复旦大学：《实用交际英语口语 Practical oral English communication》课程教学资源（PPT课件）Part V Unit 1 EARLY ADULTHOOD AND STRESS

实用交际英语口语 25 PRACTICAL ORAL ENGLISH COMMUNICATION Part V Impromptu Speech

实用交际英语口语 PRACTICAL ORAL ENGLISH COMMUNICATION Part V Impromptu Speech

UNIT ONE EARLY ADULTHOOD AND STRESS Before-class Assignments 1. Students should have read the two passages in"Part I Read and Think o 2. Students should have watched the two videos in "Part II Listen and See

UNIT ONE EARLY ADULTHOOD AND STRESS Before-class Assignments: ◦ 1. Students should have read the two passages in “Part I Read and Think”. ◦ 2. Students should have watched the two videos in “Part II Listen and See

In-class Activity 1: Rotating Speeches P Divide the class into groups of four Step 2) Each group will be given three cards on which there are topics for impromptu speeches a. What are the ways to alleviate stress resulting from academic burden? b. Do you consider your friends a wuss if he or she complains about having experienced considerable amount of stress lately? c. Do you think mental therapy should be made available to those students who are often stressed out? Step 3) Each student will rotate through the following process a. Be designated as a time keeper b. Select one of the three topic cards C. Think about the topic for no more than two minutes d. Make an impromptu speech for no more than two minutes e. Make one suggestion for improvement after listening to the speeches of your partners

In-class Activity 1: Rotating Speeches Step 1) Divide the class into groups of four. Step 2) Each group will be given three cards on which there are topics for impromptu speeches: a. What are the ways to alleviate stress resulting from academic burden? b. Do you consider your friends a wuss if he or she complains about having experienced considerable amount of stress lately? c. Do you think mental therapy should be made available to those students who are often stressed out? Step 3) Each student will rotate through the following process a. Be designated as a time keeper. b. Select one of the three topic cards. c. Think about the topic for no more than two minutes. d. Make an impromptu speech for no more than two minutes. e. Make one suggestion for improvement after listening to the speeches of your partners

Principles and Strategies for Impromptu Speeches 1. Ask students to discuss the ingredients for making a successful impromptu speech o 2. Ask students to evaluate their previous performance in making an impromptu speech. Particularly, ask them if they performed in accordance with the components entailed by a successful impromptu speech; for example, did they make impressive opening remarks? did they try to engage the audience? o 3. Ask students to lay stress on those skills they are lacking in and make suggestions on how they could make improvements accordingly of jotting down a quick outline before the e panic in making a speech could be made aware of the importance Advisable suggestion: A student eech and trying to get across the key ideas instead of dreading they might draw a blank during the speech

Principles and Strategies for Impromptu Speeches ◦ 1. Ask students to discuss the ingredients for making a successful impromptu speech. ◦ 2. Ask students to evaluate their previous performance in making an impromptu speech. Particularly, ask them if they performed in accordance with the components entailed by a successful impromptu speech; for example, did they make impressive opening remarks? did they try to engage the audience? ◦ 3. Ask students to lay stress on those skills they are lacking in and make suggestions on how they could make improvements accordingly. ◦ Advisable suggestion: A student who might panic in making a speech could be made aware of the importance of jotting down a quick outline before the speech and trying to get across the key ideas instead of dreading they might draw a blank during the speech

Reading Report and Interaction 1 Passage One: "Advice to Youth 1. Ask students to explain why the passage strikes a chord with them 2. Ask students to talk about the passage Prompts: Have you identified a tone of sarcasm in the speech? Do some research and find out what he really intended to say

Reading Report and Interaction 1 Passage One: “Advice to Youth” 1. Ask students to explain why the passage strikes a chord with them. 2. Ask students to talk about the passage Prompts: Have you identified a tone of sarcasm in the speech? Do some research and find out what he really intended to say

Listen and see 1 56乐 5-1-1 An expert talks about why our 20s really matters (from TED talks) °1. Play the video; 2. Ask students to repeat key parts of the video o 3. Ask students to talk in pairs about the following tot 0多岁的人 Do you think the first 10 years of your career tthe United statesright-now will have a considerable impact on how much you can achieve in your lifetime?

