英语演讲与辩论
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课程编号:100191
英文名:The Art of English Public Speaking and debating
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:Stephen E. 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.
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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
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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
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第一章 Speaking And Listening
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、Speaking in Public
1. The Power of Public Speaking
2. The Tradition of Public Speaking
3. Similarities Between Public Speaking and Conversation
4. Differences Between Public Speaking and Conversation
5. Developing Confidence: Your Speech Class
6. Public Speaking and Critical Thinking
7. The Speech Communication Process
8. Public speaking in a Multicultural World
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二、Ethics and Public Speaking
1. The Importance of Ethics
2. Guidelines for Ethical Speaking
3. Plagiarism
4. Guidelines for Ethical Listening
三、Listening
1. Listening Is Important
2. Listening and Critical Thinking
3. Four Causes of Poor Listening
4. How to Become a Better Listener
思考题:
1. In what way is public speaking likely to make a difference in your life?
2. How is public speaking different from everyday conversation?
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3. How can you control your nervousness and make it work for you in your speeches?
4. What are the seven elements of the speech communication process? How do they interact to determine the success or failure of a speech?
第二章 Speech Preparation: Getting Started
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:
Selecting a Topic and Purpose
1. Choosing a Topic
2. Determining the General Purpose
3. Determining the Specific Purpose
4. Phrasing the Central Idea
二、Analyzing the Audience
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1. Audience-Centeredness
2. Your Classmates as an Audience
3. The Psychology of Audiences
4. Demographic Audience Analysis
5. Situational Audience Analysis
6. Getting Information About the Audience
7. Adapting to the Audience
三、Gathering Materials
1. Using Your Own Knowledge and Experience
2. Doing Library Research
3. Searching the Internet
4. Interviewing
5. Tips for Doing Research
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四、Supporting Your Ideas
1. Supporting Materials and Critical Thinking
2. Examples
3. Statistics
4. Testimony
5. Sample Speech with Commentary
思考题:
1. What is the difference between the specific purpose and the central idea of a speech? What are four guidelines for an effective central idea?
2. What methods can you use to adapt your speech to your audience before the speech? During the speech?
3. What five things should you do to take research notes efficiently?
4. What are five tips for using examples in your speeches?
第三章 Speech Preparation: Organizing and Outlining
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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:
Organizing the Body of the Speech
1. Organization Is Important
2. Main Points
3. Supporting Materials
4. Connectives
二、Beginning and Ending the Speech
1. The Introduction
2. The Conclusion
三、Outlining the Speech
1. The Preparation Outline
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2. The Speaking Outline
思考题:
1. What are the five basic patterns of organizing main points in a speech? Which are appropriate for
informative speeches? Which is used only in persuasive speeches? Which is used most often?
2. What are seven methods you can use in the introduction to get the attention and interest of your audience?
3. What are four ways to reinforce the central idea when concluding your speech?
4. What is a preparation outline? What are the eight guidelines discussed in the chapter for writing a preparation outline?
5. What is a speaking outline? What are four guidelines for your speaking outline?
第四章 Presenting The Speech
教学要求:
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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、Using Language
1. Language Is Important
2. Meanings of Words
3. Using Language Accurately
4. Using Language Clearly
5. Using Language Vividly
6. A Note on Inclusive Language
二、Delivery
1. What is a Good Delivery?
2. Methods of Delivery
3. The Speaker’s Voice
4. The Speaker’s Body
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5. Practicing Delivery
6. Answering Audience Questions
三、Using Visual Aids
1. Advantages of Visual Aids
2. Kinds of Visual Aids
3. Guidelines for Preparing Visual Aids
4. Guidelines for Presenting Visual Aids
思考题:
1. What are three things you should do to use language clearly in your speeches?
2. Why is it important for a public speaker to use inclusive language? What are five usages of inclusive language which have become so widely accepted that no speaker can afford to ignore them?
3. What are the eight aspects of voice usage you should concentrate on in your speeches?
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4. What are the five steps you should follow when practicing your speech delivery?
5. What steps should you take when preparing for a question-and-answer session? What should you concentrate on when responding to questions during the session?
6. What are the major advantages of using visual aids in your speeches?
第五章 Varieties of Public Speaking
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:
Speaking to Inform
1. Types of Informative Speeches: Analysis and Organization
2. Guidelines for Informative Speaking
3. Sample Speech with Commentary
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4. The Importance of Persuasion
5. Persuasive Speeches on Questions of Fact
6. Persuasive Speeches on Questions of Value
7. Persuasive Speeches on Questions of Policy
二、Methods of Persuasion
1. Building Credibility
2. Using Evidence
3. Reasoning
4. Appealing to emotions
三、Speaking on Special Occasions
1. Speeches of Introduction
2. Speeches of Presentation
3. Speeches of Acceptance
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4. Commemorative Speeches
5. After-Dinner Speeches
四、Speaking in Small Groups
1. What Is a Small Group?
2. Leadership in Small Groups
3. responsibilities in a Small Group
4. The Reflective-Thinking Method
5. Presenting the Recommendations of the Groups
思考题:
1. Why must informative speakers be careful not to overestimate what the audience knows about the topic? What can you do to make sure your ideas don’t pass over the heads of your listeners?
