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
20
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】______
【T7】
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
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/XIRK777K
0
专业英语四级
相关试题推荐
PASSAGEFOURAccordingtoBrocki,what’sthebestwayofenjoyingbeerwithoutgettingdrunk?
(1)Testinghasreplacedteachinginmostpublicschools.Myownchildren’sschoolweekisframedbypretests,drills,tests,and
A、Theonewho’sover50.B、Theonewho’sover90.C、Theonewho’sover80.D、Theonewho’sover100.D对话开头女士提到centenarian这个词,接着解
A、Quitelonely.B、Verysafe.C、Notveryconvenient.D、Notparticularlydangerous.D①选项都是形容词,推测本题应问看法或对某事物的描述。②问题问女士如何描述城市生活,对话最
A、ToAustralia.B、ToSouthAfrica.C、ToLondon.D、ToOxford.B①本题四个选项都为地点,应留意相关信息。②本题询问男士总想去哪里,录音结尾,女士提到她来自南非,而男士说南非是他总想去的地方,B为正
A、£12.B、£15.C、£5.D、£3.D①由选项可知本题与金钱数额有关,听音时应留意相关内容。②本题询问如果一次付一学年会员费可以节省多少钱。录音提到,如果一次付一年会员费,只需要12英镑,而不是15英镑,因此可以节省的钱为3英镑,故D为答案
A、English.B、French.C、Russian.D、Spanish.D①选项都是表示语言的名词,听音时可在相应的语言旁记录。②女士说他高中时学习西班牙语四年,因此本题答案为D项Spanish。
A、Onnooccasion.B、Onrare,importantoccasions.C、Oneveryoccasion.D、Onnot-so-importantoccasions.B题目问在什么场合,父母应该跟孩子说“不”。录音
_______withlastyear,theoutputofthefactorythisyearhasincreasedbytwentypercent.
A、Itismorecompetitivethanever.B、Itbecomesmoreandmorechallenging.C、Itisincreasinglysophisticated.D、Itisverygoo
随机试题
阿贝折射仪的基本原理是基于光线在不同介质中的传播速度的不同而造成其在介质分界面发生()。
商标局、商标评审委员会在认定驰名商标时,应当考虑哪些因素?
下列哪项属于行政处罚( )
关于青霉素G的描述正确的是
减压阀前不应装设的配件是()。
甲地的甲公司与乙地的乙公司签订财产租赁合同,甲租用乙的推土机一辆。合同签订地在丙地。约定合同履行地在丁地。但甲公司后来因业务改变,将推土机放在戊地使用。后来由于甲公司拒付租金,乙公司欲起诉,其应当向()起诉。
应收账款出质时,应收账款主要包括()权利。
马斯洛把人的需要分为七个层次,在这七个层次中,尊重的需要属于()。
一块种植花卉的矩形土地如图所示,AD边长是AB的2倍,E为CD边的中点,甲、乙、丙、丁、戊区域分别种植白花、红花、黄花、紫花、白花。问种植白花的面积占矩形土地面积的()。
DinosaursandParentalCareP1:"Parentalcare"referstothelevelofinvestmentprovidedbyamotherandfathertoinsurethe
最新回复
(
0
)