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. Char
A New Approach to Debate I. Teachers’ hesitation: debate is beyond students’【T1】______【T1】______ II. Suggestions from Prof. Char
admin
2017-06-17
35
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
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
opponents’ / opposing team’s / other team’s
解析
转载请注明原文地址:https://kaotiyun.com/show/htDK777K
0
专业英语四级
相关试题推荐
Accordingtothespeaker,whydon’tstudentslikestudyinghistory?
WhichofthefollowingareNOTthefirstpeopletoreceivetheswinefluvaccinations?
Accordingtothenews,theFrenchBicycleraceisgoingtobeheld
WhatdidtheInternationalCentersendouttostudents?
A、Theydon’tthinkmuchofbeinghealthy.B、Theythinkregularexercisemightimprovetheirhealth.C、Theythinktheycouldstay
SurveysbyForresterResearchshowthatindividualsallovertheworldareusingcloudtechnologiestostoretheirpersonaland
PASSAGETHREEHowdidtheresearchersdividethesituationsprimarilyintotwotypes?
[A]apparent[B]automatic[C]Consequently[D]Decidedly[E]decline[F]delightful[G]enrollments[H]financial[I]intimate[J]junior[K]prof
Whatpoliticianscherishmostisthebenefitsoftheirparties.Theunderlinedpartmeans______.
GreekMythologyGreekmythologyconcernstheancientGreekgodsandheroes,the【T1】of【T1】______theworld,andtheorigins
随机试题
阅读下面的文字:艺术家估定事物的价值,全以它能否纳人和谐的整体为标准,往往出于一般人意料之外。他能看重一般人所看轻的,也能看轻一般人所看重的。在看重一件事物时,他知道执着;在看轻一件事物时,他也知道摆脱。艺术的能事不仅见于知所取,尤其见于知所舍。
女性,56岁,久站或咳嗽时左侧腹股沟区胀痛1年,有慢性支气管炎病史3年,近1个月咳嗽加重。查体:站立时左腹股沟韧带下方内侧突起半球形肿物平卧时缩小,咳嗽时无明显冲击感。如果行手术治疗,此病人最适宜的手术方法应选择
肝硬化患者最常见的并发症是()肝硬化患者最严重的并发症是()
药用部分是动物的干燥全体的药材有
B公司为一上市公司,适用的企业所得税税率为25%,相关资料如下:资料一:2012年12月31日发行在外的普通股为10000万股(每股面值1元),公司债券为24000万元(该债券发行于2008年年初,期限10年,每年年末付息一次,利息率为5%),该年息
()是基于被保险人的一定关系而享有一定保险利益的主体。
42岁的丁成是一名货车司机,三年前的一天,在送货途中不幸遭遇车祸,导致下半身瘫痪,只能依靠轮椅行动。这对丁成来说是一个沉重的打击,他认为自己不仅失去了行走能力,连工作能力都没有了。如此一来,全家人的生活重担落在了妻子一个人身上,这让家里的经济状况迅速恶化。
城乡最低生活保障属于()领域社会工作的主要内容。
Onceuponatime,inasolarsystemthereweretwoplanets.TheirnameswereYeeandLan,andtheylovedeachotherverymuch.B
PackagingItissaidthatthepublicandCongressionalconcernaboutdeceptivepackagingrumpusstartedbecauseSenatorHart
最新回复
(
0
)