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
29
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】______
【T6】
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
opponents’/opposing team’s/other team’s
解析
本题考查Discover Debate第三阶段的内容。录音提到,第三阶段就是反驳对方的观点。因此填入opponents’,也可用录音提到的opposing team’s/other team’s作答。
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
Asforadviceforlawstudentsconsideringstartingtheirownpracticesshortlyaftergraduation,Billhasafewwordsof______.
WhichofthefollowingwordscanNOTbeusedtocomplete"______theteacherscame"?
Thetuitionfeesare______tostudentscomingfromlow-incomefamilies.
What’saUniversityEducationWorth?I.Studentsgraduatingwithlargerandlargerdebts-UKuniversitiesbegantocharg
What’saUniversityEducationWorth?I.Studentsgraduatingwithlargerandlargerdebts-UKuniversitiesbegantocharg
What’saUniversityEducationWorth?I.Studentsgraduatingwithlargerandlargerdebts-UKuniversitiesbegantocharg
随机试题
患儿,男,6岁。西医确诊为急性肾小球肾炎。病程第9日,症见肢体浮肿,尿少,咳嗽气急,喘息不得平卧,心悸,胸闷,口唇青紫,脉细无力。其证型是( )
决定债券到期收益率的因素主要有()。
Manypeoplewronglybelievethatwhenpeoplereacholdage,theirfamiliesplacetheminnursinghomes.Theyareleftinthe【C1】
10个月男孩,发热、咳嗽、声音嘶哑1d,查体闻及犬吠样咳嗽及喉鸣音,双肺呼吸音清。
下列关于高血压联合用药的原则,正确的是
去甲肾上腺素可被下列哪种酶灭活
下列影响焊接工艺因素中,《承压设备焊接工艺评定》NB/T、47014规定不属于各种焊接方法的重要影响因素有()。
价格垄断行为是指经营者通过相互串通或者滥用市场支配地位,操纵市场调节价,扰乱正常的生产经营秩序,损害其他经营者或者消费者合法权益,或者危害社会公共利益的行为。根据上述定义,下列不属于价格垄断行为的是:
A.颈横动脉、静脉的浅面B.肩胛舌骨肌中间腱以上的颈内静脉周围C.肩胛舌骨肌中间腱以下的颈内静脉周围D.右前斜角肌内侧缘E.二腹肌后腹与面总静脉汇入颈内静脉处颈二腹肌淋巴结位于()。
(1)建立一个查询score_query。查询评委为“歌手编号”是“01002”的歌手所打的分数,结果存入自由表result中,该自由表的字段项包括:“评委姓名”和“分数”,各记录按“分数”升序排列。最后运行该查询。(2)根据上一步操作得到的自由表res
最新回复
(
0
)