Listen and See 1 5-1-1 An expert talks about why our 20s really matters. (from TED talks) ◦ 1. Play the video; ◦ 2. Ask students to repeat key parts of the video. ◦ 3. Ask students to talk in pairs about the following topic: Do you think the first 10 years of your career will have a considerable impact on how much you can achieve in your lifetime?

Reading report and Interaction 2 Passage Two: Doing Small Acts of Kindness May Lower Your Stress 1. Everyone feels vulnerable and stressed out when he is out on a limb. Give one example of how your friends once helped relieve your stress when you encountered a difficulty 2. Ask students to talk about the passage would you expect people around you to assist you when you are stressed ress on mental well-being? How Prompts: How could helping behaviors reduce the adverse effects of st

Reading Report and Interaction 2 Passage Two: Doing Small Acts of Kindness May Lower Your Stress 1. Everyone feels vulnerable and stressed out when he is out on a limb. Give one example of how your friends once helped relieve your stress when you encountered a difficulty. 2. Ask students to talk about the passage Prompts: How could helping behaviors reduce the adverse effects of stress on mental well-being? How would you expect people around you to assist you when you are stressed?

Listen and See 2 5-1-2 A health psychologist talks about why we should alter our perception of stress (from TED talks) One of 1000+ °1. Play the video TEDTalks o 2. Choose some impressive remarks from the video and interpret them from English into Chinese for New ideas every weekday students, and then encourage them to retell these TED. com sentences in English o 3. Ask students to discuss in pairs For years we have been told that stress makes sick. To what extent you agree or disagree with this perspective?

Listen and See 2 ◦ 5-1-2 A health psychologist talks about why we should alter our perception of stress. (from TED talks) ◦ 1. Play the video. ◦ 2. Choose some impressive remarks from the video and interpret them from English into Chinese for students; and then encourage them to retell these sentences in English. ◦ 3. Ask students to discuss in pairs: For years we have been told that stress makes us sick. To what extent you agree or disagree with this perspective?

In- Class Activity 2 Impromptu Speech Making and Peer Evaluation o Purpose: to highlight the ingredients for making an impressive impromptu speech o As the old saying goes, " He that will thrive must rise at five?. Ask students to think about the implication of the saying. Allow two minutes for them to take notes and some students are randomly called up to the front of the classroom to make an impromptu speech for no more than two minutes. The rest of the students are asked to make comments on their performance after each speech

In-Class Activity 2 Impromptu Speech Making and Peer Evaluation ◦ Purpose: to highlight the ingredients for making an impressive impromptu speech ◦ As the old saying goes, “ He that will thrive must rise at five”. Ask students to think about the implication of the saying. Allow two minutes for them to take notes and some students are randomly called up to the front of the classroom to make an impromptu speech for no more than two minutes. The rest of the students are asked to make comments on their performance after each speech

In-Class activity 3 Impromptu Speech Making and Evaluation o Purpose: to enhance what students have learned about making an impromptu speech to assure students an awareness of employing useful skills in making such a speech by offering them feedback The teacher put slips of paper in a container and three topics are put down on them randomly a. Making best of use of your 20s might be the most transformative thing for the well-being of your whole life. Give at least two examples b. Some ordinary years in your life can have inordinate impact in your life. Give one example c. If we trivialized our 20s, what would happen to our 30s. Give two examples Ask students to draw one slip from the container and then give them two minutes to prepare for a two-minute impromptu speech. Encourage at least three volunteers to share their speeches. Ask the audience to share feedback on what is most impressive after each speech

In-Class Activity 3 Impromptu Speech Making and Evaluation ◦ Purpose: to enhance what students have learned about making an impromptu speech to assure students an awareness of employing useful skills in making such a speech by offering them feedback The teacher put slips of paper in a container and three topics are put down on them randomly: a. Making best of use of your 20s might be the most transformative thing for the well-being of your whole life. Give at least two examples. b. Some ordinary years in your life can have inordinate impact in your life. Give one example. c. If we trivialized our 20s, what would happen to our 30s. Give two examples. Ask students to draw one slip from the container and then give them two minutes to prepare for a two-minute impromptu speech. Encourage at least three volunteers to share their speeches. Ask the audience to share feedback on what is most impressive after each speech