（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。語言技能和語言知識(shí)都是圍繞這一中心設(shè)計(jì)的。
熱身（Warming-up）部分用幾幅關(guān)于澳洲的大城市和著名的風(fēng)景點(diǎn)的圖畫，過渡到這個(gè)單元的課題，并引出與下面閱讀課文相關(guān)的詞匯和背景知識(shí)。
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。
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。理解部分由三項(xiàng)練習(xí)組成，練習(xí)1和“讀前”部分相呼應(yīng)，也是要求學(xué)會(huì)快速閱讀課文，旨在訓(xùn)練略讀技巧。練習(xí)2要求學(xué)生仔細(xì)回答仔細(xì)細(xì)讀課文，同時(shí)標(biāo)出自己以前不了解的一些關(guān)于澳大利亞的信息，列出其中最有意思的五項(xiàng)，并與同伴交流討論。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。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。由于五篇短文大多是陳述性和描敘性的語言，而沒有表達(dá)個(gè)人的觀點(diǎn)的語句，因此，該練習(xí)借用文中提到的一些事實(shí)發(fā)問，以激發(fā)學(xué)生對(duì)文章內(nèi)容的深沉思考。問題的答案不能從文中直接找到，要求學(xué)生有理有據(jù)地說出自己的觀點(diǎn)。
“語言學(xué)習(xí)”部分由詞匯和語法兩部分組成。詞匯部分練習(xí)1匙一個(gè)含11個(gè)空的語篇，要求學(xué)生用課文中出現(xiàn)的生詞填空。練習(xí)2也是個(gè)語篇題，內(nèi)容是關(guān)于澳大利亞早期移民的艱苦生活。這個(gè)練習(xí)要求學(xué)生首先閱讀短文，看看其中畫線單詞是否認(rèn)識(shí)，不要著急查詞典，先試試猜一猜的它的意思，并寫在“你的釋義”一欄中。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。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）。用英語給英語單詞下定義。練習(xí)3也包含了兩種重要的詞匯學(xué)習(xí)策略。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。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，還通過同伴之間相互交流認(rèn)識(shí)了更多的生詞，一舉多得。 語法部分復(fù)習(xí)的重點(diǎn)是“表語”。 三個(gè)練習(xí)所用的語篇雖然不同，但任務(wù)是一樣的，都是要求學(xué)生辨認(rèn)表語的各種形式。
語言的運(yùn)用分為“聽說”和“閱讀討論” 兩部分。 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魏平去野營(yíng)，但魏平有所顧忌。練習(xí)1介紹聽力內(nèi)容發(fā)生的背景，并讓學(xué)生預(yù)測(cè)魏平為什么對(duì)露營(yíng)敢到緊張，他有可能害怕什么�！伴喿x討論”部分的主要內(nèi)容是關(guān)于澳大利亞的幾種危險(xiǎn)動(dòng)物展開。
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)。
寫作是讀寫結(jié)合的任務(wù)型活動(dòng)。而這一任務(wù)又是前面“閱讀”和“辯論”的延續(xù)。學(xué)生通過前面部分獲得的有關(guān)澳大利亞危險(xiǎn)野生動(dòng)物信息和“辯論”部分的總結(jié)，自己對(duì)“露營(yíng)是否安全”這一問題給予回答。
（二）教學(xué)目標(biāo)
1．語言知識(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 …
語法 Revising of Predicative (復(fù)習(xí)表語)
歸納總結(jié)在句中作表語的可以是：名詞短語、數(shù)詞、代詞、形容詞、副詞、非謂語動(dòng)詞、介詞短語/詞組、從句。
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 用表示禁止、警告、許可的句型來進(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)生綜合說的能力。
讀 略讀、細(xì)讀、語義場(chǎng)在段落篇章閱讀中運(yùn)用以及對(duì)文章風(fēng)格特點(diǎn)把握的訓(xùn)練
寫 在前面部分獲得的有關(guān)澳大利亞危險(xiǎn)野生動(dòng)物信息和“辯論”部分的總結(jié)，書面對(duì)“露營(yíng)是否安全”這一問題給予回答。
3．學(xué)習(xí)策略
學(xué)生在一定程度上形成自主學(xué)習(xí)、合作學(xué)習(xí)、信息處理、英語思維能力以及綜合運(yùn)用語言能力（辯論、寫作）的能力
認(rèn)知 猜測(cè)、細(xì)讀、速讀、略讀、演繹及說、說以及綜合運(yùn)用信息等技能
調(diào)控 小組活動(dòng)中通過對(duì)同伴的意見歸納，用自己的方式表達(dá)出來，從前面的閱讀和同伴處得到反饋，對(duì)自己在作文中的錯(cuò)誤進(jìn)行修改；同伴合作，探究發(fā)現(xiàn)規(guī)律并靈活運(yùn)用
交際 積極地參與雙人或小組的討論，創(chuàng)設(shè)情景進(jìn)行交際，有效完成任務(wù)
4．教學(xué)的重點(diǎn)和難點(diǎn)
（1）重點(diǎn)
1）了解澳大利亞的地理、歷史、主要城市、自然風(fēng)光、野生動(dòng)植物、風(fēng)俗習(xí)慣
2）學(xué)會(huì)表達(dá)禁止、警告和許可
3）歸納復(fù)習(xí)語法項(xiàng)目---表語
4）讓學(xué)生學(xué)會(huì)就在澳洲野營(yíng)可能遇到的一些危險(xiǎn)動(dòng)物提供建議
