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
42
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】______
【T10】
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
feedback
解析
录音提到在整个辩论流程结束后,勒博先生会要求其他学生给正反两方投票谁输谁赢,询问观众的反馈能给这堂课画上圆满的句号,因此应填入feedback,表示“反馈”。
转载请注明原文地址:https://jikaoti.com/ti/V4aMFFFM
0
专业英语四级
相关试题推荐
TeachersandresearchersofEnglishlanguageartshavebeenstrugglingwiththeeffectsofcomputersonreadingsincethe1960s
Whosaidtheonlywaytolearnaboutacountryyoucan’tvisitisbyreadingabook?DanEckberg’stelevisionstudentsatHopkin
UniversityteachingintheUnitedKingdomisverydifferentatbothundergraduateandgraduatelevelsfromthatofmanycountrie
Onebillionpeopleintheworldareshortofwater.Howcanthisproblembesolved?Somesuggestionshavebeentodesalinateoce
(1)"Canwespeakofthedeathoftheuniversity?"anEnglishnewspaperrecentlyasked.Anotherofferedthediagnosis:"Stillbre
WhentheUnitedNationsandworldleadersmadeuniversalprimaryeducationoneoftheireightmillenniumdevelopmentgoals,more
InTheArtofChoosing,SheenaIyengar,abusinessprofessoratColumbiaUniversityandaleadingexpertondecisionmaking,tel
It’simportantthatpeoplebeabletodrawa_____betweenthepoliciesoftheleadersandtheviewsoftheirsupporters.
CheerleadingCheerleadersarepartofathleticcompetitionsthroughouttheUnitedStates./Theyleadthecrowdincheering
随机试题
20世纪90年代以来,随着冷战的结束,世贸组织的建立,信息技术的发展,加快了经济全球化发展的趋势。推动经济全球化发展的根本动力是()
下列哪一项不能参加助理医师资格考试的
桑菊饮的功用是()
刘大炮开一家火锅店,生意火爆。但有人向T商局举报刘大炮在火锅中加入了罂粟果,T商局决定对此进行调查,刘大炮得知后,气得大病一场,住了10天医院,花了l万元医疗费,病愈后刘大炮打算起诉工商局。下列说法中正确的有()。
不同行业的竞争关键因素()。
资产管理业务的主要类型有()。I.为单一客户办理定向资产管理业务Ⅱ.为多个客户办理定向资产管理业务Ⅲ.为多个客户办理集合资产管理业务Ⅳ.为客户办理特定目的专项资产管理业务
下列关于个人财产转让所得的个人所得税的说法中,正确的是()。
建设现代化经济体系是跨越关口的迫切要求和我国发展的战略目标,必须坚持质量第一、效益优先,以()为主线。
设随机变量X服从正态分布N(μ1,σ12),随机变量y服从正态分布N(μ2,σ22),且P{|X-μ1|<1}>P{|Y-μ2|<1},则必有().
WheredoesJanework?
最新回复
(
0
)