英语演讲与辩论

英语演讲与辩论英语演讲与辩论英语演讲与辩论xxx公司英语演讲与辩论文件编号：文件日期：修订次数：第1.0次更改批准审核制定方案设计，管理制度英语演讲与辩论各位读友大家好，此文档由网络收集而来，欢迎您下载，谢谢

课程编号:100191

英文名:TheArtofEnglishPublicSpeakinganddebating

课程类别:专业选修

学分:2学分

课时:32课时

主讲教师:韩静等

选定教材:StephenE.Lucas,《演讲的艺术》,北京:外语教学与研究出版社,2004年课程概述:

《英语演讲与辩论》课程是一门语言技能和专业知识相结合的课程,在一定程度上实现相关专业与外语专业之间的复合、交融和渗透,使学生从语言的单一性向知识的多元化、宽厚型方向转化.该课程有助于提高学生综合应用英语的能力,有助于学生综合素质的培养,是英语教学改革的新课型通过该课程的学习不仅能帮助学生进一步提高英语表达能力、英语口语交际能力,更有利于学生开拓思路、掌握沟通技巧;引导学生体会演讲魅力、提高演讲技巧、展示演讲才能,有利于他们早日掌握这门适用于各种领域的沟通艺术.

这门课程的学习需要一定程度的语言技能以外的知识积累.通过这门课程的学习,学生能够系统地了解英语演讲的技巧,英语演讲稿的写作方法以及英语演讲技巧在现代交际中的作用.本课程采用理论传授与实际操练相结合;教师讲解和学生参与相结合;教师点评和学生试评相结合的教学方法.

本课程授课内容主要包括两大块,均采用多媒体、互动式授课.第一部分包括英语演讲课程的理论教学,采用范例录像观摩和阐释理论知识点相结合的方法;第二部分包括学生操练并辅助以课堂讨论及对学生操练和作业进行评析等方法.考查方法采用课堂参与和考试相结合.

教学目的:

通过本课程的学习,使学生全面、系统地掌握英语演讲和辩论的理论知识与艺术特点以及在现实交际生活的作用及在一定程度上实现相关专业与外语专业之间的复合、交融和渗透,使学生从语言的单一性向知识的多元化、宽厚型方向转化,并且提高学生综合应用英语的能力和综合素质的培养.

教学方法:

本课程授课内容主要包括两大块,均采用多媒体、互动式授课.第一部分包括英语演讲辩论课程的理论教学,采用示范录像观摩和阐释理论知识点相结合的方法;第二部分包括学生操练并辅助以课堂讨论及对学生操练和作业进行评析等方法.考查采用课堂参与记录与考试相结合的方法,课堂参与记录占50%,考试占50%.

1)教学原则

a.教师为主导,学生为主体,训练为主线;

b.运用激励策略,营造宽松型、学生友好型氛围;

c.语境教学法;

d.过程教学法.

2)课堂组织形式

a.精讲多练,突出学生参与;

b.运用视听演示材料供学生观摩;

c.鼓励学生制作视觉辅助材料;

d.运用摄像设备拍录学生演讲实景;

e.先讲后评,组织讨论;

f.运用评估表分析学生演讲;

g.大班与小班授课应有区别.

各章教学要求及教学要点

第一章SpeakingAndListening

教学要求:

本章教学要求学生比较全面了解演讲的基本理论和概念,演讲中的道德准则以及倾听在言语交流中的重要性.

教学内容:

一、SpeakinginPublic

1.ThePowerofPublicSpeaking

2.TheTraditionofPublicSpeaking

3.SimilaritiesBetweenPublicSpeakingandConversation

4.DifferencesBetweenPublicSpeakingandConversation

5.DevelopingConfidence:YourSpeechClass

6.PublicSpeakingandCriticalThinking

7.TheSpeechCommunicationProcess

8.PublicspeakinginaMulticulturalWorld

二、EthicsandPublicSpeaking

1.TheImportanceofEthics

2.GuidelinesforEthicalSpeaking

3.Plagiarism

4.GuidelinesforEthicalListening

三、Listening

1.ListeningIsImportant

2.ListeningandCriticalThinking

3.FourCausesofPoorListening

4.HowtoBecomeaBetterListener

思考题:

