This time Alan just planned one activity—debate.
The topic is: Smokers in New Haven should be given greater rights as to where
to smoke. I was informed that the students had a listening comprehension class
about this topic on July 8; they also had a group discussion about it the next
day; so this is the third time to deal with the same topic.
Firstly, handouts were distributed among
students to give clear direction as how the debate will be organized. Then they
were divided into two groups according to their choices about affirmative or
negative views. Later on both groups had 25 minutes preparation time to discuss
and write down at least 3 evidences to convince the opponents. The last part is
debate, which followed a fixed process:
1. 4
minute opening remarks for affirmative and negative group
2. 1
minute questioning time for each group
3. 2
minute break to prepare to refute those questions
4. 4
minute rebuttal time
5. 2
minute break preparing the closing remarks
6. 4
minute closing remarks
The
class debate went on while Alan worked as a timer. It is such a
inflexible
procedure that students don’t have any freedom. Once a girl wanted refute the opponent
when he was raising questions. But Alan didn't allow her to do so for fearing lack of time. It’s a great
pity! Another problem is that some students do not have the chances to speak,
only active and confident students grasped the opportunities. If the teacher
can motivate and urge them to do so, the whole atmosphere would be better.
Students are required to write a short
passage on “Why did you win in the debate ” , the second assignment is to
preview the textbook.
 |
| the affirmative group is preparing for debate |
 |
| the negative group is buy in preparation |
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