首页
登录
职称英语
A New Approach to DebateI. Teachers’ hesitation: debate
A New Approach to DebateI. Teachers’ hesitation: debate
游客
2024-09-13
32
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
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. They learn to identify opinions and arguments about everyday topics, such as sports stars, foods, weather and habits.
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. He has students form debate teams of three or six, depending on the total number of students. 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.
The third stage is answering the opponents’ argument. Here, debaters need a higher level of language ability. 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. Students are asked to look for flaws, or problems. They identify things that are either "not true" or "not important."
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. 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
转载请注明原文地址:https://tihaiku.com/zcyy/3755627.html
相关试题推荐
Thegovernment______apublicdebateonthefuturedirectionoftheofficialspor
Thetuitionfeesare______tostudentscomingfromlow-incomefamilies.A、approach
ASocioculturalApproachtoReading,LanguageandLiteracyI.T
ASocioculturalApproachtoReading,LanguageandLiteracyI.T
ASocioculturalApproachtoReading,LanguageandLiteracyI.T
AnApproachtoFactualWritingI.Thedemandsofdiffer
AnApproachtoFactualWritingI.Thedemandsofdiffer
AnApproachtoFactualWritingI.Thedemandsofdiffer
AnApproachtoFactualWritingI.Thedemandsofdiffer
AnApproachtoFactualWritingI.Thedemandsofdiffer
随机试题
[originaltext]W:I’dliketobookoneeconomy-classtickettoParisforthisSa
Inhisessay"TheParableoftheTapeworm,"MarioVargasLlosaarguesthatat
Ascientistwhowantstopredictthewayinwhichconsumerswillspendthei
一成年男性患者,暴饮暴食后突发上腹部剧烈疼痛一天,并伴发热、恶心及呕吐,实验室检
资产评估的评估假设应用需要考虑的基本因素有( )。A.评估目的 B.评估对象
下列各项中,属于影响公司股利政策的股东因素有( )。[2011年中级真题]A.
业主之所以选择平行发包模式,往往是由于()原因所决定的。A:业主有意将项目分解
简述现代企业人力资源管理各个历史发展阶段的特点。
采用历史数据分析方法,一般将投资者分为()三种类型。A:风险厌恶 B:风险中性
下列有关期后事项审计的说法中,错误的是( )。A.期后事项是指财务报表日至财务
最新回复
(
0
)