首页
登录
职称英语
A New Approach to DebateI. Teachers’ hesitation: debate
A New Approach to DebateI. Teachers’ hesitation: debate
游客
2023-10-23
8
管理
问题
A New Approach to Debate
I. Teachers’ hesitation: debate is beyond students’【T1】 ________ 【T1】 ________
II. Suggestions from Prof. Charles Lebeau to teachers
a) Begin with controlled practice: to【T2】 ________ opinions and arguments 【T2】 ________
b) Caution: no【T3】 ________ topics 【T3】 ________
Ⅲ. "Discover Debate" Approach
- Team members: depending on the【T4】 ________ of students 【T4】 ________
- The first stage: creating a【T5】 ________ aid 【T5】 ________
- The second stage: presenting arguments
- The third stage: answering the【T6】 ________ argument 【T6】 ________
a) Pause for the opponents to develop answers or【T7】 ________ 【T7】 ________
b) Evaluate arguments: to look for【T8】 ________ 【T8】 ________
c) Write easily remembered【T9】 ________ 【T9】 ________
- Ending: ask for audience【T10】 ________ 【T10】 ________ [br] 【T3】
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
serious
解析
空格处填入名词topics的限定词。推测可能填入形容词。录音提到勒博先生提醒教师英语学习者可能不具备辩论一些严肃话题的语言能力,换言之,在辩论中不要挑选太严肃的话题。故填入serious。
转载请注明原文地址:https://tihaiku.com/zcyy/3123942.html
相关试题推荐
Adoctor’sobligationwhenhecannolonger_____theapproachofdeathistomake
Thestudentsandteachersaliketookgreat______attherudewaythepresidentcr
Theteachers’union______alawsuitagainstthedistrictcallingforrepairing"d
A.adaptB.approachC.capabilitiesD.cluesE.consistently
A.adaptB.approachC.capabilitiesD.cluesE.consistently
A.adaptB.approachC.capabilitiesD.cluesE.consistently
A.adaptB.approachC.capabilitiesD.cluesE.consistently
A.adaptB.approachC.capabilitiesD.cluesE.consistently
DebateaboutproposalstoraisetheretirementageofChineseworkershasbeenr
DebateaboutproposalstoraisetheretirementageofChineseworkershasbeenr
随机试题
出游成本travelcost
与工程网络计划相比,横道图进度计划的方法的缺点是不能( )。A.直观表示计划中
外国旅游者在旅游团的活动结束后,不随团离境,无特殊原因要求延长签证时,导游人员应
患者,女,23岁,夏季夜晚出现头昏头重、脘腹胀痛、呕吐泄泻的症状,医生诊断为胃肠
下述药物属于抗过敏平喘药的是A、色甘酸钠 B、特布他林 C、异丙肾上腺素
对ARDS患者,预防液体过量及肺水肿的措施下列不正确的是A.准确记录出入量 B
留守儿童关爱保护的基本原则不包括()。 ?A.坚持家庭尽责 B.坚持全
不符合萎缩的是( )。A.高血压病的左心室 B.80岁老年人的脑 C.高血
使用磺酰脲类药物应注意A.合用保泰松等药时应调整用药量 B.水杨酸钠、吲哚美辛
健康促进中起主导作用的是A.公众 B.卫生行政部门 C.主要行政领导 D.
最新回复
(
0
)