5）讓學(xué)生掌握辯論技巧，對(duì)提供的辯題進(jìn)行辯論
6）讓學(xué)生對(duì)“露營(yíng)是否安全”進(jìn)行E-mail回復(fù)
（2）難點(diǎn)
1）讓學(xué)生學(xué)會(huì)就在澳洲野營(yíng)可能遇到的一些危險(xiǎn)動(dòng)物提供建議
2）讓學(xué)生掌握辯論技巧，對(duì)提供的辯題進(jìn)行辯論
3）讓學(xué)生對(duì)“露營(yíng)是否安全”進(jìn)行E-mail回復(fù)的書面表達(dá)
（三）教學(xué)安排
對(duì)課本內(nèi)容進(jìn)行優(yōu)化組合，可將本單元分成5個(gè)課時(shí)
Period 1 Reading
Period 2 Language points
Period 3 Grammar
Period 4 Using Language
Period 5 Debating & 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:
Cooperative learning, task-based learning
Ⅴ. Teaching aids:
A computer, a blackboard, a tape-record
Ⅵ. Teaching procedures:
StepⅠ Lead-in
1. Greeting
2. Ask Ss to guess the country we are going to talk about---“Today we are going to learn about a country. It is a country and also a continent. It is surrounded by oceans. While many other countries are having winter, it is in summer. In this country, you will see many plants and animals that cannot be found anywhere else, such as the kangaroo, koala bear, ect. Do you know which country it is?”
3. Ask Ss to say something about each picture and distinguish what city does each picture associates with. “Have you ever been to Australia? What places do you know in Australia? (Well-known cities, famous scenic spots, etc.) Look at the pictures. What do you see in each picture? Can you recognize them? Why?”
4. Ask Ss to find the places listed in Question 1 on the map
5. Ask Ss to work in groups and discuss what they know about these places.
Step Ⅱ Pre-reading
1. Ask Ss to quickly glance at the five text and answer the questions designed for this part.
2. Get the Ss know some reading strategies: skimming, detail reading and paying attention to the words that frequently appeared in the text and equally important, their relative words.
Step Ⅲ Reading
1. Ask the Ss to read the text quickly and answer questions listed in Exercise 1, Comprehending part.
2. Ask the Ss to read the text in detail, underline the information they didn’t know before and write down five facts that they consider to be the most interesting and exchange information in groups’ work.
Step Ⅳ Discussion
Ask the Ss to work in groups to discuss the following questions.
1. What kind of people do you think make Australia their home?
2. Each year large numbers of people became Australian citizens. Why do you think they choose to become citizens?
3. When do you think traveling by train across Australia would be appropriate and when do you think traveling by plane would be most suitable? Give more than one reasons.
4. In what part of Australia do you think most agriculture takes place? Give reasons.
5. Why do you think the population of Australia is so small when it is such a large country?
6. Choose five words or phrases to describe Australia.
Step Ⅴ Language points
Explain some difficult points as listed in the PPT.