1.Inwhatwayispublicspeakinglikelytomakeadifferenceinyourlife

2.Howispublicspeakingdifferentfromeverydayconversation

3.Howcanyoucontrolyournervousnessandmakeitworkforyouinyourspeeches

4.WhatarethesevenelementsofthespeechcommunicationprocessHowdotheyinteracttodeterminethesuccessorfailureofaspeech

第二章SpeechPreparation:GettingStarted

教学要求:

本章教学要求学生了解在演讲的准备阶段如何选题和立意,如何分析听众的特点,如何收集资料和如何规范地使用所搜集到的论据来说明自己的想法.

教学内容:

SelectingaTopicandPurpose

1.ChoosingaTopic

2.DeterminingtheGeneralPurpose

3.DeterminingtheSpecificPurpose

4.PhrasingtheCentralIdea

二、AnalyzingtheAudience

1.Audience-Centeredness

2.YourClassmatesasanAudience

3.ThePsychologyofAudiences

4.DemographicAudienceAnalysis

5.SituationalAudienceAnalysis

6.GettingInformationAbouttheAudience

7.AdaptingtotheAudience

三、GatheringMaterials

1.UsingYourOwnKnowledgeandExperience

2.DoingLibraryResearch

3.SearchingtheInternet

4.Interviewing

5.TipsforDoingResearch

四、SupportingYourIdeas

1.SupportingMaterialsandCriticalThinking

2.Examples

3.Statistics

4.Testimony

5.SampleSpeechwithCommentary

思考题:

1.WhatisthedifferencebetweenthespecificpurposeandthecentralideaofaspeechWhatarefourguidelinesforaneffectivecentralidea

2.WhatmethodscanyouusetoadaptyourspeechtoyouraudiencebeforethespeechDuringthespeech

3.Whatfivethingsshouldyoudototakeresearchnotesefficiently

4.Whatarefivetipsforusingexamplesinyourspeeches

第三章SpeechPreparation:OrganizingandOutlining

教学要求:

本章教学要求学生系统掌握英语演讲稿的写作方法和写作规范.

教学内容:

OrganizingtheBodyoftheSpeech

1.OrganizationIsImportant

2.MainPoints

3.SupportingMaterials

4.Connectives

二、BeginningandEndingtheSpeech

1.TheIntroduction

2.TheConclusion

三、OutliningtheSpeech

1.ThePreparationOutline

2.TheSpeakingOutline

思考题:

1.WhatarethefivebasicpatternsoforganizingmainpointsinaspeechWhichareappropriatefor

informativespeechesWhichisusedonlyinpersuasivespeechesWhichisusedmostoften

2.Whataresevenmethodsyoucanuseintheintroductiontogettheattentionandinterestofyouraudience

3.Whatarefourwaystoreinforcethecentralideawhenconcludingyourspeech

4.WhatisapreparationoutlineWhataretheeightguidelinesdiscussedinthechapterforwritingapreparationoutline

5.WhatisaspeakingoutlineWhatarefourguidelinesforyourspeakingoutline

第四章PresentingTheSpeech

教学要求:

本章教学要求学生基本掌握演讲写作中的语言技巧,演讲的不同形式,以及直观教具的制作和用法.教学内容:

一、UsingLanguage

1.LanguageIsImportant

2.MeaningsofWords

3.UsingLanguageAccurately

4.UsingLanguageClearly

5.UsingLanguageVividly

6.ANoteonInclusiveLanguage

二、Delivery

1.WhatisaGoodDelivery

2.MethodsofDelivery

3.TheSpeaker’sVoice

4.TheSpeaker’sBody

5.PracticingDelivery

6.AnsweringAudienceQuestions

三、UsingVisualAids

1.AdvantagesofVisualAids

2.KindsofVisualAids

3.GuidelinesforPreparingVisualAids

4.GuidelinesforPresentingVisualAids

思考题:

