《大学英语读写》课程教学资源（B）Ⅱ_大学英语读写（B）Ⅱ_academic speaking

Contents i Introduction Unit title and topics Skills focus Language focus 1 Communicating in Reporting back on a academic situations Expressing agreement discussion Beinga successful student and disagreement Delivering a presentatio disagreeing Assessing a presentation Using signpost expressions 2 Seminars and discussions R Comparing perspec- Learning online P15 iscussion Chairing a discussion summarising the outcome of a discussion 3 Examining underlying assumptions Changing roles in the family ·Exchanging opinions P27 ·Using a text to suppor 4 Reading into speaking ·Clarifyingand Ahealthy lifestyle ning actively Exc in a cooperativ e way ifel.ul0 indd 2 5/15 3AM

II Contents Unit title and topics Skills focus Language focus Expressing agreement and disagreement Delivering a presentation Assessing a presentation Reporting back on a discussion Agreeing and disagreeing Using signpost expressions Participating successfully in group discussions Recognizing different perspectives Reaching a balanced conclusion Summarising the outcome of a discussion Comparing perspec￾tives Summarising a discussion Chairing a discussion Helping the audience follow a presentation Presenting information from a text Anticipating arguments before a discussion Referring to an article Exchanging opinions Using a text to support your ideas Listening actively Exchanging information in a cooperative way Clarifying and confirming understanding Introduction PV Communicating in academic situations Being a successful student P1 i 1 Seminars and discussions Learning online P15 2 Examining underlying assumptions Changing roles in the family P27 3 Reading into speaking A healthy lifestyle P39 4 口语u1-u10.indd 2 5/8/15 3:48 AM

5 Building up a discussion Building on what others The influence of the media have said Referring to others Referring todata P51 opinions other fmtarmaion "Preparing,leading and 6 Consolidation:Seminar assessing a seminar skills practice ■Participating successfully in a seminar Preparing and delivering presentations in a seminar 7 Supporting your point of Preparing for a view discussion by thinking the issues through The world of work ■Finding a focus for 。Taking your turn P65 a presentation .Taking a speaking turn in a discussion 8 Collecting and presenting data Protecting the environment ·Expressing quantity P77 9 Thinking rationally Science and the paranormal and belief P89 The importance of reflection ·Discussing and exchanging informatior Studying in a new environment Assessing your progress

III Building on what others have said Referring to others’ opinions Presenting information from charts Referring to data Referring to other speakers’ comments Preparing, leading and assessing a seminar Participating successfully in a seminar Preparing and delivering presentations in a seminar Preparing for a discussion by thinking the issues through Finding a focus for a presentation Taking a speaking turn in a discussion Taking your turn Designing, piloting and administering a questionnaire Participating in a debate Expressing quantity Thinking critically Designing and presenting a research proposal Expressing doubt and belief Discussing and exchanging information Assessing your progress Building up a discussion The influence of the media P51 5 Consolidation: Seminar skills practice P61 6 Supporting your point of view The world of work P65 7 Collecting and presenting data Protecting the environment P77 8 Thinking rationally Science and the paranormal P89 9 The importance of reflection Studying in a new environment P99 10 口语u1-u10.indd 3 5/8/15 3:48 AM

□ g Glossary P107 Reading texts P109 t Transcripts P152 a Appendices P174 Φ 日i拼ulul0indd& 5/15 3AM

IV Glossary P107 Reading texts P109 Transcripts P152 Appendices P174 g r t a 口语u1-u10.indd 4 5/8/15 3:48 AM

■■ Introduction Aims of the course The purpose of this book is to help you develop the speaking skills you need to participate effectively in academic seminars and discussions,as well as to help you develop effective presentation skills. Structure of the course lemic context,e.g. collecting and presenting data,supporting your point of view.The content of each unit isalso linked toa topic,e.ga healthy lifestyle,protecting the environment.The discussions and the presentations you make are related to the topic of each unit.The written or listening texts are designed to give you different perspectives on a topic. rovide evidenc ⊕ Units 1-5 are the core units.Each ofthese units covers aspects of both seminar skills and presentation Unit 6isa consolidation unit where you have the opportunity to put all these skills nto practice minars and dis ng yo t ours you are tak ing.your teache decide th theeUnitiv you further Practicei all these r may Useful language:Each unit has at least one boxed section on Useful language language related othe task you need to perform in that unit.You should try to use this language in the appropriate situations. iary,and ea ach unit ends learning,and the particular strategies you are developing.Having this awareness will help you to take more control of developing your language skills. Study tips:These are included for ease of reference when you are revising what you have studied.They either summarise the outcome of a series of activities or are a summary of other information contained in the unit. Unit summaries:Each unit is followed by a unit summary.giving you the opportunity

