现代大学英语（第三版）口语3-教师用书U9 Here Comes Everybody

U9HereComesEverybodyTheme:socialmediauseanditsimpactSettingGoalsInthisunit,youwilllearntojustifyastatement;understandhowtousesocialmediacritically;analyzeandcommentontheadvantagesanddisadvantagesofsocialnetworkingsites.Session1GettingStartedFocus/Objectives:ThisactivityencouragesstudentstothinkabouthowtheInternethaschangedourlife.Itworksasanentrypointtotheunderstandingofsocialmediaimpact.Procedures:Studentsshouldworkinpairs.Askthemtotaketurnstodescribethecartoonsfirst,thendiscussthequestionslistedinthetextbook.Afterthediscussion,inviteoneortwopairstosharetheirviewswiththerestoftheclass.Thesuggestedtimeforthiswarm-upactivityis8-10minutes.Teachingnotes:Question1:Thefirstcartoonpicturesamanpassingacaféwithasignthatsays“NoWi-Fi,”whichisfairlydifferentfromhisunderstandingofaconventionalcafé.Thesecondcartoondescribesaconversationbetweentwowomen.Whenthewomanontheleftaskswhetherherbirdtalks,thewomanontherightpointsoutsomeofitssignaturebehaviorthatcanonlybefoundamongInternetusers.Thethirdcartoondescribesamanwhophysicallyblockedsomeone.AllthreecartoonssendthemessagethattheInternetpenetrationissohighinourlifethatitsimpactcanbefoundnearlyeverywhere.Question2:Nowadayspeopleusesocialmediafordifferentpurposes,thusitplaysdifferentrolesinourdailylife.Itcanbeanimportanttoolweusetostayconnectedwithfriendsandtoshareourviewsandmakeourselvesheard,tostayupdatedwithcurrentnewsandevents,toexpandsocialnetworksandsoon.Listening1:SocialMedia:Good,Bad,orUglyforCompany?Procedures:Afterlisteningforthefirsttime,studentscanworkinpairstoanswerthequestions.Ortheycanformsmallgroupsofthreetogothroughthefirstthreequestions.Afterlisteningforthesecondtime,studentscandiscusstherelatedquestionsingroupsoftwotothree,andthengiveabriefreporttothewholeclass.Ortheinstructorcanselecttwotothreegroupsforgroupreports.Teachingnotes:Afterlisteningforthefirsttime:Question1:Whatkindofchallengesdoessocialmediapresentforcorporations?Answer:majorchallengessocialmediapresentforcorporationsaresecurityandproductivity.Whenemployeesareconnectedtosocialmedianetworks,chancesofleakingbusinesssecretsarehigher.Anothercommonconcernistheperceivedwasteoftimesincepeoplehavingaccesstosocialmediawillspendtheirtimewatchingvideosandtweetinginsteadofworking.Question2: HowdoestheimplementationofOpenInnovation(OI)fosterinnovation?Answer:TheimplementationofOpenInnovationallowscreativeemployeestosharetheirideasthatotherwisewouldbeburied.Someoftheseideascanbringinnovativeperspectivestocorporationswhicharetraditionallyoperatedbyagroupofcentralizedadministrators.Question3: WhatattitudedoesMalcolmHarkinsholdintermsofusingsocialmediaintheworkplace?Answer:Asacorporationmanager,MalcolmHarkinsbelievesallowingsocialmediauseincorporationscanyieldapositiveeffect.So,businessesshouldworkonhowtotapintothepositiveaspectsofsocialmediainordertofosterhigherlevelsofcollaboration.Afterlisteningforthesecondtime:Question1:Inyouropinion,issocialmediaabaneoraboontoproductivity?Answer:Socialmediacanbeaboontoproductivitywhenusedresponsiblyforconnectingwithothers,sharinginformation,andpromotingcollaborationorotherpositivecauses.However,itcanbecomeabanewhenitleadstoaddiction,cyberbullying,misinformationaswellashealthandprivacyconcerns.Question2:Whatwouldyousuggestintermsofmanagingtheuseofsocialmediaintheworkplace?Answer:Proposingaclearsocialmediapolicyforemployeesisagoodwaytoensuretheyusethesesitesappropriatelyandlimittheirpersonaluseduringworkinghours.Agoodsocialmediapolicyshouldn’tbetoorestrictive.Whileencouragingstudentstoworkouttheirownsuggestions,youmayrefertothefollowingelements.First,separatepersonalandprofessionalsocialmediapresence.Makesureemployeesaremindfulofthecompany’sreputationwhenpostingonitsbehalf.Second,thinkbeforepost.Postsmadeonbehalfofthecompanyshouldbeconsistentwiththebusiness’smarketingandpublicrelationspracticesandobjectives.Third,limittheamountofpersonalinformationemployeesrevealonline.2:HowGoingGhostonSocialMediaChangedMyLifeProcedures:TheproceduresshouldbesimilartothoseinText1.Teachingnotes:Afterlisteningforthefirsttime:Question1:Whendidthespeakerrealizethatherwayofusingsocialmediawasproblematic?Answer:Eversincethespeakerrealizedshebecameobsessedwithmeaninglesscomparingofherlifetoeveryoneandeverything,sheknewshewasusingsocialmediainaharmfulQuestion2:Whatdoes“ghosting”meanhereandwhyisitcalledthatway?Answer:“Ghosting”referstotheactofabruptlylimitingorcuttingoffcommunicationandactivityonaplatform.calledghostingbecauselike“vanishing”intothinairlikeanonlineghost.Question3:Whathappenedtothespeakersinceshestartedpostinglessonsocialmedia?Answer:Sincethespeakerstartedpostinglessonsocialmedia,sherediscoveredthebeautyoftheworldaroundShebegantoappreciateherlifeexperiences,cherishhervaluablemomentsandmemories,andevenherperspectivesoflifeturnedfresh.Afterlisteningforthesecondtime:Question1:DoyouagreethattheInternetcanbe“alargeandintimidatingplace”?Why?Answer:TheInternethastheuniqueabilitytoconnectpeoplewithlike-mindedsoulsaroundtheworld,unconstrainedbygeography.Thereexisthugepossibilitiesforpeopletocometogetheronlinetoshareinformation,supporteachother,andorganizeevents.However,theInternetuse,whileconnectingmorepeoplevirtually,doesmakepeoplemoreisolatedsociallybecausethemoretimetheyspendonline,thelesstimetheyspendinteractinginreallife.Thisisjustoneperspectivetolookatthequestion.Makesuretoencouragestudentstoapproachitfrommultipleangles.Question2:Howdoyouunderstand“Weastheusersholdthepowertomakeitwhatwewant”?Answer:TheInternethasrevolutionizedhumancommunications,totheextentthatitisnowourpreferredmediumofeverydaycommunication.WeusetheInternetinalmosteverythingwedo.Butweshouldalwaysrememberthatnomatterhowadvancedandconvenientitbecomes,itisacommunicationtoolcreatedbyhumanbeinginordertoassistus.Inthatsense,wemustremainincharge,usingittoachieveourgoals,ratherthanbeingledbyit.GettingReadytoBuildingProcedures:Firstaskstudentstoworkontheirowntochoosealistofwordstheywouldliketouseforstorybuilding.Remindstudentsthattheycaneitherbuildafictionalstoryorworkonanargumentativetalk.Whentheyfinishbuildingstories/talks,askthemtosharewiththeirneighbors.Teachingnotes:ThevocabularylistedinthisunitcanofferassistancetounderstandreadingsincludedinthissessionaswellasgeneraltalksabouttheInternet.Ifstudentshopetoknowmoresocialmediarelatedglossary,checkouttheboxavatar社交媒体账户头像Bitmoji卡通头像（制作软件）chatbot聊天机器人clickbait标题党crowdsourcing众包emoji表情符号feed订阅源follower（关注你账户的）粉丝hashtag话题标签headerimage（账户主页的）封面背景图lurker潜水者（只看不发表意见的人）meme表情包post社交媒体上的帖子selfie自拍trendingtopic热搜unfollow取消关注goviral（在社交媒体上）迅速传播vlogger视频博主Aftersharingtheaboveglossarywithstudents,askthemtofilloutthepassagewithcorrectwordsfromthefollowingbox.posts clickbait scrolling memes trending block followposts clickbait scrolling memes trending block followDoyouusesocialnetworkingsites?IregularlyuseandSinatokeepupwithwhatis inthenewsandmedia.Intheevenings,Ioftenspendhoursjust upanddownreading fromthepeopleI andlookingatfunny thatpeoplepost.Idon’tbelieveeverythingIreadonsocialmediabecauseIthinkonmanyoccasionspostsusesensationalismtoproduce