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. Sug
A New Approach to Debate I. Teachers’ hesitation: debate is beyond students’【T1】 ________ 【T1】 ________ II. Sug
admin
2021-08-30
40
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】 ________
【T2】
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
identify
解析
在开展辩论之前,讲话人提到的一个建议是进行“控制性训练”,即学生两两一组在短对话中训练表达观点和提供论据。他们学会就一些日常话题识别观点和论据(opinions and arguments),所以空前需要填动词identify,表示“辨别”。
转载请注明原文地址:https://kaotiyun.com/show/Xd3K777K
0
专业英语四级
相关试题推荐
The______newspaperaccountsofthemaritalproblemsoftheroyalcouplefascinatedmanyreadersbutmadeothersalittleuncomf
Iftapwaterwereasdangerousassomepeoplethink,______wouldbegettingsick.
Ontheroadmotoristsshouldbeawareofcyclistsandbe______towardsthem.
Listentothefollowingpassage.Altogetherthepassagewillbereadtoyoufourtimes.Duringthefirstreading,whichwillbe
Wordcamefrommyhometown_____anearthquakehadtakenplacethere,______200personstheirlives.
Canfamouspeople’ssupportforinternationalaidorganizationsdrawpublicattentiontocharity?Thishasbeenintenselydiscus
AccordingtoIanPearson,afuturologist,theseareamongthedevelopmentsscheduledforthefirstfewdecadesofthenewmillen
IfJohn_____totheuniversity,hewouldhavetoworkhard.
Believeitornot,whenfirst______toEurope,tomatowasthoughttobepoisonous.
随机试题
对应于常模参照性测验和标准参照性测验,评价可分为_______。
A.Ⅰ°烧伤B.浅Ⅱ°烧伤C.深Ⅱ°烧伤D.Ⅲ°烧伤(2015年第145题)未损伤生发层的皮肤烧伤是
以下中西药联用,可以降低西药不良反应的是
根据《银行业金融机构建立存款风险滚动式检查制度的指导意见》的相关规定,银行业金融机构存款风险滚动式检查制度应遵循存款检查“三优先”原则,这“三优先”是指()。
甲公司为增值税一般纳税人,存货按实际成本进行日常核算。2×18年12月初“应收账款”科目借方余额800000元(各明细科目无贷方余额),“应收票据”科目借方余额300000元,“坏账准备——应收账款”科目贷方余额80000元。2×18年12月甲公司发
广大农民在致富奔小康的过程中深切体会到“要富口袋,先富脑袋”,这一说法在哲学上的含义是()。
连邦软件公司是国内软件业的知名企业,其软件一直以来主要依靠专卖店销售。但是从1999年5月18日0点开始运行的连邦“8848”网站,彻底改变了这一点,在“8848”的网上超市上,几乎可以找到所有在专卖店销售的软件,而且,国内多种主流信用卡也可以在这里进行在
用户在ISP注册拨号入网后,其电子邮箱建在()。
Directions:Usingtheinformationinthetext,completeeachsentence6-10,withawordorphrasefromthelistbelow.Foreach
______wastheBritishkingwhencolonialAmericansdeclaredtheirindependence.
最新回复
(
0
)