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עמוד:13
The language in a debate is always polite , even when disagreeing with another speaker or answering the argument of another speaker . 5 The following are polite phrases that can be useful to a speaker in a debate . 1 / We propose that ... I / We think that ... I / We believe that ... In my / our opinion , ... 1 / We agree that ... I / We disagree with ... 1 / We have a different opinion about ... To sum up , ... In conclusion , ... Use each phrase in one or more sentences where you agree or disagree with the statement "Stereotypes in jokes are harmful . " Write the sentences in your notebook . A powerful argument supports the points presented and answers the points of other speakers . ? You can build and support your argument by introducing examples or showing the reason for , or result 01 something . ? You can answer an argument by showing how you disagree and how your points ^ different from those 0 \ another speaker . 6 on Place @ the following ^ connectors 25 . Some may in the appear appropriate in both column columns in . the table and so but also because for example first ( ly ) ... second ( ly ) ... finally . such as therefore in addition however although as a result on the one hand ... on the other hand ... 7 Work with a partner and debate the issue of stereotypes in jokes . ? One of you should agree with the statement "Stereotypes in jokes are harmful " and the other should disagree . ? Use the phrases from activity 5 together with suitable connectors from activity 6 . 8 Have a class debate on the above issue . ? Choose a chairperson and two teams with three speakers on each team . ? The rest of the class will be judges . ? After each team presents its side of the argument , the judges should take a vote on the issue — based on which side presented the better argument . Which side gave the better argument according to the vote of the judges ? To build and support an argument , and to answer the points of another speaker , you should use connectors . These are words and phrases that connect ideas .
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