V Introduction Aims of the course The purpose of this book is to help you develop the speaking skills you need to participate effectively in academic seminars and discussions, as well as to help you develop effective presentation skills. Structure of the course Unit structure: There are ten units in the book. Each of the units focuses on skills and/or speaking functions that learners need to use in an academic context, e.g., collecting and presenting data, supporting your point of view. The content of each unit is also linked to a topic, e.g., a healthy lifestyle, protecting the environment. The discussions and the presentations you make are related to the topic of each unit. The written or listening texts are designed to give you different perspectives on a topic, and also to help you provide evidence to support your ideas, thus giving you practice in one of the essential requirements of academic work. Units 1–5 are the core units. Each of these units covers aspects of both seminar skills and presentation skills. Unit 6 is a consolidation unit where you have the opportunity to put all these skills into practice by organising your own seminars and discussions, and choosing your own topics (depending on the course you are taking, your teacher may decide that you begin these seminars earlier).Units 7–10 give you further practice in all these skills. Useful language: Each unit has at least one boxed section on Useful language – language related to the task you need to perform in that unit. You should try to use this language in the appropriate situations. Learner diary: Students are encouraged to create a learner diary, and each unit ends with this section. The purpose of this is to get you to think about the process of learning, and the particular strategies you are developing. Having this awareness will help you to take more control of developing your language skills. Study tips: These are included for ease of reference when you are revising what you have studied. They either summarise the outcome of a series of activities or are a summary of other information contained in the unit. Unit summaries: Each unit is followed by a unit summary, giving you the opportunity 口语u1-u10.indd 5 5/8/15 3:48 AM

to reflect on what you have learnt. Additional materials Glossary:Words or phrases in the text are explained in the glossary on page 107. Reading texts:These are authentic texts that are referred to throughout the course to provide you with the kind of material you will work with in your faculty study. Transcripts:At the end of the book you will find transcripts of the audio material Your teacher will sometimes give you the opportunity to listen to the recordings and follow the transcript at the same time,once you have completed the main listening tasks. Listening material only be when you have finished the original task. Working with the course When you are speaking in another language,you need to think of ideas and the language you need to express those ideas.This can be challenging.This book helps you with this in two ways. In many discussion activities in this book you are asked to think about and prepare what you are going to say.This can improve your performance.As you become more confident and competent in speaking in English,the need for preparation time should decrease As it can be difficult to concentrate on both ideas and language.you are sometime asked to focus on the ideasy the discus rth e,relevant Usefu langwage phrases.Following this,you are required to return to the original topic or a similar one,and discuss it with different students,this time using the Usefu language. Note:Some material is to be written in your student notebook What you put into the course will determine how much you get out of t.If you want to improve your speaking,it is essential that you practise this skill.You should prepare well for the sessions in class,as well as participate actively in them. ifel.ul0indd6

VI to reflect on what you have learnt. Additional materials Glossary: Words or phrases in the text are explained in the glossary on page 107. Reading texts: These are authentic texts that are referred to throughout the course to provide you with the kind of material you will work with in your faculty study. Transcripts: At the end of the book you will find transcripts of the audio material. Your teacher will sometimes give you the opportunity to listen to the recordings and follow the transcript at the same time, once you have completed the main listening tasks. Listening material This is available on CD and is indicated by the play icon . The full transcripts for the audio material are available at the back of the book, starting on page 152. Your teacher might ask you to follow these transcripts while listening to the CD, but this will only be when you have finished the original task. Working with the course When you are speaking in another language, you need to think of ideas and the language you need to express those ideas. This can be challenging. This book helps you with this in two ways. In many discussion activities in this book you are asked to think about and prepare what you are going to say. This can improve your performance. As you become more confident and competent in speaking in English, the need for preparation time should decrease. As it can be difficult to concentrate on both ideas and language, you are sometimes asked to focus on the ideas you want to express on a topic, and to discuss these. After the discussion, you are asked to look at, and sometimes practise, relevant Useful language phrases. Following this, you are required to return to the original topic, or a similar one, and discuss it with different students, this time using the Useful language. Note: Some material is to be written in your student notebook. What you put into the course will determine how much you get out of it. If you want to improve your speaking, it is essential that you practise this skill. You should prepare well for the sessions in class, as well as participate actively in them. 口语u1-u10.indd 6 5/8/15 3:48 AM

■■■■ R ■■□ UNIT Seminars and discussions Learning online:R m mim m In this unit you will: identify characteristics of successful participation in seminars and discussions consider problematic issues from different perspectives Bpractise summarising the outcome of a discussion examine the role of a chairperson in a discussion

