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
2024-09-01
30
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] 【T1】
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
language ability,proficiency
解析
空格前的beyond students’提示填入一个名词,表示“超出学生的……范围”。讲话人在开始提到很多英语老师犹豫要不要教学生辩论,原因就是担心辩论太难,超过了学生的语言能力,因此填入language ability或proficiency,表示“语言能力”。
转载请注明原文地址:https://tihaiku.com/zcyy/3738510.html
相关试题推荐
Shewasgoodat______herideasinthedebate.A、puttingacrossB、puttingaside
Alanarguedthatthebestteachersshouldberewardedwithsalariesonaparwit
CanTeachingGrammarReallyBeFun?【T1】______amongaverageteachers【T1】___
CanTeachingGrammarReallyBeFun?【T1】______amongaverageteachers【T1】___
CanTeachingGrammarReallyBeFun?【T1】______amongaverageteachers【T1】___
CanTeachingGrammarReallyBeFun?【T1】______amongaverageteachers【T1】___
CanTeachingGrammarReallyBeFun?【T1】______amongaverageteachers【T1】___
ANewApproachtoDebateI.Teachers’hesitation:debateisbeyondstudents’
ANewApproachtoDebateI.Teachers’hesitation:debateisbeyondstudents’
ANewApproachtoDebateI.Teachers’hesitation:debateisbeyondstudents’
随机试题
PartⅡReadingComprehension(SkimmingandScanning)Directions:Inthispart,y
It'simpossiblenottolikeimho.Ifyou'
对某在用钢筋混凝土桥梁进行特殊检查,需完成与结构耐久性评定相关的材质状况检测,请
女性,65岁。突发上腹痛3h,伴心悸、恶心、呕吐,第一心音强弱不等,心电图P-
学习某版教材第六单元李白的《行路难》时,有学生指出该诗是盛唐时期的代表诗作。教师
假设资本资产定价模型成立,某股票的预期收益率为16%,贝塔系数(β)为2,如果市
下列哪项不属于哌替啶的适应证()A.麻醉前给药 B.支气管哮喘 C.
某新建商场完成了自动喷水灭火系统设备和组件的安装,现对系统进行调试。根据现行国家
(2015年11月)?SA8000规定标准工作周不得经常超过( )小时。A.3
关于法与人权的关系,下列哪一说法是错误的?()(2014年)A.人权不能同时作
最新回复
(
0
)