Step Ⅵ Homework
1. Finish Ex.1, 2, 3, Page24-25.
2. Write an article about the reasons why people want to travel in Australia
Period 2 Language Points
Ⅰ. Teaching aims:
1. Target Language
backgrounds, nation, citizens, tolerance, Aboriginal, homelands, migrants, adequate, sow, hardship, bachelor, correspond, owe
2. Ability goals
Enable Ss to use the new words in the text or passages
Enable Ss to give correspondent definition of each new word
Enable Ss to learn useful strategy to expand their vocabulary
Ⅱ. Teaching important points:
Enable Ss to use the new words in context
Enable Ss to give correspondent definition of each new word
Enable Ss to learn useful strategy to expand their vocabulary
Ⅲ. Teaching difficult points:
Enable Ss to give correspondent definition of each new word
Enable Ss to learn useful strategy to expand their vocabulary
Ⅳ. Teaching methods:
Cooperative learning, task-based learning
Ⅴ. Teaching aids:
A computer, a blackboard, a tape-recorded
Ⅵ. Teaching procedures:
StepⅠ Greetings
StepⅡ Lead-in
T: Yesterday we read five short texts which introduce certain aspects of Australia, each short text is written in a different style, and so do you know what styles are they?
StepⅢ Word Study
1. Ex1 on page 24. First show the words on the screen and check Ss’ understanding of each word. Then do the exercise, that is, ask each Ss to read out a sentence and figure out what words should be filled in each blank, and then translate it into good Chinese.
2. Ex2 on page 25. Ask the Ss to read the text and try to guess the meaning of each bolded words in the context and try to explain them in English. Then ask them to look up the words in English-English dictionary, and check whether their former definitions are right or wrong.
3. Ex3 on page 25. Ask Ss to follow the example and try to write down as many words related to each of the following words as possible.
tax: taxation, taxed, taxable, taxman, taxpayer
home: homework, homely, homeland, homeless, homemaker, homecoming, homesick
rust: rusty, rustproof
time: timely, timing, timekeeper, timer, timepiece, timesaving, timetable, timeless
StepⅣ Consolidating Exercise
Choose the correct words to complete the following sentences.
1) The young woman seemed to be asleep, but in fact she was _____________.
2) The house looked old form outside, but inside it was ____________.
3) The knife appeared _____________, but it proved to be extremely sharp.
4) The name of the place sounds like English, but it is _____________.
5) The fruit smelled bad, but it turned out to be very ___________.
6) The food and water seemed __________ quality, but they made us sick.
7) The situation seemed _________ quality, but it proved to be hopeful.
8) This island appears to be an independent country, but actually it is to be a(n) ________ region within the country.
Keys: unconscious superb rusty aboriginal tasty adequate desperate autonomous
Step V. Homework
Do Exercise in the workbook page68-69 Ex1, 2, 3, 4.
Period 3 Grammar: Revising of the Predicative
Ⅰ. Teaching aims:
1. Enable the Ss to grasp what can function as predicative (words, phrases, nonfinite, clauses)
2. Enable the Ss to apply this grammar point to the daily use of English
Ⅱ. Teaching important points:
What can function as predicative and how to use correctly use them to the context
Ⅲ. Teaching difficult points:
What can function as predicative and how to correctly apply them to the context
Ⅳ. Teaching methods:
Inductive and deductive methods, task-based learning and cooperative learning
Ⅴ. Teaching aids:
A computer, a blackboard
Ⅵ. Teaching procedures:
(Pre-class)
1. Get the Ss to collect some pictures of Australia and describe them respectively
Step Ⅱ Revision and lead in
1. Ask the students to recall what they’ve learned in the previous reading passage(five short texts in the Reading part)
2. Ask them a group of questions:
Where is Australia?
How do you like Australia? Use several Adjectives to describe it.
Do you think Australia is a wonderful tourist destination?
How would you feel if you offered a chance to tour around Australia?
Then write down Ss’ answers, of course each answer contains a predicative, so underline them, thus lead in today’s main focus---grammar point the predicative.
