首页
登录
职称英语
A New Approach to DebateⅠ. Teachers’ hesitation: debate is beyond students’ 【T1
A New Approach to DebateⅠ. Teachers’ hesitation: debate is beyond students’ 【T1
游客
2023-10-27
55
管理
问题
A New Approach to Debate
Ⅰ. Teachers’ hesitation: debate is beyond students’ 【T1】______
Ⅱ. Suggestions from Prof. Charles Lebeau to teachers
a) Begin with controlled practice: to 【T2】______ opinions and arguments
b) Caution: no 【T3】______ topics
Ⅲ. "Discover Debate" Approach
Team members: depending on the 【T4】______ of students
The first stage: creating a 【T5】______ aid
The second stage: presenting arguments
The third stage: answering the 【T6】______ argument
a) Pause for the opponents to develop answers or 【T7】______
b) Evaluate arguments: to look for 【T8】______
c) Write easily remembered 【T9】______
Ending: ask for audience 【T10】______ [br] 【T9】
A New Approach to Debate
[1]
Teachers of English may hesitate to teach debate because they think it is beyond their students’ language ability, or proficiency.
But debate can be a powerful tool. It can help students learn to speak naturally and to listen carefully.
Professor Charles Lebeau teaches English and debate in Japan. He wrote "Discover Debate" with Michael Lubetsky. The book helps English teachers and learners understand how to carry on a simple debate.
The "Discover Debate" approach has three stages: creating a visual aid to communicate an argument, presenting the argument and answering the other team’s argument. Each stage puts increasing demands on language ability. It begins with a pre-debate experience.
When teaching debate to English learners, Mr. Lebeau recommends beginning with "controlled practice." Students work in pairs to practice saying opinions and giving reasons in short conversations. [2]
They learn to identify opinions and arguments about everyday topics, such as sports stars, foods, weather and habits.
[3]
Teachers may be tempted to give students serious topics, such as "People should stop using nuclear power."
However, Mr. Lebeau cautions that English learners may not have the necessary language ability to handle such topics. More serious topics often require special vocabulary and research.
Mr. Lebeau’s classes in Japan are like many in universities; they have 40 to 50 students. [4]
He has students form debate teams of three or six, depending on the total number of students.
[5]
Each team creates a visual aid to show their thinking on the topic.
The visual is a house: a roof represents an opinion, pillars are the reasons supporting the opinion and the foundation is the evidence.
In the next stage, students present their argument. They have to do some talking, but not too much.
[6]
The third stage is answering the opponents’ argument.
Here, debaters need a higher level of language ability. [7]
Mr. Lebeau recommends pausing for the opposing team to develop their answers, or refutations.
Each team might go to a different area and discuss the weak points in the opposing argument. Students must first think about the arguments carefully. In "Discover Debate," Michael Lubetsky and Charles Lebeau include a guide to help students evaluate arguments. The evaluation also takes advantage of the visual aid of a house. [8]
Students are asked to look for flaws, or problems.
They identify things that are either "not true" or "not important."
[9]
Students can write easily remembered abbreviations on their opponents’ houses: "NT" for not true, "NAT" for not always true, or "NNT" for not necessarily true.
These simple expressions make it easier for students to refute their opponents’ arguments.
Traditional debate includes several cycles of presentation and refutation. For English learners, one cycle of presentation and refutation is usually enough practice. Mr. Lebeau says sometimes he asks the rest of the class to vote on which side won. [10]
Asking for audience feedback gives the lesson a good ending.
But, he says, additional discussion depends on the situation and the level of the students.
选项
答案
abbreviations
解析
录音提到,学生在寻找对方的瑕疵或问题时可以写下一些容易记住的缩写,比如用NT表示not true等,因而此处填abbreviations,表示“缩写”。
转载请注明原文地址:http://tihaiku.com/zcyy/3136009.html
相关试题推荐
A.instructionsB.hesitationC.faintedD.urgentE.instructF.relief
A.instructionsB.hesitationC.faintedD.urgentE.instructF.relief
A.instructionsB.hesitationC.faintedD.urgentE.instructF.relief
A.instructionsB.hesitationC.faintedD.urgentE.instructF.relief
A.instructionsB.hesitationC.faintedD.urgentE.instructF.relief
(1)TeachersandresearchersofEnglishlanguageartshavebeenstrugglingwi
Theyshouldadoptamore_____approachandinvestigatealternativeusesforthe
Nowadays,collegestudentsaregettingcrazyaboutgettingcertificates.Isa
(1)TeachersintheUnitedStatesearnlessrelativetonationalincomethan
(1)TeachersintheUnitedStatesearnlessrelativetonationalincomethan
随机试题
[originaltext]A:Ihavesomanyfriendswhowanttobuybooksandwanttolearn
Thousandsofstudents,facultyandstaffboycottedclassesandstagedrallie
Whatdoyoudoifyoudon’tgetintoyourfirst-choiceuniversity?This【D1】_
四位同学的手机完全相同,他们将四部手机混放在一起再取回,只有一人拿到自己的手机,
患者,女性,28岁,孕足月,第一胎,产后3天,发热38.5℃伴寒战。最适宜的治疗
A.直接调节卵巢的周期性变化 B.抑制垂体FSH分泌 C.使阴道上皮细胞增生
A.节律性上腹疼痛 B.转移性疼痛 C.上腹饱胀 D.上腹剑突下可扪及结节
下列关于城市规划实施的表述,正确的是( )。A.城市规划实施的组织和管理是各级
关于纳税检查的说法,错误的是()。A.纳税检查的对象是纳税人所从事的经济活动和
《中华人民共和国环境保护法》所称环境不包括( )。A.矿藏 B.文化 C.
最新回复
(
0
)