Презентация, доклад Критерии оценки публичного выступления при проведении дебатов на уроках английского языка в старших классах

University

Haitao Liu

Jinghui Ouyana

Jingyang Jiang

“Learners’ ability of making distinctions, degree of cognitive complexity and degree of thinking activeness all improve along with the increase of their English proficiency and their age. Though there exist differences in EFL learners’ EAT and that of English native speakers, the best EFL learners in high schools are quite able to gain native-like analytic thinking through years of English learning and are able to switch their cognitive styles as needed”

school

Elementary level
Form: 1-4

Intermediate
Form : 5-9

Advanced
Form: 10-11

debate in EFL classes focusing on creating assessment rubric and post-debate reflection activities to enhance the efficiency of the debating activity.

by A.Eremenko, O.Titova, FEFU

Aim

DEBATES

because it engages students in a variety of cognitive and linguistic ways. In addition to providing meaningful listening, speaking and writing practice, debate is also highly effective for developing argumentation skills for persuasive speech and writing.”
[Daniel Kriege]

“Debate is a discussion in which two or more people advocate opposing positions on a topic or question in an attempt to make an audience accept their position” [Glover]

by A.Eremenko, O.Titova, FEFU

abilities

Foreign language competence

learn to research through different sources
form arguments and support them
disagree with the arguments of the other team
critically analyze and prioritize the information

Strengthen listening, speaking, reading, writing skills while practicing various language structures, asking and answering questions, expressing opinions and giving reasons

and inferences about the student’s knowledge and abilities.
“The goal – to support the improvement of learning and teaching”



[Frederiksen, Collins]
{

Assessment

of what skills and abilities students should show;
encourage students to develop their argumentation and oratory skills;
motivate cooperation and participation;
define the winning side and encourage competitiveness that keeps the activity exciting;
give students an opportunity to reflect on their performance and understand how well they have performed

the assessment

2.The level of foreign language speaking ability as one of the main components of the student’s foreign language communicative competence is not assessed

Any flaws of the debate rubrics?

relevant and clear
must follow the pattern: Statement- Explanation- Illustration [M.Roel]
universally recognized evidence is given in support
Fundamental scientific axioms
Laws and regulations found in
official documents
Laws of nature
References to recognized authorities
Quotes from famous sources
Statistics data
Findings revealed in the course of experiments
4. at the end of the argument the speaker should explain why the argument is important

FEFU

agree with?
Why are the arguments of one side more persuasive to you than the arguments of the other side?
What arguments do you find the most persuasive and why?
Are there areas where compromise is possible?

to vote by secret ballot for the best speaker of the debate
to comment on the arguments presented, choose the strongest ones and explain what makes them strong
to write an argumentative essay on the topic

by A.Eremenko, O.Titova, FEFU

Post-debate reflection

from them and better understand how they can improve their performance.

by A.Eremenko, O.Titova, FEFU