Seminars and discussions Learning online UNIT 2 In this unit you will: 1 identify characteristics of successful participation in seminars and discussions 2 consider problematic issues from different perspectives 3 practise summarising the outcome of a discussion 4 examine the role of a chairperson in a discussion 口语u1-u10.indd 15 5/8/15 3:48 AM

n your academic studies you will need to participate in seminars and discusions with group er students Us ted to ha n,e.g. article Seminars take vari us for Some are led by tuto others by stu ents.In seminars you need to be able to state your viewpoint clearly and to develop the confidence to do this.This unit will give you practice in participating in seminars,as well as the opportunity to lead one. It is important to think about how you can contribute effectively to a seminar.The purpose of Task1 is to start you thinking about how you can do this. The role of seminars 1.1 Discuss questions 1-3. 2. 3.How can you prepare for seminars Participating successfully in group discussions 2.1 Decide the degree to which the statements 1-11 in the table describe characteristics of good or poor seminar participants. a.Put a tick()in the appropriate box. 16学水英语口语 日itel-ul0indd16 5/15 3AM

I n your academic studies you will need to participate in seminars and discussions with groups of other students. Usually you are expected to have done some preparation, e.g., read an article. Seminars take various formats. Some are led by tutors and others by students. In seminars you need to be able to state your viewpoint clearly and to develop the confidence to do this. This unit will give you practice in participating in seminars, as well as the opportunity to lead one. It is important to think about how you can contribute effectively to a seminar. The purpose of Task1 is to start you thinking about how you can do this. Task 1 The role of seminars 1.1 Discuss questions 1–3. 1. What is the role of seminars in academic studies? 2. What do tutors expect from students? 3. How can you prepare for seminars? Task 2 Participating successfully in group discussions 2.1 Decide the degree to which the statements 1–11 in the table describe characteristics of good or poor seminar participants. a. Put a tick (√) in the appropriate box. b. Prepare a list of reasons for your answers; if your answer is It depends, be prepared to explain further. 16 学术英语口语 口语u1-u10.indd 16 5/8/15 3:48 AM

The participant. Good It depends Poor 1.listens to what others say and builds on this. adding his/her opinion 3.always agrees with other people's opinions 4.does not say anything at all 5gmshsepomngetttlan时tge 6.explains his/her points briefly 7.is nervous about speaking,but makes himself/ herself do it 8.encourages others to speak,inviting them into the discussion 9.only speaks when asked 0.what they mean, to explain further 11.changes his/her opinion during the discussion 2.2 Compare and discuss your answers in Ex 2.1 with those of another student, explaining the reasons for your choices. 2.3 Reflect on factors affecting group discussions in different cultures. 1.What is considered good behaviour in group discussions in your own country? 2.Do you think there are any differences from an English-speaking 3.If you have experience of different English-speaking countries,do you feel there are differences between any of them? Unit 2 Seminars and discussions

The participant . Good It depends Poor 1. listens to what others say and builds on this, adding his/her opinion 2. tries to get other people to change their minds and agree with his/her opinion 3. always agrees with other people’s opinions 4. does not say anything at all 5. explains his/her point in great detail, and at great length 6. explains his/her points briefly 7. is nervous about speaking, but makes himself/ herself do it 8. encourages others to speak, inviting them into the discussion 9. only speaks when asked 10. asks other students to clarify what they mean, or to explain further 11. changes his/her opinion during the discussion 2.2 Compare and discuss your answers in Ex 2.1 with those of another student, explaining the reasons for your choices. 2.3 Reflect on factors affecting group discussions in different cultures. 1. What is considered good behaviour in group discussions in your own country? 2. Do you think there are any differences from an English-speaking country? 3. If you have experience of different English-speaking countries, do you feel there are differences between any of them? Unit 2 Seminars and discussions 17 口语u1-u10.indd 17 5/8/15 3:48 AM

Considering different perspectives on an issue 3.1 Look at questions 1-4.Think about who would be affected,either directly or indirectly,by each issue. 1.At what age should formal education begin? 2.What is the most effective way to maintain discipline within large classes of children? 3.Who should decide what is taught in schools? 4.How might diffe rent groups of people (e.g.,parents)or organisations respond to the points above? 3.2 Look at this statement concerning education and consider it from the perspectives of the different people involved(1-7). A seriously disruptive child should be excluded permanently from school. the teacher of the child the parents of the child the headteacher of the child's school 4.the child Study tip 5 the child's classmates 6.a child psychologist In academic study,you need 1. the edu ion authorities to look at issues from different perspectives and to think beyond 3.3 Read the text Learning support units your own experience or position on page 109 (note:Ofsted is the UK This is part of the process of office for standards in education).Do reaching a balanced conclusion. you think these units are a solution to the problem of disruptive children? 3.4 ideas with those of anoth rstudent,giving fof ach person.Use some of the Usee expressions for comparing perspectives. 18学水英语口语 ifel.ul0 indd I8 5/15 3AM

