首页
登录
职称英语
A New Approach to DebateI. Teachers’ hesitation: debate is beyond students’
A New Approach to DebateI. Teachers’ hesitation: debate is beyond students’
游客
2024-09-02
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] 【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/3739949.html
相关试题推荐
Itisnotsurprising,【C1】______thelackoffitbetweengiftedstudentsandtheir
Itisnotsurprising,【C1】______thelackoffitbetweengiftedstudentsandtheir
Didyougetyourpoint______totheaudienceinthedebate?A、acrossB、aroundC、
Acutehearinghelpsmostanimalssensetheapproachofthunderstormslongbefore
_______madetheschoolproudwas_______morethan90%ofthestudentshadbeen
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
随机试题
Onequestionthatworriesmanyvisitorstodefensivecarry.com,awebsitedev
[originaltext]Goodeveningandwelcometotonight’slecture.Mytopictoday
某股权投资基金未按信息披露规定向中国证券投资基金业协会报告重大事项,以下说法错误
某女青年反复出现皮肤瘀点,并有鼻出血、月经过多,近来出现贫血、脾大,血小板30×
美国国债是由()发行的债券。A.美国联邦政府 B.政府支持企业 C.州及
各种运输方式内外部的各个方面的构成和联系,就是( )。 A.运输系统
属于国家一级保护野生药材物种的是A.羚羊角 B.甘草 C.龙胆 D.洋金花
甲公司为专用设备制造业的增值税一般纳税人,认证为高新技术企业,按季度预缴企业所得
某上市公司2010年的营业额为8亿元,息税前利润为2.2亿元,公司的资产总额为2
下列哪项不属于地方固定收入()。A.印花税(不含证券交易印花税) B.
最新回复
(
0
)