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
41
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] 【T2】
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
identify
解析
在开展辩论之前,讲话人提到的一个建议是进行“控制性训练”,即学生两两一组在短对话中训练表达观点和提供论据。他们学会就一些日常话题识别观点和论据(opinions and arguments),所以空前需要填动词identify,表示“辨别”。
转载请注明原文地址:https://tihaiku.com/zcyy/3136002.html
相关试题推荐
(1)Mr.FosterwasleftintheDecantingRoom.TheD.H.C.andhisstudents
PASSAGEFOURItfailstoprovidesuitableeducationforindividualstudents.根据文章第
Interest讲座中提到“Moreover,interestiskeyindetermininghowstudentsprocessinfo
strategies讲座中提到“Tobesuccessfulintheirstudy,studentsmustunderstandthec
domains本题考查教材研究的两个方向之一:“First,therehasbeenarecentemphasisonhowstudents
broaden此处讲到“WealsodiscoveredthattheInternetallowedstudentstobroadenand
prior此处考查利用歌词教学的辅助作用。讲座中提到“...itservedtoactivateorbuildonstudents’prior
UsingLyricstoDevelopStudents’CriticalLiteracySonglyricscanbeused
quality讲座中提到“Awell-designedassignmentcallteachstudentsvaluableresearchs
Thegovernment______apublicdebateonthefuturedirectionoftheofficialsp
随机试题
ThissectionmeasuresyourabilitytounderstandconversationsandlecturesinE
William"Bendigo"Thompson,heavyweightchampionofEnglandintheoldbare-k
【教学过程】 (一)导入新课 【教师提问】学习化学,需要描述各种物质间的反应是如何发生的,回忆木炭在氧气中燃烧生成二氧化碳的反应,如何用文字表达式书写?
在主观类型题目的论文题型中,简答题属于_____。
以下关于应急资金管理的说法,正确的有()。 I失业保障月数=存款、可变现资
马钱子药材的炮制方法是A:砂炒B:土炒C:米炒D:滑石粉炒E:蛤粉炒
下列哪项药物有润肺清心、养胃生津的功效A:山药B:麦冬C:南沙参D:黄芪
男性.56岁,食欲减退半年,巩膜轻度黄染,肝肋下及边。血红蛋白80g/L,红细胞
下列账簿中,必须采用订本式账簿的是()。A.原材料明细账 B.库存商品明细
十四五规划提出,全面贯彻党的教育方针,坚持(),加强师德师风建设,培养德智体
最新回复
(
0
)