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
48
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] 【T10】
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
feedback
解析
转载请注明原文地址:https://tihaiku.com/zcyy/3755633.html
相关试题推荐
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
(1)TeachersandresearchersofEnglishlanguageartshavebeenstrugglingwi
(1)TeachersandresearchersofEnglishlanguageartshavebeenstrugglingwi
Theyshouldadoptamore_____approachandinvestigatealternativeusesforthe
ANewApproachtoDebateI.Teachers’hesitation:debate
ANewApproachtoDebateI.Teachers’hesitation:debate
ANewApproachtoDebateI.Teachers’hesitation:debate
随机试题
顶棚平面图的作用主要是用来表明顶棚装饰的平面形式、尺寸和材料,以及灯具和其他各种
1941年,我国第一部大型动画是( )。A.《大闹天宫》 B.《骆驼献舞》
1型糖尿病常伴有哪一指标阳性A.尿硝酸盐 B.血浆白蛋白 C.尿酮体 D.
A.主动靶向制剂B.磁靶向制剂C.pH敏感靶向制剂D.热敏靶向制剂E.被动靶向制
隔离开关和接地开关应在生产厂家内进行(____)和出厂试验。(A)整台组装(
A.摄像头相当于凸透镜 B.二维码位于摄像头的一倍焦距以内 C.二维码是光源
( )一般多是指对便利品的购买,消费者不需要花时间进行选择,也不需要经过搜集信息
不同性质或不同炮制品的中药饮片,在贮藏时有不同的要求,根据不同的具体饮片。回答以
根据教育费附加法律制度的规定,纳税人向税务机关实际缴纳的下列税款中,应计入教育费
按工作原理划分,下列属于可燃气体探测器的有()。A.半导体式气体探测器 B
最新回复
(
0
)