Step Ⅲ Discovering the rules
1. Ask the Ss to turn to page 26 and underline all the predicatives in Exercise 1 & 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 Predicative
表語是由系動(dòng)詞引導(dǎo)的主語補(bǔ)足語，補(bǔ)充說明主語。常見的系動(dòng)詞有：be become feel grow prove smell taste appear get go remain sound seem stay keep
２．充當(dāng)表語的成分有形容詞、名詞、代詞、數(shù)詞、副詞、介詞短語、詞組、不定式、�。璱ng 形式、過去分詞、從句等。
3．形容詞作表語，用來修飾說明主語, 例如:
You don’t feel well today. Are you sick?
4．形容詞只能作表語，不能作定語，如：
afraid asleep ready unable alive
aware glad sorry well alone sure
可以說 “She felt glad.” 但不能說“a glad woman”.
5. 名詞或名詞詞組作表語，一般用來確定主語的性質(zhì)，或者表達(dá)主語的看法，例如：
He became a doctor.
Boys are boys.
He’s not the right man for the job.
She seemed an ideal wife for him.
6. 可以接不定式的系動(dòng)詞有：
be appear prove seem
例如：
They only aim was to get success.
She appears to have many beautiful dresses.
It proved to be much easier than we have thought.
Step Ⅴ Consolidating and Applying the rule
Exercise to be shown on the PPT and one student at a time to do the exercise orally. (Judging whether the sentences contain predicatives, using sentence pattern “S+V+P” to rewrite sentences, correspondent practices in workbooks.
Step Ⅵ Summary and Assignment
1. Make a summary of today’s task.
2. Assign Ss to surf the write a short article to introduce an object or an experience, using as many predicatives as possible in the article.
Period 4 Using language
Ⅰ. Teaching aims:
1. Enable the Ss to get some basic knowledge about dangerous creatures in Australia
2. Help Ss learn how to protect themselves from the dangerous creatures in Australia
Ⅱ. Teaching important points:
Enable the Ss to know what attention should be paid while camping in Australia to
protect themselves totally safe from the dangerous creatures
Ⅲ. Teaching difficult points:
Teach the Ss how to figure out the best ways to stay safe while camping outside
Ⅳ. Teaching methods:
Task-based learning and cooperative learning
Ⅴ. Teaching aids:
A computer, a blackboard, a recorder
Ⅵ. Teaching procedures:
StepⅠLead-in
1. Greetings.
2. Ask some students to talk about what they know about wildlife in Australia and what they should pay attention to if they are offered a chance to travel around Australia. Thus lead to today’s topic.
StepⅡ Listening
1. Pre-listening (Ask Ss to turn to page 26 and to predict what Wei Ping might be nervous about.)
2. Listening task(Exercise 2--- answer the questions)
3. Listening task(Exercise 3 – filling the blanks)
4. Listening again and having a discussion
Keys to tasks 2
1. He is worried about snakes.
2. No. Because he does not believe they are likely to see any and he knows what precautions to take against being bitten.
3. He probably has talked him around because he assured Wei Ping that there was very little danger. Also the fact that Wei Ping summarized the advice Bob gave him suggests that he has accepted bob’s assurances.
Keys to task2
snake boots and long trousers a noise do not move avoid walking
Keys to task 3
1. Because Wei Ping may think the bush means wild and dangerous land, but Australians use it to mean the countryside where there aren’t any houses or farms or other signs of humans.
2. Because snakes don’t have legs (this is where the humor lies)
Step Ⅲ Extensive Reading
1. Pre-reading ( Ask Ss just read the title and look at the picture to predict what they expect to read in the text)
2. Ask Ss to read the whole text and check whether what their predictions are right and tell the main idea of the text
3. Ask Ss to read the whole text for specific information, that is, to answer questions listed in Exercise 2.
Keys of Exercise 2:
1. 115 different kinds of snakes and 2,000 different kinds of spiders. Only a few kinds of spiders and snakes are capable of killing humans.
2. Most jellyfish can cause severe pain to anyone who touches them but only the box jellyfish can kill a human
3. It was cheaper to hire a car with other people because they could share the cost. Also he probably enjoyed being in the company of other tourists.
