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 III Unit 3 ENVIRONMENTAL CONCERNS

实用交际英语口 PRACTICAL ORAL ENGLISH COMMUNICATION art III(Informal) Debate cor

实用交际英语口语 PRACTICAL ORAL ENGLISH COMMUNICATION Part III (Informal) Debates

UNIT THREE ENVIRONMENTAL CONCERNS 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 THREE ENVIRONMENTAL CONCERNS 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

Reading Report and Interaction 1 Passage One: A Zero-Carbon Future 1. Have one student report on the theme and key information in the passage 2. Ask students to talk about the passage Prompts: The author calls on everyone to take actions in order to move towards a zero-carbon future What, in your opinion, can help to deliver a zero-carbon future? Advisable sentence pattern for making suggestions: Have you ever thought of Don't you think it might be a good idea to

Reading Report and Interaction 1 Passage One: A Zero-Carbon Future 1. Have one student report on the theme and key information in the passage. 2. Ask students to talk about the passage Prompts: The author calls on everyone to take actions in order to move towards a zero-carbon future. What, in your opinion, can help to deliver a zero-carbon future? Advisable sentence pattern for making suggestions: Have you ever thought of… Don’t you think it might be a good idea to…

Listen and See 1 3-3-1 Global problem, global deal Fromhttp://www.scientificamerican.com) 1. Play the video o 2. Ask students to report the main points of the video, and talk about: Is the pledges"a good approach to tackle national differences in curbing carbon emission o 3. Ask students to work in groups Scenario: Suppose you are attending a climate summit. What proposal are you going to take to the conference?

Listen and See 1 3-3-1 Global problem, global deal (From http://www.scientificamerican.com) ◦ 1. Play the video; ◦ 2. Ask students to report the main points of the video, and talk about: Is the “pledges” a good approach to tackle national differences in curbing carbon emission? ◦ 3. Ask students to work in groups: Scenario: Suppose you are attending a climate summit. What proposal are you going to take to the conference?

In-class Activity 1 Informal Debate(based on Text 1) Purpose: to practice debating skills Group students into three teams, namely the prepositional, the oppositional and the panel of judges. And have them debate on the topic"Is zero-carbon future an attainable goal? Advisable sentence pattern for giving opinions: If you ask me I just like to say that I think

In-class Activity 1 Informal Debate (based on Text 1) ◦ Purpose: to practice debating skills ◦ Group students into three teams, namely the prepositional, the oppositional and the panel of judges. And have them debate on the topic “Is zero-carbon future an attainable goal?” Advisable sentence pattern for giving opinions: If you ask me… I just like to say that I think…

Reading report and Interaction 2 Passage Two: Nuclear Power Must Make a Comeback for Climate's Sak 1. Have one student report on the theme and key information in the passage 2. Ask students to talk about the passage Prompts: One of the concerns of environmentalists over nuclear energy is its safety. Are you in support of the author's view that nuclear power is the answer to decarbonization? Which do you think should be prioritized--cost or safety--in weighing the option of nuclear power?

Reading Report and Interaction 2 Passage Two: Nuclear Power Must Make a Comeback for Climate's Sake 1. Have one student report on the theme and key information in the passage; 2. Ask students to talk about the passage Prompts: One of the concerns of environmentalists over nuclear energy is its safety. Are you in support of the author’s view that nuclear power is the answer to decarbonization? Which do you think should be prioritized—cost or safety—in weighing the option of nuclear power?

In-Class Activity 2 Informal debate(based on Text 2) o Purpose: to consolidate major debating strategies Group students into three teams, namely the prepositional, the oppositional and the panel of judges. And have them debate on the topic Nuclear energy is a solution to climate change

In-Class Activity 2 Informal debate (based on Text 2) ◦ Purpose: to consolidate major debating strategies ◦ Group students into three teams, namely the prepositional, the oppositional and the panel of judges. And have them debate on the topic “Nuclear energy is a solution to climate change

In-Class activity 3 Round Table(group work) o Purpose: to explore other topics in terms of environment concerns o The class will be divided into two or three groups. Everyone in a group will represent one country or region (e.g. China, EU, US, India, Maldives, etc. )to discuss their view on carbon reduction Advisable topic areas for round table talk: contamination of drinking water, air pollution, wildlife conservation, intensive farming, overpopulation, etc

In-Class Activity 3 Round Table (group work) ◦ Purpose: to explore other topics in terms of environment concerns ◦ The class will be divided into two or three groups. Everyone in a group will represent one country or region (e.g. China, EU, US, India, Maldives, etc.) to discuss their view on carbon reduction. Advisable topic areas for round table talk: contamination of drinking water, air pollution, wildlife conservation, intensive farming, overpopulation, etc

AFTER-CLASS ASSIGNEMNT o 1. Pair Work: Pair with a classmate and make a short video(using whatever software or app available) of about 2-3 minutes on an environmental concern, and share it with the whole class o 2. Group Work: Try to convince your partners that "Mankind is the main cause of global warming . During the process, the others in a group should be ready to offer counterarguments. o 3. Students should read the two passages in"Part I Read and Think"from next unit. o 4. Students should watch the two videos in part li Listen and see from next unit 5. Students should read sample dialogue"At the Bank/Applying for a Credit Card

AFTER-CLASS ASSIGNEMNT ◦ 1. Pair Work: Pair with a classmate and make a short video (using whatever software or app available) of about 2-3 minutes on an environmental concern, and share it with the whole class. ◦ 2. Group Work: Try to convince your partners that “Mankind is the main cause of global warming”. During the process, the others in a group should be ready to offer counterarguments. ◦ 3. Students should read the two passages in “Part I Read and Think” from next unit. ◦ 4. Students should watch the two videos in “Part II Listen and See” from next unit. ◦ 5. Students should read sample dialogue “At the Bank/Applying for a Credit Card