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
49
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
TeachersandresearchersofEnglishlanguageartshavebeenstrugglingwiththeeffectsofcomputersonreadingsincethe1960s
Whosaidtheonlywaytolearnaboutacountryyoucan’tvisitisbyreadingabook?DanEckberg’stelevisionstudentsatHopkin
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。
A、Askthestudentsnottocome.B、Reportthesituationtothehead.C、Movethesuppliestothestorageroom.D、Findaseparater
A、Theofficeisquitenoisy.B、Jamesisusuallynotinoffice.C、SometeachershaveaskedTaylortostophavingstudentscometo
(1)For12dayseveryspring,theinhabitantsofErlangen,auniversitytownnearNuremberg,forgettheirdailyroutinesanddevo
(1)For12dayseveryspring,theinhabitantsofErlangen,auniversitytownnearNuremberg,forgettheirdailyroutinesanddevo
WhentheUnitedNationsandworldleadersmadeuniversalprimaryeducationoneoftheireightmillenniumdevelopmentgoals,more
FashionEveryyearLondonFashionWeekattractsretailers,fashionleaders,andthepress/toshowsofallthat’snewinBr
CheerleadingCheerleadersarepartofathleticcompetitionsthroughouttheUnitedStates./Theyleadthecrowdincheering
随机试题
中医养生学研究的对象是
在经济周期中,每个长周期的长度平均为()。
根据《中华人民共和国营业税暂行条例》及其实施细则的规定,下列业务中,属于营业税“金融保险业”征税范围的有()。
恩格斯认为,全部哲学,特别是近代哲学的重大基本问题足()。
“苹果”创始人乔布斯的主要贡献有()。
给定资料资料1党的十九大报告提出,坚持按劳分配原则,完善按要素分配的体制机制,促进收入分配更合理、更有序。鼓励勤劳守法致富,扩大中等收入群体,增加低收入者收入,调节过高收入,取缔非法收入。坚持在经济增长的同时实现居民收入同步增长、在劳动
计算机运行过程中,遇到突发事件,要求CPU暂时停止正在运行的程序,转去为突发事件服务,服务完毕,再自动返回原程序继续执行,这个过程称为______(1),其处理过程中保存现场的目的是______(2)。(1)
下列4条叙述中,正确的一条是
Youwillheartwotelephoneconversations.Writedownonewordornumberineachofthenumberedspacesontheformsbelow.
WhichofthefollowingbeststatesChina’sstandpointontheIrannuclearissues?
最新回复
(
0
)