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
A New Approach to Debate I. Teachers’ hesitation: debate is beyond students’【T1】______【T1】______ II. Suggestions from Prof
admin
2019-03-29
37
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】______
【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
录音提到在整个辩论流程结束后,勒博先生会要求其他学生给正反两方投票谁输谁赢,询问观众的反馈能给这堂课画上圆满的句号,因此应填入feedback,表示“反馈”。
转载请注明原文地址:https://kaotiyun.com/show/UIRK777K
0
专业英语四级
相关试题推荐
Inanefforttosustaincommercialandrecreationalfishingforthenextseveraldecades,theUnitedStatesthisyearwillbecom
ChildrenasyoungasfourwillstudyShakespeareinaprojectbeinglaunchedtodaybytheRoyalShakespeareCompany.TheRSC
TheartteacherwhoaccusedPrinceHarryofcheatinghaswonhercaseagainstEtonCollegeforunfairdismissal.SarahForsy
A、Sheisinfavorofcallingpoliceoncethereareproblems.B、Sheisexperiencedatdealingwithneighbors.C、Shedoesnotcons
(l)Collegestudentsaremorestressedoutthaneverbefore—atleastaccordingtothelatestfindingsofalarge,nationalsurvey
(l)Archaeologyasaprofessionfacestwomajorproblems.First,itisthepoorestofthepoor.Onlypaltrysumsareavailablefo
Burdenedwithgreatworkingpressure,peoplenowadaysevendon’thavemuchtimetodinewiththeirparents.Thishasincreasingl
A、Cooperatewithotherstudents.B、Studyallthetime.C、Takesomeleisureactivities.D、Usetimesystematically.D①选项都是动词原形,推测问
SunbedIntheUK,thereappearstobeaneverincreasingnumberofverytannedyoungpeople./WhileinChinayoungpeopleo
Thecompanydecisionhadmuchbearingonthewaythatthecompanywasmanaged.Theunderlinedpartmeans_______.
随机试题
当x→0时,与1-cosx比较,可得【】
患者咳嗽阵作半月,牵引胸胁作痛,咯痰黄稠带血,或咳鲜血,急躁易怒,大便秘,小便短赤,舌红苔薄黄,脉弦数。此病机是
特种设备的制造和安装、改造、重大维修过程,必须经特种设备检验检测机构按照()的要求进行监督检验,未经监督检验合格的不得出厂或者交付使用。
行业的成长能力主要是指行业核心技术的更新能力。()
债权人甲认为债务人乙怠于行使其债权给自己造成损害,欲提起代位权诉讼。根据合同法律制度的规定,下列各项债权中,不得提起代位权诉讼的有()。(2004年)
编制现金预算的依据包括()
某厂为当时的主要生产线招用一批合同制工,合同期为5年。合同履行三年后,厂方为适应市场竞争需要而转产,淘汰该生产线,另上新生产线。厂方按新生产线基本要求对工人进行考核,并对其中40名不合格者当即解除合同。这40人中,有5人表示愿意调换工作岗位,其余职工要求继
______主要生活在我国湖北、湖南、重庆等地。
设则=______。[img][/img]
已知对于n阶方阵A,存在自然数k,使得Ak=0,试证明矩阵E-A可逆,并求出逆矩阵的表达式(层为n阶单位矩阵).
最新回复
(
0
)