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
2
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] 【T6】
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
opponents’ / opposing team’s / other team’s
解析
转载请注明原文地址:https://tihaiku.com/zcyy/3755629.html
相关试题推荐
(1)Menandwomenapproachproblemswithsimilargoalsbutwithdifferentcon
(l)Debatesamongcandidatesarerareinmostcountries.Buttheyhavebecome
(l)Debatesamongcandidatesarerareinmostcountries.Buttheyhavebecome
(l)Debatesamongcandidatesarerareinmostcountries.Buttheyhavebecome
Asimilarapproachcanbe_______toinnovation.A、usedB、appliedC、triedD、emplo
WhichofthefollowingwordscanNOTbeusedtocomplete"_______theteachersca
A.instructionsB.hesitationC.faintedD.urgentE.instructF.relief
A.instructionsB.hesitationC.faintedD.urgentE.instructF.relief
A.instructionsB.hesitationC.faintedD.urgentE.instructF.relief
A.instructionsB.hesitationC.faintedD.urgentE.instructF.relief
随机试题
[originaltext]W:Doyouwantmetoexplainthesequestionsbeforetheexam?M:
TCP/IP协议簇包含多个协议,它们之间必须满足特定的封装关系,下面的选项中正确
柯萨奇病毒实验室诊断的“金标准”是A.查核酸 B.查抗体 C.分离培养 D
下列各项中,不属于项目评估内容的是()。A.项目技术评估 B.项目担保及风
案例: 阅读下面的学生作文,完成题。 请忙一些吧 ①《红楼梦》中,探春起了
下列各项属于折扣定价的有( )。 A.现金折扣B.基点定价C.职能折扣
中考前张老师得到一份很好的复习资料,但拒绝和其他教师分享,张老师的做法属于(
甲涉嫌盗窃罪被逮捕。甲父为其申请取保候审,公安机关要求甲父交纳10万元保证金。甲
中央直接管辖的某大型国有企业在某县境内设立的工厂发生剧毒物质大量泄漏事故,该县张
女性不孕常见的因素是A、外阴因素 B、输卵管因素和排卵障碍 C、子宫因素
最新回复
(
0
)