2. What are three methods you can use to avoid abstractions in your informative speech?
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3. Explain the difference between passive agreement and immediate action as goals for persuasive speeches on questions of policy.
4. What four methods of organization are used most often in persuasive speeches on questions of policy?
5. What are four tips for using evidence effectively in a persuasive speech?
6. What are the three major traits of a good acceptance speech?
7. What are the five major responsibilities of every participant in a small group?
参考书目:
1)Lucas, Stephen E. The Art of Public Speaking. 8th Ed. New York: McGraw Hill, 2004. 配有Instructor’s Manual.
2)Verderber, Rudolph F. The Challenge of Effective Speaking. 10th Ed. Boston: Wadsworth Publishing Company, 1997.
3) Collins, Patrick. Say It with Power & Confidence. Paramus: Prentice Hall, 1998.
4)Kay, Sue:《实用演讲技巧》,北京:外语教学与研究出版社,2004.
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5)亚历山大,《英语辩论手册》,北京:外语教学与研究出版社,1999.
Chinese universities should/should not allow mix-gender
dormitories.
Ladies and Gentlemen, Good evening! I’m very glad to stand here and give you a shortI will argue from the following two aspects about Chinese universities should not allow mix-gender dormitories.
First of all,we should seriously think about the existence value of mix-gender dormitories. According to the published study of Journal of American College Health, they investigated more than 500 students of five American universities,and about 90% of which living in the mix-gender dormitories. In the dormitory, men and women are not necessarily in the same room, many of them just live on the different floors. The results of the survey show that 41% of the students,living in the mix-gender dormitories,admit that they are promiscuity in astudents,living in a single gender dormitory,of the ratio is 17%.The study also points that living in the mix-gender dormitory is easier to promiscuity. The proportion of having three or more sexual partners in the past year is three times as much as students who live in the single-gender ,with the number increasing,the account of promiscuity will be make us more embarrassed in the future. Secondly, it also has a great effect on students’ living. For example,when I want to take a bath after busy work and have a deep sleep wearing pajamas,I find that I can’t do it because I have a maleI was a man,I would even worried If I would be sued for obscene or not ,just because I
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wear a short pants and my shake-feathering is too long. And all this is the embarrassment due to allow mix-genderwhen you live with the students in common sex,girls could not worry about the position which underwear hang on, let alone whether they are less wear at night. Meanwhile boys can play games loudly and don’t have to worry about the girl. Some privacy is able to accept by the people,having common sex,but the opposite sex ismany students aren’t lover in min-gender dorm. Therefore privacy protection has become an embarrassing problem,but also making life into inconvenience.
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：Is it right or wrong to use animals in experiments?
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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。
Teaching procedures design:
Step 1Warming up
I.Provide the debate topic.
II. Divide the students into two groups: the positive and the negative
according to their own choices.
III. Help students collect materials in groups.
IV. Make the first draft of their debate, the design of their debate, the strategies, and standards for assessment, and so on.
A、The first affirmative speaker must: define the topic; present the affirmative’s team line; begins arguments against the negative side.
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B、The first negative must: accept or reject the definition; present the negative team line; rebut some of the main points of the first affirmative speaker; presents strong negative arguments.
C、The second affirmative must: reaffirm the affirmative’s team line; rebut all the remaining points of the negative’s case; present a summary of the affirmative’s case; round off the debate for the affirmative.
D、The second negative must: reaffirm the negative’s team line; rebut all the remaining points of the affirmative’s case; present a summary of the negative’s case.
Step 2Carry out the debating
Some of the arguments:
I.Positive: It is right to use animals in experiments.
Arguments:
1、 Animal testing has helped to develop medicines against many diseases. Doctors can become more skilled from working on animals.
2、Human life is more important than animal life. Millions of animals are killed for food every year .Using animals for medical science is much more important.
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3、Few animals feel any pain. They get painkillers and if the experiment does not work, they are killed before they feel pain.
II.Negative: It is wrong to use animals in experiments.
Arguments:
1、Millions of animals die in experiments that are not successful. Doctors can learn the same things from watching other doctors or videos.
2、Animals have the same rights as human beings. Animals are still used to test cleaning products, skin creams and shampoos. There are already many such products; we don’t need more of them.
3、Can we know they don’t feel pain? We have no right to kill them.
Step 3commenting
Offering comments about the debate according to the standards we discussed.
Step 4Summarizing
What have you learned in this lesson?
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Step 5Homework
Write a short passage about the debate topic, presenting your own opinion and your arguments or reasons.
设计反思：
演讲与辩论不同于一般的口语交际，有其特殊性，教师必须更加灵活地控制课堂，以便最大限度地发挥学生现有的语言交际能力，同时也为他们创造更多的学习机会，克服各种障碍，积极参与。教师也应努力营造一种宽容，友善的课堂气氛，使学生的演讲与辩论活动不受到正确或错误的评判。此外，教师还应积极引导，鼓励学生的主动参与，使每个学生在活动中都能得到锻炼。要以学生为主体，教师作活动的设计者、学生目标的引导者和学习群体的协调者。同时，教师也要提高自身的素质，不仅要有扎实的英语专业知识、熟练的专业技能、较强的课堂组织能力，还要有演讲与辩论的示范能力，掌握新课程理念，不断改进教学方法。
各位读友大家好，此文档由网络收集而来，欢迎您下载，谢谢
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