thatisdesignedtoshockandoutrage.IfIseesomethingtoocontroversial,Itendto thepersonorcompanythatpostedit,soIdon’thavetoseethatkindofcontent.Answer:trending,scrolling,posts,follow,memes,clickbait,blockPre-ClassResearchFocus/Objectives:Thistaskinvitesstudentstoreflectupontheirownhabitofusingsocialmediathroughtalkingaboutthisissuefrommultipleperspectives.Teachingnotes:Reading1focusesontop10reasonswhypeopleusesocialmedia.RemindstudentsthatnoonesingleeasyReasonslistedinthearticlemaybedifferentfromtheirsurveyresultseitherintermsofcontentorsequence,however,itisdefinitelytruethatpeopleatdifferentageandfromdifferentbackgroundhavedistinctivegoalswhentheyusesocialmedia.Somepeopleusesocialmediaappsbecausetheywanttonetworkprofessionally.Somewanttobepopularandgetlotsofaffirmation(likes).Somewanttolaughandmakeotherslaugh.Somewanttopromoteanimportantcause,likeareligiousorpoliticalaspiration.ThisalsooffersinsightstothefirsthalfofQuestion2.Similarly,peoplevaryalotintermsofwhytheystopusingcertainsocialmedia.Butonethingiscertain:theyabandonasocialmediaplatformbecausetheyaredissatisfiedorunhappywithit.Forexample,whenpeoplefeellikethey’rebeingcontrolledorwhentheyfeelcompelledtolikeandshareposts,itsappealwillsoonbelost.PeoplemightapproachQuestion1fromtheperspectiveoffrequencyoractivitiestheydoonsocialmedia.Theymaydescribethemasheavy/moderateusersofsocialmedia,andtheymaytalkaboutspecificonlineactions(scrolling,sharing,liking,andfriending).Reading2mainlytalksabouttherelationshipbetweensocialmediauseandnegativesocialphenomenalikeself-doubt,anxietydisorderandcyberbullying.Studentsmayfindoutmorefromtheirsurveysorinterviews.Mostfrequentlymentionedimpactsofsocialmediauseincludefacilitatingsocialconnectionsandpeersupport(positive),rewardingsocialinteractionsandrelaxation(positive),addictionandcyberbullyinginvolvement(negative),increaseddepressivesymptomsandlowerself-esteem(negative).Session2MakingYourVoiceHeardActivity1DevelopingSkillsforOralCommunicationFocus/Objectives:Thisactivityaimsatincreasingstudents’abilitytomakeassertivecommunicationwhichencouragesclearandrespectfulcommunicationoftheirwants,needs,positionsandboundariestootherswhilesimultaneouslyrespectingthethoughtsandwishesofothers.Teachingnotes:Remindstudentsthatduringconstructingandchallengingassertions,theyneedtousebothverbalandnonverbaltools.Questionslistedonpage131offerverbalcluesbuttheyalsohavetousebodylanguageeffectively.maintainingeyecontactandhavinggoodposturewhileexpressingtheirthoughtsandbeliefs.Thisactivityissupposedtobeapairwork.Remindstudentsthattheyneedtochangerolesafterfiveminutessothateachstudenthasfiveminutestochallengeassertionsandanotherfivetoconstructassertions.SideAstatementsaremainlyfromthepositiveperspectivesofusingsocialnetworkingsites.Theyargueforthebenefitsofexpandingnetworkingandeasilyorganizingsocialeventsonsocialnetworkingsites.Ontheotherhand,SideBstatementsarefromtheoppositeperspective,arguingfortherisksofovershadowingreal-worldexperienceandleakageofbusinessinformationonline.Ifpossible,askstudentstoargueforthesideoppositetheirownviewssothattheycanbechallengedtothemaximum.Activity2Role-PlayFocus/Objectives:Thisactivityfocusesonjustifyingaprojectdesign,whichinvolvesahighlevelofassertivecommunication.Studentswhotaketheroleofwebdesignerwillhavetopresenttheirprojectascomprehensivelyandforcefullyaspossible,whilethestudentactingasthebossisresponsibleforchallengingthemfromvariousangles.Teachingnotes:Itishighlyrecommendedthatallthreegroupmembersmeetinadvancetodecidewhattypeofsocialnetworkingsiteorapplicationtheyaregoingtofocuson.designerswillhavetoagreeonthespecificcategorytheywanttoworkon.Itcanbeanappfortravelenthusiasts,photographyfans,historylovers,moviegoers,bookcluboranyotherspecificnichetheywanttoexplore.OnlywhenbothareworkingwithinthesamefieldcantheirplansbeeffectivelycomparedRemindbothdesignerstostartwithconceptualizingtheirapplication—creatingavisualrepresentationofwhattheapplookslike,howitwillwork,andthefeaturesitwillhave.Theywillalsoneedtoclarifythepurposeoftheirapplication.Then,definetheiruniquesellingproposition,i.e.whatmakestheirappstandoutfromothers.Thesuggestedtimeforeachdesigner’spresentation,includingQ&A,isfiveminutes.ThestudentwhotakestheroleofthebossmayrefertothequestionlistinActivity1forclarificationandexplanationwhilelisteningtodesignerpresentations.Afterthepresentations,thebossshouldannouncehis/herdecisionandbereadytoprovidereasons.Activity3GroupDiscussionFocus/Objectives:Thisactivityfocusesonextractingandsynthesizinginformationfromempiricalresearchaboutsocialmediause.Teachingnotes:Putstudentsingroupsofideallyeachfromdifferentresearchgroupstheywerepreviouslyin.Askthemtotaketurnstosharetheirfindings.Duringthisprocess,othergroupmemberscanpopinaskingforclarificationorelaborationasneeded.Forresearchdetails,seePre-ClassResearch.Thispartshouldlastnomorethan10minutes.Thenthegroupasawholeshoulddiscusstheirrespectivefindings.Studentsshouldcompareandcontrasttheirresearchesanddiscusshowpeopleofdifferentagesandprofessionsusesocialmediadifferently.Theyshouldalsodiscussreasonsandimpactsofsocialmediause.Aftertheirdiscussion,choosetwotothreegroupstogiveclassreportsandseeifthereisanygeneralitythatcouldhelpusunderstandhumanbehaviorofsocialmediause.Activity4Mini-DebateFocus/Objectives:Thisactivityfocusesonenhancingstudents’abilitytomakeforcefulargumentsandunderstandcomplicatedissueslikeusingsocialmediaanalytically.Teachingnotes:Remindstudentsthatduringfreedebatesession,theyshouldpracticechallengingtheoppositeassertionsusingtechniquesmentionedinActivity1.Askstudentstoworkonthecontroversialmeaningoftheterm“corrupt”beforetheybrainstormalistofargumentsthatcouldbeused.Theword“corrupt”herereferstotheactofdestroyingorsubvertingtheintegrityofhumaninteractions.Argumentsfrombothsidesthereforeshouldbebuiltaroundtheagreementofthismeaning,otherwisethedebatewillnotbefruitful.Possibleargumentsfortheaffirmativesidecouldinclude:Whenpeoplespendmoretimeonsocialmediaapps,thequalityoftheirin-personsocialinteractionswilldecreasebecauseusingsocialmediatakesalotoftimethatcouldbeusedforface-to-faceinteractions.Studiesshowthatthepressureofhavingtopresentoneselfinawaythatisacceptabletoonlinefriendsincreasesstresslevels.Thefactthatsocialmediausershavetoworryabouthowtheyappearto“everyone”incyber-societyaddsunnecessarystresstotheirlives.Possibleargumentsforthenegativesidecouldinclude:Socialmediacanconnectpeopleacrosstheglobeatscale,presentinganopportunityforuserstoformrelationshipsbeyondtheirgeographicboundaries.Thistremendouspotentialisofferedtopeoplewhowanttobenoticedbutsometimesdeniedinreal-worldlife.Socialmediauseisnotthereasonwhypeoplevaluelesstheirface-to-faceinteractions.Ifsomeoneisnotgoodatinteractingwithothers,unlikelythathe/shewillhavesatisfyingface-to-facerelationshipevenifhe/shedoesnotspendincreasedamountsoftimeusingtheInternetandsocialmedia.Thismini-debateisheldon2-to-2basis.StudentAfromtheaffirmativesidestartswithabriefintroductionoftheirargumentswhichisnomorethantwominutes.Thiswillbefollowedbyatwo-minute