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
25
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] 【T4】
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
total number
解析
本题考查辩论队的成员。录音提到,勒博先生会根据学生的总人数进行分组,每组3到6个人。因而本题填入total number。
转载请注明原文地址:https://tihaiku.com/zcyy/3739952.html
相关试题推荐
Itisimperativethatstudents______theirtermpapersontime.A、handinB、would
Studentsarespendingmuchtimeonhomeworkeveryday.Lookatthefollwing
A.approachingB.distinguishC.patternsD.collectE.graspF.managed
A.approachingB.distinguishC.patternsD.collectE.graspF.managed
A.approachingB.distinguishC.patternsD.collectE.graspF.managed
A.approachingB.distinguishC.patternsD.collectE.graspF.managed
A.approachingB.distinguishC.patternsD.collectE.graspF.managed
A.approachingB.distinguishC.patternsD.collectE.graspF.managed
A.approachingB.distinguishC.patternsD.collectE.graspF.managed
A.approachingB.distinguishC.patternsD.collectE.graspF.managed
随机试题
•Readthearticlebelowaboutcruisebusiness.•Choosethebestwordorphrase
Itisgenerallynot________forexpectantmotherstotravelbyairafterthe28
In1751,SwedishbotanistCarolusLinnaeuscameupwiththenovelideaofus
Whenoilsellsathighmarketprices,theworld’sleadingoilconsumers,the
中小学德育工作中常用的奖惩属于( )A.榜样示范 B.品德评价 C.陶冶教
以下哪几项因素与水泵标准状况不一致时,须对水泵的允许吸上真空高度进行修正?(
金融工具,是在金融交易活动中产生的,能够证明金融交易金额、期限、价格的书面文件,
1.满足人民基本文化需求是社会主义文化建设的基本任务。必须坚持政府主导,按照
关于倾听按术,错误的做法是()。单选(A)设身处地地听 (B)适当地表示理解
对鉴别急性呼吸窘迫综合征(ARDS)与心源性肺水肿最有价值的检查是( )。A.
最新回复
(
0
)