【正文】 nything, but must demonstrate that the case statement is not correct. The Speaker decides at the end of the round, based on the arguments made in the round, whether the Government has proved its case or whether the Opposition has disproved it. The team which met its burden more convincingly wins. Rules of Debate Rules of Debate (condensed from Competitive Debate: Rules and Techniques, by Gee McCoy Musgrave. New York: . Wilson, 1957) 1. There are two teams, each consisting of two or three speakers. 2. Each team has two or three constructive speeches, and two to three rebuttal speeches. The affirmative gives the first constructive speech, and the rebuttals alternate: negative, affirmative, negative, affirmative. The affirmative has both the first and last speeches of the debate. 3. When worded as a proposition of policy, the topic requires the affirmative to support some specified action by some particular individual or group. The affirmative has the right to make any reasonable definition of each of the terms of the proposition. If the negative challenges the reasonableness of a definition by the affirmative, the judge must accept the definition of the team that shows better grounds for its interpretation of the term. 4. The affirmative must advocate everything required by the topic itself. No revision of position of a team is permitted during the debate. 5. He who asserts must prove. In order to establish an assertion, the team must support it with enough evidence and logic to convince an intelligent but previously uninformed person that it is more reasonable to believe the assertion than to disbelieve it. Facts must be accurate. Visual materials are permissible, and once introduced, they bee available for the opponents39。 Exercise 2. In Exercise 2, have a pair of Ss to act out the dialogue. 2. Then check answers. 3. Ask them to summarize what can function as predicatives in sentences. So, together with the Ss we work out that adj, noun, pronoun, numeral, adv, prepositional phrases ， infinitives, ing, ed, clauses can function as predicatives. Step Ⅳ Further Explaining 1. 表語(yǔ) Predicative 表語(yǔ)是由系動(dòng)詞引導(dǎo)的主語(yǔ)補(bǔ)足語(yǔ)，補(bǔ)充說(shuō)明主語(yǔ)。 功能 表示禁止、表示警告、表示許可 話題 澳大利亞的地理、歷史、主要城市、自然風(fēng)光、野生動(dòng)植物、風(fēng)俗習(xí)慣 2． 語(yǔ)言技能 聽 聽懂關(guān)于澳大利亞沖浪營(yíng)救俱樂部、澳大利亞旗幟的 介紹和野營(yíng)安全的對(duì)話 說(shuō) 用表示禁止、警告、許可的句型來(lái)進(jìn)行對(duì)一些警示性標(biāo)志進(jìn)行功能表達(dá)；對(duì) “澳大利亞是一個(gè)危險(xiǎn)的旅游地方 ”這一辯題訓(xùn)練學(xué)生綜合說(shuō)的能力。 寫作是讀寫結(jié)合的任務(wù)型活動(dòng)。 聽力材料為魏平和他的好友之間的一段對(duì)話 鮑勃?jiǎng)裾f(shuō)魏平去野營(yíng)，但魏平有所顧忌。這個(gè)練習(xí)給 予學(xué)生充分的聯(lián)想空間，既鞏固了課文生詞，又復(fù)習(xí)了舊詞，還通過(guò)同伴之間相互交流認(rèn)識(shí)了更多的生詞，一舉多得。這項(xiàng)練習(xí)包含了兩種重要的詞匯策略： 1）根據(jù)上下文猜測(cè)生詞的意思； 2）。詞匯部分練習(xí) 1 匙一個(gè)含 11 個(gè)空的語(yǔ)篇，要求學(xué)生用課文中出現(xiàn)的生詞填空。練習(xí) 3 是對(duì)課文內(nèi)容的拓展，訓(xùn)練學(xué)生的邏輯思維能力和表達(dá) 能力。 閱讀部分包含五篇主題 相同卻風(fēng)格各異的短文，百科全書選段、新聞報(bào)道、廣告、明信片、旅游手冊(cè)文章，從多角度概敘了澳大利亞的國(guó)家全貌。 Unit 3 Australia （一）教材分析： 本單元的中心話題是 “澳大利亞 ”，主要內(nèi)容涉及澳大利亞的地理、歷史、主要城市、自然風(fēng)光、野生動(dòng)植物、風(fēng)俗習(xí)慣等內(nèi)容。 讀前部分旨在訓(xùn)練學(xué)生的閱讀技巧，要求學(xué)生快速瀏覽五篇短文后，回答前面的這個(gè)部分設(shè)計(jì)的三個(gè)問題。這個(gè)練習(xí)從形式上看比較簡(jiǎn)單，但他能使學(xué)生對(duì)文中信息進(jìn)行主動(dòng)加工，從認(rèn)知層面提升到思維層面，從而書本上的知識(shí)納入了自己的知識(shí)體系。 “語(yǔ)言學(xué)習(xí) ”部分由詞匯和語(yǔ)法兩部分組成。最后，再查 英英詞典，將你不認(rèn)識(shí)的單詞的定義寫在 “定義 ”一欄中。即 “學(xué)一個(gè)記一串 ”， 以一個(gè)單詞為中心，衍生出與之相關(guān)的派生詞和合成詞。 語(yǔ)言的運(yùn)用分為 “聽說(shuō) ”和 “閱 讀討論 ” 兩部分。 辯論部分提供的題目是：澳大利亞是一個(gè)危險(xiǎn)的旅游地點(diǎn)。 （二）教學(xué)目標(biāo) 1．語(yǔ) 言知識(shí) 詞匯 associate barrier brochure adequate ecology autonomous federal defense policy tax taxation nation citizen citizenship celebration birthplace tolerate tolerance migrant homeland via superb rust rusty tropical splendor heritage aboriginal fortnight reservation highway cradle rainfall agriculture sow bachelor correspond owe enclosure authority desperate shrink barbecue paralyze sickness recover funnel snatch amongst vinegar unconscious 詞組 associate with Great Barrier Reef out of respect correspond with owe … to talk …into … 語(yǔ)法 Revising of Predicative (復(fù)習(xí)表語(yǔ) ) 歸納總結(jié)在句中作表語(yǔ)的可以是：名詞短語(yǔ)、數(shù)詞、代詞、形容詞、副詞、非謂語(yǔ)動(dòng)詞、介詞短語(yǔ) /詞組、從句。 Writing Period 1 Reading Ⅰ . Teaching aims: 1. Enable the students to learn some information about Australia 2. Train the students’ reading ability(skimming, detail reading, distinguishing different styles of articles) Ⅱ . Teaching important points: Get some information of Australia in the text Ⅲ . Teaching difficult points: Enable the students to distinguish different styles of extract articles Ⅳ . Teaching methods: Cooperati ve learning, taskbased learning Ⅴ . Teaching aids: A puter, a blackboard, a taperecord Ⅵ . Teaching procedures: Ste pⅠ Leadin