4. The saltwater crocodile.
5. The island used to be a very harsh prison for the most dangerous prisoners.
StepⅣ Discussion
1. Ask every four Ss to form a group and read the relative information
2. Ask the Ss to divide the information into certain points and give suggestions to each point
For example: (crocodile) Show the example on the screen.
1. found only in the far north of Australia near the rivers and water holes.
Don’t go to the north of Australia and sty away from rivers and waterholes.
2. There are signs to warn people. Don’t go near water places where there is a waning sign.
3. stay hidden in the water or on the land close to water.
Don’t go near water alone./ Don’t swim in waters that are not familiar to you.
Step V Assignment
Ask Ss to get prepared for the debate (divide the whole class into two sides: for or against) in the next period. Debating topic:
“Australia is a dangerous place to visit.”
Period 4 Debating & Writing
Ⅰ. Teaching aims:
1. Enable the Ss to use they information they’ve acquired to carry out a debate
2. Enable Ss to offer their advice and opinions on a certain problems others come across
3. Enable the Ss to reply an E-mail to give advice on whether staying in Sydney or camping in National Park
Ⅱ. Teaching important points:
Enable the Ss master some basic knowledge of debating
Enable the Ss to reply an E-mail offering advice to a friend who is confronted with difficulty in making decisions
Ⅲ. Teaching difficult points:
Enable the Ss to apply the basic knowledge of debating to real debating occasion
Enable the Ss to master how to give a reply and offer advice to solve others problems
Ⅳ. Teaching methods:
Task-based learning and cooperative learning
Ⅴ. Teaching aids:
A computer, a blackboard, a recorder
Ⅵ. Teaching procedures:
StepⅠIntroduction
T: Last period I assigned you to get prepared for the debate. So have you made full preparation? Ok, before we carry out the debate, let’s go over the rules of debate.
You can refer to the Supplement materials of debate.
StepⅡ Debate
1. Divide the whole class into two large groups (A & B), and then ask every three Ss to form a team and have a discussion on how to argue.
2. Choose two teams with different ideas to be seated face to face.
3. Then chair the debate, and ask the Ss to carry it out according to the procedure which was previously mentioned.
4. Summary: to make a summary of the debate and present awards to the excellent debaters.
Step Ⅲ Writing
1. Ask the Ss to read the E-mail and to make out why does Li Haidi write this E-mail?
2. Then go over the tips of a reply together to make it clear that these elements should be included in their reply.
3. If time not allowed, ask the Ss to finish the reply E-mail after class as their assignment.
Step Ⅳ Homework
1. Ask the Ss to finish the reply in the writing part.
2. Team work: Ask each team to work out “A week traveling to Australia”. That is, they are working for travel agencies and are assigned to design a route “A week traveling to Australia” To do the work, they should first look up for information, names of tourist destinations, their features, location, means of transportation, accommodation, etc. And then they have a discussion to get the job done. Then next time choose the best designed routes.
Supplement materials of debate
Introduction
A debate round has two teams with two debaters each and a Speaker. The Speaker serves as both the judge and arbiter of the rules during the round. Note here that "Speaker" always refers to the judge from this point forward. One team represents the Government, while the other represents the Opposition. The Government team is composed of a Prime Minister, who speaks twice, and a Member of Government, who speaks once. The Opposition team is composed of a Leader of the Opposition, who speaks twice, and a Member of the Opposition, who speaks once. The Government proposes a specific case statement, which the government team must demonstrate to be correct. The Opposition does not have to propose anything, 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 George McCoy Musgrave. New York: H.W. 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 become available for the opponents' use if desired.
6. In the questioning period, the questioner may ask any fair, clear question that has a direct bearing on the debate. The questioner may use the period to build up any part of his own case, to tear down any part of his opposition's case, or to ascertain facts, such as the opposition's position on a certain issue, that can be used later in the debate. The questioner must confine himself to questions and not make statements, comments, or ask rhetorical questions.
7. Each speaker is questioned as soon as he concludes his constructive speech. The witness must answer the questions without consulting his colleagues.
8. No new constructive arguments may be introduced in the rebuttal period. The affirmative must, if possible, reply to the major negative arguments before the last rebuttal.
9. The judge must base his decision entirely on the material presented, without regard for other material which he may happen to possess.
10. Any gains made outside of the established procedure are disallowed.