Dec 04, 2023

Websearch for Presentation or Debate

Additional Info

  • Name: Websearch for Presentation or Debate

  • OVERVIEW

  • Linguistic dimension

  • CEFR Level: B1, B2, C1, C2
  • Linguistic dimension - Skill(s): Reading Speaking Writing
  • Duration: 225 minutes 5 lessons x 45 minutes more or less depending on the students’ skills
  • Target language: Any modern language

  • ICT dimension

  • ICT resources:

     

    Internet connection; Internet access, PCs with Internet access for all participants, projector, on-line dictionaries
  • ICT competences: Browse the Internet for specific information Use IT-tools, PowerPoint or other software for presentation Use on-line dictionaries

  • Detailed description of the task

  • Situation / theme(s): Presentation on a specific point of view. Discussion about different sources of energy or any other topic
  • Product requirements or prerequisites: students must know how to search the Internet for valid information on energy questions; they should be informed about the various kinds of energy resources, like e.g. nuclear power plants, alternative energy, etc. or any other topic students must know how to present information digitally (PowerPoint or other tools)
  • I can...:

    I can ...

    • make and take notes on information gathered on the Internet
    • create a presentation
    • express opinions in a limited way and understand information I get from other students (B1)
    • keep up a debate on a given and prepared topic
    • scan texts for relevant information, and understand detailed instructions
    • make notes for giving a presentation using a software programme (B2)
      • contribute effectively to a debate with a good degree of fluency, coping with abstract expressions
    • read quickly enough to cope with an academic text, read the media for information and understand non-standard texts
    • prepare/draft professional texts, take reasonably accurate notes in meetings and write an essay which shows an ability to communicate. (C1)
      • express myself fluently and spontaneously without much obvious searching for expressions. (C1)
      • produce clear, well-structured, detailed texts on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. (C1)
      • advise on or talk about complex or sensitive issues, understanding colloquial references and dealing confidently with hostile questions.
    • understand documents, and reports, including the finer points of complex texts.
    • write texts with good expression and accuracy. (C2)
    • express myself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations (C2).
  • Product: role play or debate on what kind of energy you prefer
  • Product requirements or prerequisites:

     

    students must know how to search the Internet for valid information on energy questions; they should be informed about the various kinds of energy resources, like e.g. nuclear power plants, alternative energy, etc. or any other topic

    students must know how to present information digitally (PowerPoint or other tools)

     
  • Process:

    Lesson #1 and #2

    • teacher introduces criteria of a good presentation or the procedure of a debate
    • students gather information on the different sources of energy
    • Information is exchanged in class
    • students are divided into different groups, each focussing on one source of energy
    • students start browsing the Internet to find information to help them form opinions about their specific source of energy

    Lessons #3 ,#4 and #5 (presentation)

    • each group prepares a presentation of their findings using e.g. PowerPoint, a wiki, a poster in case there is no access to a projector)
    • each group decides on the sequence of presenters (every member has to contribute parts of the presentation)
    • all groups present their findings
    • teacher and the other group members take notes

    a copy for the other class members

    • the other group members get together and prepare an oral feedback on the presentation
      • we liked…
      • we disliked
      • we did not understand …
      • you should improve…
      • you should leave out…
    • the speaker of each group presents the group’s feedback and answers to arising questions
    • if necessary the teacher adds his/her comments
    • students choose one presentation and write a comment at home which then will be corrected by the teacher
    • the presenting group listens to the constructive criticism and “improves” the presentation to be finally uploaded on a platform
    • after all presentations have been given the class discusses which energy would be preferable
    • in a round robin every student explains which energy he or she would prefer.

    Lessons #3 ,#4 and #5 (debate)

    • in groups of 4, students prepare a short report on the positive aspects of their energy source using a presentation software

    one student chosen by the group to present the group’s results of the web search becomes the main speaker for the debate

    • Students prepare a debate deciding on a moderator and jurors
    • The moderator introduces the subject, the rules of the debate and the different parties
    • Students participate in the debate on energy
      • The moderator explains the topic and introduces the different groups
      • the speakers of every group speak in favour of the energy the group has done the web search on
      • the other group members join in if the moderator permits their contribution
      • the speakers and members of groups favouring another energy source present their findings to support their argumentation
      • the teacher takes notes on
        • the students who contribute to the debate
        • the students’ argumentation
        • the consistency of the arguments
        • the usage of correct word choice and grammar
        • the moderator’s fulfilment of his tasks
        • the jurors’ decision and arguments
    • jurors decide on the best team
    • the moderator concludes the debate
    • all class members state their opinion on the procedure and the results of the debate (in a round robin every student is asked to comment)

    in a final discussion the pros and cons of different forms energies all class members contribute their findings and utter their own opinion concerning the energy form they prefer.
  • Division of roles (optional): moderator 2 jurors different interest groups (not more than 4 members in each group): nuclear energy, coal, oil, alternative energy, etc.
  • Consolidating activities suggested or follow up plan:

    students are asked to write an argumentative essay on what kind of energy they prefer
  • Success factors or evaluation criteria:

    Students have done well if

    • they have found reliable Internet sites on their topic
    • gather information on the different sources of energy
    • they have produced and presented a digital presentation on their topic
    • they can bring forward convincing arguments concerning the presentations in the debate
    • they can bring forward convincing arguments in the debate
    • they focus on the position they have worked for
    • they can listen and reply to arguments of opposing teams
    • they exchange information in class, asking and answering questions and presenting information as required
  • Authors: Christa Doil-Hartmann

  • Didactic added value of the task and other information

  • Practical hints for teachers:

    Prepare PCs and Internet so as not to lose time with booting.

    Prepare seating for the different groups in the classroom. Offer scaffolding for enabling students to cope with difficult words.

    Provide links to relevant websites to support the Internet search of your students

    In case the topic of energy does not comply with the national curricula, any other topic might be used for the a web search which is followed either by a presentation or a debate.
  • Additional methodological or didactic comments:

     

     

    Make sure that the groups are of equal average linguistic competence to make the debate efficient and vivid

           In case the class members cannot decide on a moderator or jurors, make appropriate       proposals.

    Make sure that the arguments of the jurors are fair and based on real, convincing arguments.

     
  • Reasons why this task is a model of best practices:

     

    Debate is a competence in itself, one which focuses very clearly on argumentative language that can and should be practiced.

    Students are placed in a new situation (debating not just for their customary colleagues but for these people who are playing new roles – that of moderator and jurors!) which encourages them to use the target language appropriately.

    Students learn to listen to opposing positions on a motion and respond accordingly.

    Students also learn how to take sides and to present a position that may not correspond with their actual beliefs.

  • Impact that it is expected to have on the teaching practices and attitudes:

    Encourage teachers to introduce and use ICT, TBLT and reference to the CEFR in their lessons.
  • Reasons why this task travels well:

    This task can be used in most national curricula and especially for bilingual or CLIL teaching as it is a topic of common interest
  • Rationale and/or theoretical underpinnings of the task: TBLT using CEFR common reference levels. B1-C2 task requiring students to formulate convincing arguments and to take sides.
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