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
41
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】______
【T9】
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
abbreviations
解析
录音提到,学生在寻找对方的瑕疵或问题时可以写下一些容易记住的缩写,比如用NT表示not true等,因而此处填abbreviations,表示“缩写”。
转载请注明原文地址:https://kaotiyun.com/show/sA3K777K
0
专业英语四级
相关试题推荐
Duringthereadinglesson,theteacheraskedstudentstoreadafew______fromthenovel.
WhichofthefollowingwordscanNOTbeusedtocomplete"______theteacherscame"?
Thestudentsareupinarmsaboutthestandardofteachingatthecollege.Theunderlinedpartmeans______.
Ofcourse,talkingaboutsomethingwhichaffectsthempersonallyis______motivatingforstudents.
What’saUniversityEducationWorth?I.Studentsgraduatingwithlargerandlargerdebts-UKuniversitiesbegantocharg
What’saUniversityEducationWorth?I.Studentsgraduatingwithlargerandlargerdebts-UKuniversitiesbegantocharg
What’saUniversityEducationWorth?I.Studentsgraduatingwithlargerandlargerdebts-UKuniversitiesbegantocharg
What’saUniversityEducationWorth?I.Studentsgraduatingwithlargerandlargerdebts-UKuniversitiesbegantocharg
随机试题
Accordingtothetheoryofcognitivepsychology,learningmustinvolveorganizationof______.
收养行为被人民法院确认无效的,该收养行为()
我国某出口公司10月14日对某外商发盘,限20日复到。16日接到对方来电:“你14日电接受,但请降价15%,即复”。我方正在研究如何答复时,又在18日接到对方来电;“经重新考虑,接受你方14日的发盘,我方将按时开证,请及时备货发运,致谢”。但事过一月之后,
A.上肢腱反射减低,下肢腱反射亢进B.四肢腱反射减低C.首发症状为双下肢对称无力D.饮水呛咳,构音障碍E.感觉异常
《物业管理条例》对物业服务收费作出原则规定,物业服务收费应当遵循()以及费用与服务水平相适应的原则。
国家主席习近平在博鳌亚洲论坛2015年年会开幕式上发表了题为《迈向命运共同体开创亚洲新未来》的主旨演讲。习主席在演讲中说:“物之不齐,物之情也。”文明没有优劣之分,只有特色之别。“物之不齐,物之情也”出自我国古代经典()。
弓箭的发明是那个时代的主要标志?()
检查软件产品是否符合需求定义的过程称为()。
You______doitthatway;oryoumightgetshocked.
Optimismcanhelpyoutobehappier,healthierandmoresuccessful.Pessimismleads,bycontrast,tohopelessness,sicknessand
最新回复
(
0
)