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】______ Ⅱ. Suggestions from Prof. Charles Lebeau
A New Approach to Debate Ⅰ. Teachers’ hesitation: debate is beyond students’ 【T1】______ Ⅱ. Suggestions from Prof. Charles Lebeau
admin
2018-06-21
30
问题
A New Approach to Debate
Ⅰ. Teachers’ hesitation: debate is beyond students’ 【T1】______
Ⅱ. Suggestions from Prof. Charles Lebeau to teachers
a) Begin with controlled practice: to 【T2】______ opinions and arguments
b) Caution: no 【T3】______ topics
Ⅲ. "Discover Debate" Approach
Team members: depending on the 【T4】______ of students
The first stage: creating a 【T5】______ aid
The second stage: presenting arguments
The third stage: answering the 【T6】______ argument
a) Pause for the opponents to develop answers or 【T7】______
b) Evaluate arguments: to look for 【T8】______
c) Write easily remembered 【T9】______
Ending: ask for audience 【T10】______
【T3】
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
serious
解析
空格处填入名词topics的限定词,推测可能填入形容词。录音提到勒博先生提醒教师英语学习者可能不具备辩论一些严肃话题的语言能力,换言之,在辩论中不要挑选太严肃的话题。故填入serious。
转载请注明原文地址:https://kaotiyun.com/show/qqxK777K
0
专业英语四级
相关试题推荐
Theyshouldadoptamore_____approachandinvestigatealternativeusesfortheirproperty.
Somestudentsprefertospendtheirtimetakingpart-timejobs,thinkingthatpart-timejobsmaybringmanybenefits.Others,ho
Whosaidtheonlywaytolearnaboutacountryyoucan’tvisitisbyreadingabook?DanEckberg’stelevisionstudentsatHopkin
Thankyouforapplyingforapositionwithourfirm.Wedonothaveanyopeningsatthistime,butweshallkeepyourapplicatio
A、Inthebookstore.B、Intheteachers’office.C、Inthelibrary.D、Intheclassroom.C推断题。根据对话,可以推断出此对话发生在图书馆,故C为正确答案。
Onebillionpeopleintheworldareshortofwater.Howcanthisproblembesolved?Somesuggestionshavebeentodesalinateoce
A、Askthestudentsnottocome.B、Reportthesituationtothehead.C、Movethesuppliestothestorageroom.D、Findaseparater
(1)"Canwespeakofthedeathoftheuniversity?"anEnglishnewspaperrecentlyasked.Anotherofferedthediagnosis:"Stillbre
WhentheUnitedNationsandworldleadersmadeuniversalprimaryeducationoneoftheireightmillenniumdevelopmentgoals,more
A、Hedoesn’trenewtheleasewithwoman.B、Hecancelstheagreementaftersixmonths.C、Heleavesmuchtrashthereaftermoving
随机试题
患者,女,21岁。有哮喘病史3年,因天气突然转凉,突发喉中哮鸣如水鸡声,呼吸急促,胸膈满闷如塞,痰少色白多泡沫,面色青晦,舌苔白滑,脉浮紧。其临床最佳辨证为
掺入百分之几至万分之几的(),可进一步改善或增加涂料的某些特性。
“摩尔定律”,即微处理器的速度会每( )个月翻一番,同等价位的微处理器的计算速度会越来越快,同等速度的微处理器会越来越便宜。
证券公司成为询价对象应当符合的条件有()
下列属于问题解决的是()。
下列常见的心理现象与成语对应错误的是:
A.wholeB.getC.fromPhrases:A.Indiaasa【T1】______addsalmost20millionpeopleayearB.keepKerala【T2】______puttingad
Mr.Robinson,themarketingdirectorofthecompany,willbemoderatingdiscussions______customersatisfaction.
Theriverwas______withwastefromthatfactory.Somemeasuresmustbetakentostopitsproduction.
A、Hedoesn’tthinkitissuitableforhim.B、Heisenthusiasticaboutit.C、Heisunimpressedbywhatthewomantoldhim.D、Hed
最新回复
(
0
)