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
32
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] 【T7】
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
refutations
解析
本题与第三阶段反驳对方观点相关。录音提到:“勒博先生建议暂停让对方辩友构思答辩或者辩驳”,因此填入refutations。
转载请注明原文地址:https://tihaiku.com/zcyy/3136007.html
相关试题推荐
A、Cooperatewithotherstudents.B、Studyallthetime.C、Takesomeleisureactiv
AdviceforStudents:HowtoTalktoProfessors1.Callthembytheright【T1】【T1】
AdviceforStudents:HowtoTalktoProfessors1.Callthembytheright【T1】【T1】
AdviceforStudents:HowtoTalktoProfessors1.Callthembytheright【T1】【T1】
AdviceforStudents:HowtoTalktoProfessors1.Callthembytheright【T1】【T1】
AdviceforStudents:HowtoTalktoProfessors1.Callthembytheright【T1】【T1】
[audioFiles]2018m2s/audio_ezfj_102_201802[/audioFiles]IrishStudents’Drink
HarvardPresident’sAddress:aDifferentLife1.Students’wonderWhat【T
HarvardPresident’sAddress:aDifferentLife1.Students’wonderWhat【T
HarvardPresident’sAddress:aDifferentLife1.Students’wonderWhat【T
随机试题
HowtoLovetheWorldAsItIs?[A]Itstruckmerecentlythatalotofp
线性时不变电路在正弦电源的激励下,各支路电压、电流的特解都是与激励同频率的正弦量
口臭难闻,牙龈腐烂者多见于A.食积胃肠 B.胃热 C.牙疳 D.内有溃腐脓
教学评价的依据是()。A.成绩测验 B.量化指标 C.教学目标 D.常模
A.链霉素 B.庆大霉素 C.青霉素与链霉素合用 D.红霉素或万古霉素
可以用于预防和治疗各种A型流感病毒的药物是A.阿昔洛韦 B.阿糖胞苷 C.齐
检修验收的一般要求:()是指隐蔽工程、主设备或重要部件解体检查、高风险工序等
买断式回购的期限由交易双方确定,但最长不超过90天,交易双方不得以任何方式延长回
案例三: 一般资料:刘某,男性,14岁,初中二年级学生。 案例介绍:刘某性格
嘌呤核苷酸从头合成途径的关键酶是A.尿苷激酶 B.嘧啶磷酸核糖转移酶 C.P
最新回复
(
0
)