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Getting ready for the round table. Group the following conversational formulas in A into categories in B

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  1. ACCOUNTING, ITS CATEGORIES AND SPECIALISED AREAS
  2. Answer the following questions.
  3. Articulatory and physiological classification of English consonants according to the following pronounles:
  4. B) Answer the following questions.
  5. B) Answer the following questions.
  6. Background
  7. Background
  8. C) Find adjectives in the first two texts which mean the following.
  9. C) Find English equivalents for the following phrases.
  10. Categories of Dialectics
  11. COLGROUP
  12. D Rotation around an Arbitrary Axis
· And as proof of that,.. · Another interesting point is · As I see it,.... · But all the evidence suggests that.. · But isn't it really a question of.. · By which I mean · Can I come to that later? · Can we leave that to another discussion? · Do you mind if I jump in here? · For instance,.. · Having looked at., I'd now like to consider.. · I now want to turn to.... · I really do think that.... · I see what you mean, but.. · I take your point, but.. · I tend to think that · I want to highlight/emphasize.... · I’m afraid I can’t agree with you on that. As I was saying… · I'd just like to say that... · If I could just come in here · If I may finish this point… · If I may, I think…. · If we put that another way, · I'm afraid I can't agree with. on this matter · I'm convinced that.... · I'm inclined to think that... · In other words, · It's important to remember that.... · Moving on now to. · Or you could say · That is to say, · That’s not really relevant at this stage… · The crucial/essential point is.... · The point I'm making is · To illustrate my/our point · To put it another way, · Turning now to.. · Um... um... um... · We should bear in mind that.... · What (in effect) we are saying is....

 

Changing the point (Dis)agreement
   
Adding Emphasis Exemplifying
   
Opinion/Conviction Interrupting
   
Rephrasing Avoiding/Responding interruption
   

 

  1. Fill out this card before the role play and hand it in to your instructor for her/him to be able to better assess your preparation and performance.

 

Name ____________________________ Role ___________________________________
A. Line of argument
B. Language Input  
1. Relevant phrases from the text a) ____________________________________ b) ____________________________________ c) ____________________________________ 2. Relevant phrases from other sources a) _______________________________________ b) _______________________________________ c) _______________________________________  
3. Rhetorical Functions: Introduction/Aims 4. Rhetorical Functions: Convictions
5. Rhetorical Functions: Entering Discussion 6. Rhetorical Functions: (Dis)Agreement
7. Rhetorical Functions: Clarifying 8. Rhetorical Functions: Emphasizing
9. Rhetorical Functions: Rephrasing 10. Rhetorical Functions: Changing the Point
Active vocabulary:  
     

 


 

ROUND TABLE ASSESSMENT CRITERIA

  Comment %
Relevance of ideas (monologue and discussion), max 40% No repetitions max 20 % Logic max 30%    
Connectives and language etiquette (max 15%)    
Participation (max 30%)    
Eye contact, gestures, etc (10 %) Pronunciation/ Intonat./ Tempo (max 10%) Reading (max 40%)    
Active Vocabulary (+ max 10%)    
Primitive Language (max10%)    
Grammar & Vocabulary (max 15%)    
Particular strengths    
Significant weaknesses    
Total
       

 

 


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