首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
A New Approach to Debate Ⅰ. Teachers’ hesitation: debate is beyond students’ 【T1】______ Ⅱ. Suggestions from Prof. Charles Lebeau
A New Approach to Debate Ⅰ. Teachers’ hesitation: debate is beyond students’ 【T1】______ Ⅱ. Suggestions from Prof. Charles Lebeau
admin
2018-06-21
47
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】______
【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://kaotiyun.com/show/0qxK777K
0
专业英语四级
相关试题推荐
Theyshouldadoptamore_____approachandinvestigatealternativeusesfortheirproperty.
A、TheAmericanEmbassy.B、Collegewebsites.C、Educationaladvisingcenter.D、Admissionofficeoftheuniversity.A细节题。对话中并未提及选项A
UniversityteachingintheUnitedKingdomisverydifferentatbothundergraduateandgraduatelevelsfromthatofmanycountrie
UniversityteachingintheUnitedKingdomisverydifferentatbothundergraduateandgraduatelevelsfromthatofmanycountrie
Acutehearinghelpsmostanimalssensetheapproachofthunderstormslongbeforepeople______.
(1)AUniversityofLeicesterteamtestedtheeffectofregularswimmingsessionswithdolphinson15depressedpeopleinastudy
It’simportantthatpeoplebeabletodrawa_____betweenthepoliciesoftheleadersandtheviewsoftheirsupporters.
A、Toencouragepeopletothinkmoreaboutnature.B、Toexplainhowthegreattheorycameout.C、Toshowthenecessityofsitting
随机试题
写出题39图浏览器窗口运行结果相对应的HTML代码。提示:“关闭窗口”使用的是直接嵌入在HTML链接中的JavaScript语句。
新民主主义社会中存在的国家资本主义经济是私人资本主义经济向社会主义国营经济过渡的形式。以下关于国家资本主义经济,说法正确的有()
ChoosingYourIdealCampInCybercamps,youwilllearn______.
胆囊结石的临床表现有
真核生物经转录作用生成的mRNA是
某机电安装工程公司承担了一机电工程项目的安装任务,该工程合同工期为150天,合同价款为400万元。该安装工程公司项目经理部根据施工合同和自身的技术水平为该工程编制了施工组织设计。该施工组织设计包括施工组织总设计、单位工程施工组织设计和分部分项工程
关于网络计划的说法,正确的是()。
A、 B、 C、 D、 C题干内部图形或线条与外部图形之间均有交点,只有C项符合。
邮件服务器通常提供POP3和SMTP两种服务,它们各有什么作用?WindowsServer2008中POP3服务提供了哪些身份验证的方法?
若有函数模板mySwap和一些变量定义如下:()。template<classT>voidmySwap(Tx,Ty);doubled1,d2;inti1,i2;下列对mySwap的调用中,错误的是
最新回复
(
0
)