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
2024-09-09
9
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] 【T2】
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
identify
解析
在开展辩论之前,讲话人提到的一个建议是进行“控制性训练”,即学生两两一组在短对话中训练表达观点和提供论据。他们学会就一些日常话题识别观点和论据(opinions and arguments),所以空前需要填动词identify,表示“辨别”。
转载请注明原文地址:https://tihaiku.com/zcyy/3750570.html
相关试题推荐
SummerforCollegeStudentsCollegestudentsspendtheirsummersinmany
SummerforCollegeStudentsCollegestudentsspendtheirsummersinmany
SummerforCollegeStudentsCollegestudentsspendtheirsummersinmany
SummerforCollegeStudentsCollegestudentsspendtheirsummersinmany
SummerforCollegeStudentsCollegestudentsspendtheirsummersinmany
CollegeLifeAmericancollegeanduniversitystudentswho【T1】______away
CollegeLifeAmericancollegeanduniversitystudentswho【T1】______away
CollegeLifeAmericancollegeanduniversitystudentswho【T1】______away
CollegeLifeAmericancollegeanduniversitystudentswho【T1】______away
CollegeLifeAmericancollegeanduniversitystudentswho【T1】______away
随机试题
TheoriesofHistoryI.Howmuchweknowabouthistory?A.【T1】______existfo
假设一个公司的资本结构由2000万元的股权资本和3000万元的债券资本构
下列化合物中,熔点最高的是( )。A.MgO B.BaO C.BeO D
根据病毒性肝炎坏死的形态分为:()A.点状坏死 B.大片坏死 C.碎片状
共用题干 CareersforWomenItisonlysevent
下列有关消防水泵安装的说法,错误的是()。A.当消防水泵和消防水池位于独立的两
简述现代企业人力资源管理各个历史发展阶段的特点。
一般资料:女性,49岁,已婚,大学专科毕业,机关公务员。 求助者自述:上高中的
AC
某项目的基础为钻孔灌注桩,钻孔桩直径为1800mm,桩长20m,钻孔桩累积总长为
最新回复
(
0
)