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
25
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] 【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/3750575.html
相关试题推荐
CollegeLifeAmericancollegeanduniversitystudentswho【T1】______away
CollegeLifeAmericancollegeanduniversitystudentswho【T1】______away
CollegeLifeAmericancollegeanduniversitystudentswho【T1】______away
CollegeLifeAmericancollegeanduniversitystudentswho【T1】______away
CollegeLifeAmericancollegeanduniversitystudentswho【T1】______away
ForeignLanguageStudyinAmericaAlmost7millionstudents【T1】______in
ForeignLanguageStudyinAmericaAlmost7millionstudents【T1】______in
ForeignLanguageStudyinAmericaAlmost7millionstudents【T1】______in
ForeignLanguageStudyinAmericaAlmost7millionstudents【T1】______in
ForeignLanguageStudyinAmericaAlmost7millionstudents【T1】______in
随机试题
Youshouldspendabout20minutesonQuestions1—13,whicharebasedonReading
[originaltext]Interviewer:Hello,everyone.WelcometoourprogrammeWorldlyWi
男性青春期性发育的第一个信号A.喉结出现 B.睾丸的增大 C.身高生长突增
在考虑是否将现有的内部审计资源从正在进行的遵循性审计转向管理当局要求的某分部审计
关于原油集输站、集输管道防火、防爆的基本要求,下列说法中,不正确的是()。A.
患者,男性,67岁,渐进性劳累后呼吸困难5年,加重伴双下肢水肿半月入院。患者5年
甲公司与某事业单位共同使用一栋共有土地使用权的髙层建筑物。该建筑物占用土地面积5
在地震多发地区,建筑物钢筋混凝土楼板通常采用()的施工方式。(2008年真题
艾滋病最常见的恶性肿瘤是A.鳞状细胞癌 B.腺癌 C.恶性淋巴瘤 D.K
下列不属于商用房贷款签约与发放环节的主要风险点的是()。A.合同凭证预签无效、
最新回复
(
0
)