1.Whatarethreethingsyoushoulddotouselanguageclearlyinyourspeeches

2.WhyisitimportantforapublicspeakertouseinclusivelanguageWhatarefiveusagesofinclusivelanguagewhichhavebecomesowidelyacceptedthatnospeakercanaffordtoignorethem

3.Whataretheeightaspectsofvoiceusageyoushouldconcentrateoninyourspeeches

4.Whatarethefivestepsyoushouldfollowwhenpracticingyourspeechdelivery

5.Whatstepsshouldyoutakewhenpreparingforaquestion-and-answersessionWhatshouldyouconcentrateonwhenrespondingtoquestionsduringthesession

6.Whatarethemajoradvantagesofusingvisualaidsinyourspeeches

第五章VarietiesofPublicSpeaking

教学要求:

本章教学要求学生掌握演讲的几种主要的体裁,能够在不同的场合选择不同的方式进行有效演讲.教学内容:

教学内容:

SpeakingtoInform

1.TypesofInformativeSpeeches:AnalysisandOrganization

2.GuidelinesforInformativeSpeaking

3.SampleSpeechwithCommentary

4.TheImportanceofPersuasion

5.PersuasiveSpeechesonQuestionsofFact

6.PersuasiveSpeechesonQuestionsofValue

7.PersuasiveSpeechesonQuestionsofPolicy

二、MethodsofPersuasion

1.BuildingCredibility

2.UsingEvidence

3.Reasoning

4.Appealingtoemotions

三、SpeakingonSpecialOccasions

1.SpeechesofIntroduction

2.SpeechesofPresentation

3.SpeechesofAcceptance

4.CommemorativeSpeeches

5.After-DinnerSpeeches

四、SpeakinginSmallGroups

1.WhatIsaSmallGroup

2.LeadershipinSmallGroups

3.responsibilitiesinaSmallGroup

4.TheReflective-ThinkingMethod

5.PresentingtheRecommendationsoftheGroups

思考题:

1.WhymustinformativespeakersbecarefulnottooverestimatewhattheaudienceknowsaboutthetopicWhatcanyoudotomakesureyourideasdon’tpassovertheheadsofyourlisteners

2.Whatarethreemethodsyoucanusetoavoidabstractionsinyourinformativespeech

3.Explainthedifferencebetweenpassiveagreementandimmediateactionasgoalsforpersuasivespeechesonquestionsofpolicy.

4.Whatfourmethodsoforganizationareusedmostofteninpersuasivespeechesonquestionsofpolicy

5.Whatarefourtipsforusingevidenceeffectivelyinapersuasivespeech

6.Whatarethethreemajortraitsofagoodacceptancespeech

7.Whatarethefivemajorresponsibilitiesofeveryparticipantinasmallgroup

参考书目:

1)Lucas,StephenE.TheArtofPublicSpeaking.8thEd.NewYork:McGrawHill,2004.配有Instructor’sManual.

2)Verderber,RudolphF.TheChallengeofEffectiveSpeaking.10thEd.Boston:WadsworthPublishingCompany,1997.

3)Collins,Patrick.SayItwithPower&Confidence.Paramus:PrenticeHall,1998.

4)Kay,Sue:《实用演讲技巧》,北京:外语教学与研究出版社,2004.

5)亚历山大,《英语辩论手册》,北京:外语教学与研究出版社,1999.

Chineseuniversitiesshould/shouldnotallowmix-gender

dormitories.

LadiesandGentlemen,Goodevening!I’mverygladtostandhereandgiveyouashortIwillarguefromthefollowingtwoaspectsaboutChineseuniversitiesshouldnotallowmix-genderdormitories.

