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
44
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
AllthestudentsinMissGao’sclasswereaskedtowritea400-word______aboutAutumn.
WhichofthefollowingwordscanNOTbeusedtocomplete"______theteacherscame"?
What’saUniversityEducationWorth?I.Studentsgraduatingwithlargerandlargerdebts-UKuniversitiesbegantocharg
What’saUniversityEducationWorth?I.Studentsgraduatingwithlargerandlargerdebts-UKuniversitiesbegantocharg
What’saUniversityEducationWorth?I.Studentsgraduatingwithlargerandlargerdebts-UKuniversitiesbegantocharg
What’saUniversityEducationWorth?I.Studentsgraduatingwithlargerandlargerdebts-UKuniversitiesbegantocharg
What’saUniversityEducationWorth?I.Studentsgraduatingwithlargerandlargerdebts-UKuniversitiesbegantocharg
What’saUniversityEducationWorth?I.Studentsgraduatingwithlargerandlargerdebts-UKuniversitiesbegantocharg
随机试题
是以圣人处无为之事,_______。(《老子》二章)
与上游供应商如原材料、能源、零配件的协作厂家建立起长期稳定的亲密合作关系,以便获得廉价、稳定的上游资源,并能影响和控制供应商,对竞争者建立起资源性壁垒的战略是()
《素问.至真要大论》王冰注文“壮水之主,以制阳光”的治疗方法适用于哪项病证
长期生产计划的主要任务是进行产品决策、生产能力决策以及确立何种竞争优势的决策,是属于()。
千叶公司因不能清偿到期债务,被债权人百草公司申请破产,法院指定甲律师事务所为管理人。下列哪一选项是错误的?()(司考.2007.3.28)
关于当事人订立无固定期限劳动合同,下列哪些选项是符合法律规定的?
下列关于改革开放以来中国城镇化特征的表述,哪项是错误的()
某污水管道工程主干线长1.5km,采用φ1000mm的混凝土平口管,管外底标高为-5m;支管长200m,采用Φ400mm混凝土平口管,管外底标高为-2.5m.管道接口采用水泥砂浆抹带。工程地质条件为无地下水粉质黏土。本工程采用开槽施工,主干线在穿越道路
材料1恩格斯指出:“马克思的整个世界观不是教义,而是方法。它提供的不是现成的教条,而是进一步研究的出发点和供这种研究使用的方法。”毛泽东指出:“没有抽象的马克思主义,只有具体的马克思主义。所谓具体的马克思主义,就是通过民族形式的马克思主义,就是把马克思
有以下程序#include<stdio.h>intf(intm){staticintn=0;n+=m;returnn;}main
最新回复
(
0
)