:26
instead of that we could make a summary of the main stages and combat out then
3
Speaker 3
4:32
talk it through. Yes. Okay. That's better. Okay.
4
Speaker 4
4:36
But we do need to talk about body language as well. Yes,
2
Speaker 2
4:40
that's a very important tool. I've got an interesting article on that with some good
diagrams of techniques for things like by contact, I'll make some copies for you to give
out great, then
3
Speaker 3
4:53
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. If we could compile a list of
sources, textbooks and articles and so on, we

Group: original exams- phone: 0964879926


4
Speaker 4
5:04
could. But couldn't people offer their own suggestions and advice on that at the meeting
instead? Yes.

5:10
Get everyone involved.

5:13
Right. What about preparation
4
Speaker 4
5:15
for asking and answering questions? We could try to demonstrate that but I'm not sure
how.
3
Speaker 3
5:22
Maybe we could put up a list of points on the board. Then discuss them. Yes,

5:27
that sounds better. Thanks. Okay.

5:29
Well, let's meet up again.
1
Speaker 1
5:35
That is the end of part three. You now have 30 seconds to check your answers to part
three.
1
Speaker 1
6:12
Part Four, you will hear a chemistry student giving a presentation on the color purple
and the development of purple dyes. First, you have some time to look at questions 31
to 40

Group: original exams- phone: 0964879926

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