Firstofall,weshouldseriouslythinkabouttheexistencevalueofmix-genderdormitories.AccordingtothepublishedstudyofJournalofAmericanCollegeHealth,theyinvestigatedmorethan500studentsoffiveAmericanuniversities,andabout90%ofwhichlivinginthemix-genderdormitories.Inthedormitory,menandwomenarenotnecessarilyinthesameroom,manyofthemjustliveonthedifferentfloors.Theresultsofthesurveyshowthat41%ofthestudents,livinginthemix-genderdormitories,admitthattheyarepromiscuityinastudents,livinginasinglegenderdormitory,oftheratiois17%.Thestudyalsopointsthatlivinginthemix-genderdormitoryiseasiertopromiscuity.Theproportionofhavingthreeormoresexualpartnersinthepastyearisthreetimesasmuchasstudentswholiveinthesingle-gender,withthenumberincreasing,theaccountofpromiscuitywillbemakeusmoreembarrassedinthefuture.Secondly,italsohasagreateffectonstudents’living.Forexample,whenIwanttotakeabathafterbusyworkandhaveadeepsleepwearingpajamas,IfindthatIcan’tdoitbecauseIhaveamaleIwasaman,IwouldevenworriedIfIwouldbesuedforobsceneornot,justbecauseIwearashortpantsandmyshake-featheringistoolong.Andallthisistheembarrassmentduetoallowmix-genderwhenyoulivewiththestudentsincommonsex,girlscouldnotworryaboutthepositionwhichunderwearhangon,letalonewhethertheyarelesswearatnight.Meanwhileboyscanplaygamesloudlyanddon’thavetoworryaboutthegirl.Someprivacyisabletoacceptbythepeople,havingcommonsex,buttheoppositesexismanystudentsaren’tloverinmin-genderdorm.Thereforeprivacyprotectionhasbecomeanembarrassingproblem,butalsomakinglifeintoinconvenience.

新课程标准/演讲/辩论/教学设计

英语演讲与辩论是英语语言综合能力的体现。随着英语风行全球及国际间往来的频繁，人们用英语发表演说或进行辩论的机会越来越多：正式的学术报告，外国友人的宴会，各级各类的演讲与辩论比赛，等等。英语演讲与辩论是学生必须掌握的基本技能，理应在学校教育中受到重视。《普通高中英语课程标准》在语言技能目标中有这样的表述：“能经过准备就一般话题作3钟演讲。”九级的目标描述是：“能经过准备就一些专题作5-10分钟演讲，并回答有关提问。”而且，讲演与辩论作为语言应用类，也已被列为高中任意选修课之一。

英语演讲与辩论不仅是一个选修课模块，也可作为常规课堂教学的一种方法，用以训练学生的口语表达能力。把英语演讲与辩论作为一种教学方法应用于课堂教学，教学设计如下：

辩论主题：Isitrightorwrongtouseanimalsinexperiments?

教学目标：

1、引导学生就“动物实验”话题做发挥性语言表述，强化语言知识。

2、指导学生明确英语辩论的特点、技巧，提高他们的思维应变能力。教学难点：

以“辩论”的操练形式强化学生的英语思维能力，在公众场合的听说能力及临场应变能力。

Teachingproceduresdesign:

Step1Warmingup

I.Providethedebatetopic.

II.Dividethestudentsintotwogroups:thepositiveandthenegative

accordingtotheirownchoices.

III.Helpstudentscollectmaterialsingroups.

IV.Makethefirstdraftoftheirdebate,thedesignoftheirdebate,thestrategies,andstandardsforassessment,andsoon.

A、Thefirstaffirmativespeakermust:definethetopic;presenttheaffirmative’steamline;beginsargumentsagainstthenegativeside.

B、Thefirstnegativemust:acceptorrejectthedefinition;presentthenegativeteamline;rebutsomeofthemainpointsofthefirstaffirmativespeaker;presentsstrongnegativearguments.

C、Thesecondaffirmativemust:reaffirmtheaffirmative’steamline;rebutalltheremainingpointsofthenegative’scase;presentasummaryoftheaffirmative’scase;roundoffthedebatefortheaffirmative.

D、Thesecondnegativemust:reaffirmthenegative’steamline;rebutalltheremainingpointsoftheaffirmative’scase;presentasummaryofthenegative’scase.

Step2Carryoutthedebating

Someofthearguments:

I.Positive:Itisrighttouseanimalsinexperiments.

Arguments:

1、Animaltestinghashelpedtodevelopmedicinesagainstmanydiseases.Doctorscanbecomemoreskilledfromworkingonanimals.

2、Humanlife