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】______【T1】______ II. Suggestions from Prof. Cha
A New Approach to Debate I. Teachers’ hesitation: debate is beyond students’ 【T1】______【T1】______ II. Suggestions from Prof. Cha
admin
2021-05-13
79
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】______
【T4】
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
total number
解析
本题考查辩论队的成员。录音提到,勒博先生会根据学生的总人数进行分组,每组3到6个人。因而本题填入total number。
转载请注明原文地址:https://kaotiyun.com/show/BA3K777K
0
专业英语四级
相关试题推荐
Ateacherwhoisskillfulindeliveringhislecturecanundoubtedly______themindofstudents.
A、Questionsoftheareasbeyondhisunderstanding.B、Questionsthatothersaskedhim.C、Questionsraisedbythetalentedguests.
What’saUniversityEducationWorth?I.Studentsgraduatingwithlargerandlargerdebts-UKuniversitiesbegantocharg
What’saUniversityEducationWorth?I.Studentsgraduatingwithlargerandlargerdebts-UKuniversitiesbegantocharg
What’saUniversityEducationWorth?I.Studentsgraduatingwithlargerandlargerdebts-UKuniversitiesbegantocharg
What’saUniversityEducationWorth?I.Studentsgraduatingwithlargerandlargerdebts-UKuniversitiesbegantocharg
What’saUniversityEducationWorth?I.Studentsgraduatingwithlargerandlargerdebts-UKuniversitiesbegantocharg
随机试题
按照居民税收管辖权的国际惯例,自然人居民身份的一般判定标准不包括()。
敏感性分析着重分析特定风险因素对组合或业务单元的影响,情景分析则是评估所有风险因素变化的整体效应。()
纸币本位制使用的是以()为基础的浮动汇率制。
流转税不包括()。
阅读下列教学片段,回答问题。实习教师林老师与她的指导老师程老师对高一教材的部分内容重新进行了组织,设计了一个“我的悠长假期——电子相册制作”的学习任务,该学习任务的完成需要10个课时,第1—2课时学习摄影常识,第3—6课时学习Photoshop图
从一个微笑开始①又是一年春柳绿。②春光烂漫,心里却丝丝忧郁绞缠,问依依垂柳,怎么办?③不要害怕开始,生活总是把我们送到起点,勇敢些,请现出一个微笑,迎上前!④一些固有的格局被打破了,现出一些陌生的局面,对面是何人?周
简述幼儿园课程评价的作用。
2017年4月出台的《健康扶贫工程“三个一批”行动计划》指出,要在因病致贫因病返贫核准工作的基础上,按照()的要求,有效解决因病致贫、因病返贫问题。
用多种形式把所有权和()分开,以调动企业积极性,是改革的一个很重要的方面。
Youhadoneofyourteethpulledoutyesterday,______?
最新回复
(
0
)