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
5
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] 【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/3739955.html
相关试题推荐
Acutehearinghelpsmostanimalssensetheapproachofthunderstormslongbefore
A.adaptB.approachC.capabilitiesD.cluesE.consistently
A.adaptB.approachC.capabilitiesD.cluesE.consistently
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
DebateaboutproposalstoraisetheretirementageofChineseworkershasbeenr
DebateaboutproposalstoraisetheretirementageofChineseworkershasbeenr
随机试题
ManypeopleinvestinthestockmarkethopingtofindthenextMicrosoftan
Rightnow£4millionhasbeenspenttargetingBritain’spartydrinkers.Aha
[originaltext]W:Howareyoudoing,Christopher?M:Tobehonest,I’mreallyfe
A解题指导:在每一行和列中,小白鸽的3种翅膀(1、2、3、对),3种身体(黑、白、灰)和3个下巴(1横、2横、3横)各出现一次。故答案为A。
治疗心火上炎,口舌生疮,小便不利病证。首选的药物是A.黄柏B.淡竹叶C.芦根D.
(2020年真题)小学生疾跑后不能立刻站立不动或坐下,须继续慢跑一小会儿,主要原
某养猪场出售一批总共150斤的新鲜猪肉,按照原价每卖出一斤可赚5元,由于较为畅销
精神活动包括(),属于精神分析的人格结构观点。 (A)本我、自我和超我
给予(透析患者)铁剂的依据是A.有助于机体合成红细胞 B.腹膜透析容易丢失水溶
下列出口货物,可享受增值税免税政策的有()。A.加工企业来料加工复出口的货物
最新回复
(
0
)