首页
登录
职称英语
A New Approach to DebateI. Teachers’ hesitation: debate
A New Approach to DebateI. Teachers’ hesitation: debate
游客
2023-10-23
54
管理
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】 ________ [br] 【T7】
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
refutations
解析
本题与第三阶段反驳对方观点相关。录音提到:“勒博先生建议暂停让对方辩友构思答辩或者辩驳”,因此填入refutations。
转载请注明原文地址:https://www.tihaiku.com/zcyy/3123946.html
相关试题推荐
Readcarefullythefollowingexcerptonteachers*roleargumentintheUSA,a
Thestudentsandteachersaliketookgreat______attherudewaythepresidentcr
Theteachers’union______alawsuitagainstthedistrictcallingforrepairing"d
Didyougetyourpoint______totheaudienceinthedebate?A、acrossB、aroundC、
Acutehearinghelpsmostanimalssensetheapproachofthunderstormslongbefore
A.adaptB.approachC.capabilitiesD.cluesE.consistently
A.adaptB.approachC.capabilitiesD.cluesE.consistently
A.adaptB.approachC.capabilitiesD.cluesE.consistently
A.adaptB.approachC.capabilitiesD.cluesE.consistently
A.adaptB.approachC.capabilitiesD.cluesE.consistently
随机试题
Whydoesthemandislikecamping?[br][originaltext]M:Sally,(3)it’snowtime
[originaltext]W:Youarelateagain!We’vebeenexpectingyouforanhour.For
Freudiantheoryindeedtookwestern20th-centurycivilizationbystorm.How
现代期货市场确立的标志有()。A、标准化合约B、保证金制度C、对冲机制D、统一结算A,B,C,D标准化合约、保证金制度、对冲机制和统一结算的实
以下哪项是多巴脱羧酶的辅基A、维生素B6 B、维生素E C、维生素K D、
世界上最早的药典是A.新修本草 B.法国药典 C.佛洛伦斯药典 D.国际药
2012年9月,湄公河惨案中杀害中国13名船员的6名犯罪分子在中缅双方交涉后,被
电子化手册管理是海关以企业为单元,对加工贸易进行联网监管的一种方式。()
在渗流作用下,非黏性土土体内的颗粒群同时发生移动的现象称为( )。A.管涌
脊休克产生的原因是A.损伤性刺激对脊髓的抑制作用 B.脊髓中的反射中枢被破坏
最新回复
(
0
)