![]() They learn to work cooperatively and to question intelligently and civilly. Within the context of the discussion, students listen closely to the comments of others, thinking critically for themselves, and articulate their own thoughts and their responses to the thoughts of others. The Socratic seminar is a formal discussion, based on a text, in which the leader asks open-ended questions. Socratic seminars acknowledge the highly social nature of learning and align with the work of John Dewey, Lev Vygotsky, Jean Piaget, and Paulo Friere.Įlfie Israel succinctly defines Socratic seminars and implies their rich benefits for students: It's more like an journalistic/sociologist analysis that you are expected to deliver.Socratic seminars are named for their embodiment of Socrates’ belief in the power of asking questions, prize inquiry over information and discussion over debate. So, don't change your answer into an anecdote from your life. The idea of this task is to check candidates' ability to discuss general and abstract ideas. Anyway, it's a normal practice in a real life conversation to ask what your interlocutor means or ask for clarification. Could you explain the question?" or "Could you clarify the question for me?" It's better than guessing or answering a question which has not been asked. If you don't understand a question or a word, you should ask about it in an appropriate way, such as: "I'm not quite sure what you mean by. ![]() What to do? You are required to answer the examiner's questions precisely. People often try to turn a general/abstract question into a question about personal experience, particular situation, example. The most common problem is the lack of precise answers to examiners' questions resulting from misunderstanding of the question. PRECISION In Part B, the examiner asks questions which are not on the card with the task. It is necessary to refer to the arguments brought up by the partner and react directly to what he or she says.Ĥ. Each candidate apart from giving his or her opinion should ask about the second candidate's opinion, agree or disagree with his or her arguments. What to do? The discussion should be based on the exchange of opinions supported with arguments and justification which is done in turns. One candidate dominates the discussion and another one is passive, which means only answering the questions and not initiating the conversation by asking questions. ![]() Another mistake is unequal participation of both candidates in the discussion. They don't express their opinion apart from saying 'I agree' or 'I disagree'. ![]() They don't refer to what the colleague has said. This is the most frequent mistake people make, trying to say as much as they know about a factor in one go, without interacting with the second candidate. MONOLOGUING The task in PART A is to have a conversation, and a conversation is not a series of monologues. Try to exchange arguments with your colleague in the most natural way.Ģ. It is supposed to be a dialogue of real people. So, try to avoid "taking to the skull", artificial introductions and lofty language. It should resemble a semi-formal discussion with a colleague or someone you have just met. It is supposed to be a natural conversation based on the exchange of arguments on a given topic. True, but the exam requirements are that it should RESEMBLE a natural conversation. It is not a real discussion, it's an exam. What to do? Many people say: -Well, but it is artificial. Unnaturally sophisticate language and inaccurately used complex structures make the discussion additionally artificial. It does not resemble a natural conversation, but a staged drama. Their conversation is unnatural and theatrical. What mistakes do they typically make? They start with a formal and irrelevant introduction, such as "Good morning ladies and gentlemen, we are here to." or "Hello, Jack, our task is to discuss.". UNNATURAL DISCUSSION One of the biggest problems people have in TASK 2, PART A is to conduct a relatively natural discussion.
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