Task 3 Considering different perspectives on an issue 3.1 Look at questions 1–4. Think about who would be affected, either directly or indirectly, by each issue. 1. At what age should formal education begin? 2. What is the most effective way to maintain discipline within large classes of children? 3. Who should decide what is taught in schools? 4. How might different groups of people (e.g., parents) or organisations respond to the points above? 3.2 Look at this statement concerning education and consider it from the perspectives of the different people involved (1–7). A seriously disruptive child should be excluded permanently from school. 1. the teacher of the child 2. the parents of the child 3. the headteacher of the child’s school 4. the child 5. the child’s classmates 6. a child psychologist 7. the education authorities 3.3 Read the text Learning support units on page 109 (note: Ofsted is the UK office for standards in education). Do you think these units are a solution to the problem of disruptive children? 3.4 Compare and discuss your ideas with those of another student, giving reasons for the view of each person. Use some of the Useful language expressions for comparing perspectives. Useful language: Comparing perspectives From (a teacher’s) perspective, . If I were (the headteacher of the child’s school), I’d probably feel that . (The child psychologist) would argue that . From the point of view of (the parents), . 3.5 Now listen to a student comparing different perspectives on the statement in Ex 3.2. What does the speaker say about the views of those involved? Task 4 Reaching a balanced conclusion 4.1 Look at the following statements about school education. • Corporal punishment is necessary to maintain discipline. • Children should be given formal tests and exams from the age of six. • Children should be allowed to leave school at 16 if they wish. • Parents should be allowed to educate children at home if they wish. • Children should be able to choose which subjects they want to study at the age of 15. Consider each statement from the perspective of three or four different people who might be affected. Consider: 1. how they would view the issue 2. the long- and short-term implications of the statements In addition to the people mentioned in Ex 3.2, think about the viewpoints of other sectors of society – such as young people or employers – and society as a whole. 4.2 Now record your points using the table in Appendix 2 (page 175). Remember you are recording what you think the views of those directly involved might be, not your own views. 5 Study tip In academic study, you need to look at issues from different perspectives and to think beyond your own experience or position. This is part of the process of reaching a balanced conclusion. 18 学术英语口语 口语u1-u10.indd 18 5/8/15 3:48 AM

Useful language:Comparing perspectives From (a teachers)perspective (The child psychologist)would If I were (the headteacher of the argue that. child's school),I'd probably feel From the point of view of (the that. parents),. 3.5 Now listen to a student comparing different perspectives on the statement in Ex 3.2.What does the speaker say about the views of those involved? Reaching a balanced conclusion Look at the following statements about school education. .Children should be allowed to leave school at 16 if they wish. Parents should be allowed to educate children at home if they wish. .Children should be able to choose which subjects they want to study a the age of 15. Consider each statement from the perspective of three or four different people who might be affected.Consider: 1.how they would view the issue 2.the long-and short-term implications of the statements In addition to the people mentioned in Ex 3.2,think about the viewpoints of other sectors of society-such as young people or employers-and society as a whole. 4.2 oints using the table in ndix 2(pag 175 eme are recordi e views of those directly involved might be,not your own views. Unit 2 Seminars and discussions

Useful language: Comparing perspectives From (a teacher’s) perspective, . If I were (the headteacher of the child’s school), I’d probably feel that . (The child psychologist) would argue that . From the point of view of (the parents), . 3.5 Now listen to a student comparing different perspectives on the statement in Ex 3.2. What does the speaker say about the views of those involved? Task 4 Reaching a balanced conclusion 4.1 Look at the following statements about school education. • Corporal punishment is necessary to maintain discipline. • Children should be given formal tests and exams from the age of six. • Children should be allowed to leave school at 16 if they wish. • Parents should be allowed to educate children at home if they wish. • Children should be able to choose which subjects they want to study at the age of 15. Consider each statement from the perspective of three or four different people who might be affected. Consider: 1. how they would view the issue 2. the long- and short-term implications of the statements In addition to the people mentioned in Ex 3.2, think about the viewpoints of other sectors of society – such as young people or employers – and society as a whole. 4.2 Now record your points using the table in Appendix 2 (page 175). Remember you are recording what you think the views of those directly involved might be, not your own views. 5 Unit 2 Seminars and discussions 19 口语u1-u10.indd 19 5/8/15 3:48 AM