StudyingAbroad:IsitagoodorbadideaUnit2BridgingCulturesUsingLanguageLearning&Understanding:Graspthestructureandargumentsofargumentativeletters.Application&Practice:Useconnectorsandanalyzetextscritically.Transfer&Innovation:Writeawriteanargumentativeessaywithpersonalinsights.LearningObjectivesContents1.Leadin2.Pre-reading3.While-reading:readforargument4.While-reading:readforconnectors5.While-reading:readforstructure6.Post-reading:readforwriting7.Summary8.Assessment9.HomeworkWhichsceneappealstoyou?Why?LeadinStudyingAbroad:Isitagoodorbadidea?Whatdoyouthinktheirattitudestowardsstudyingabroadmightbe?Pre-readingAgainstGroup(WangLi)ForGroup(ZhangYi)Readthetwoletters,findoutmainclaimsandsupportingreasons.While-reading:readforargumentPersonalGrowth：Independence,globalcompetenceCulturalImpact：Cross-culturalfriendship,worldviewFinancialBurden：Highcosts(tuition,livingexpenses)DomesticEducation：ImproveduniversitiesinChinaAgainstGroup(WangLi)ForGroup(ZhangYi)Readthetwoletters,findoutmainclaimsandsupportingreasons.While-reading:readforargument目錄ContentsReadthetwolettersagain,findouttheconnectors.

While-reading:readforconnectors讓步:

while列舉第一點:Thefirstadvantage舉例：Forexample列舉第二點：

Anotheradvantage總結(jié)：Allinall因果：Therefore讓步：Although

列舉第一點：Tobeginwith列舉第二點：Anotherimportantfactor總結(jié)：Tosumup

因果：Thatmeans,so AgainstGroup(WangLi)ForGroup(ZhangYi)While-reading:readforconnectorsExtractthegeneralstructureofargumentativeessaysfromthetwoletters:?Introduction:Introducethetopic+statetheopinion(e.g.,theopeningsofthetwoletters).?Argument1:IntroducewithTobeginwith/Thefirstadvantage,accompaniedbyexemplification/explanation.?Argument2:IntroducewithAnother...

andarguefromanewperspective.?Conclusion:SummarizewithTosumup/Allinall

andreiteratetheopinion.AnalysisofArgumentativeEssayStructureWhile-reading:readforstructurePost-reading:readforwritingWriteaparagraph：“introduction+oneargument+supportingevidence”usingatleast3connectorsfromthetextShouldmiddleschoolstudentsbringsmartphonestocampus?AssessmentPeerassessment：WhethertheuseofConnectorsisappropriate讓步：Although

（作用：先承認(rèn)對立面，再引出自己觀點，增強(qiáng)說服力。）列舉論點：Tobeginwith...

Anotherimportantfactor.../

Thefirstadvantage...

Anotheradvantage...（作用：清晰劃分論點層次，讓結(jié)構(gòu)更有條理。）舉例說明：Forexample...（作用：用具體事例支撐論點，讓論證更生動可信。）總結(jié)觀點：Tosumup...

Allinall...（作用：收束全文，強(qiáng)化核心觀點。）因果推導(dǎo)：Thatmeans...

Therefore...（作用：建立“原因-結(jié)果”的邏輯鏈，讓論證更嚴(yán)謹(jǐn)。）

Althoughsmartphonescanhelpmiddleschoolstudentslookuplearningmaterialsquickly,Ibelievetheyshouldnotbeallowedtobringsmartphonestocampus.Tobeginwith,smartphoneseasilydistractstudentsfromtheirstudiesduringclass.Forexample,somestudentsmaysecretlychecksocialmediamessagesorplayshort-videogameswhentheteacherisgivinglectures,whichmakesthemmissimportantknowledgepoints.Therefore,bringingsmartphonestocampusoftenleadstoadeclineinstudents’academicperformance,astheycannotfocusfullyontheirlessons.OnepossibleversionBasictask:PolishyourwritingAdvancedtask:WriteanewparagraphIsitnecessaryforteenagerstolearnasecondlanguage?

---Imitatetheversionwritingandwriteanotherargumentativeessayof80-100words.?---Useatleast5typesofConnectorswithdifferentfunctionstoensurethelogicof"introduction-arguments-conclusion"iscoherent.Homework

Althoughlearningasecondlanguagemaytaketeenagersextratimeandeffort,Ifirmlybelieveitisnecessaryforthem.Tobeginwith,masteringasecondlanguagecreatesmoreopportunitiesfortheirfuture.Forexample,whenapplyingtointernationaluniversitiesorcompetingforjobsinglobalcompanies,agoodsecond-languageskill(likeEnglishorFrench)oftenmakesthemstandoutfromothercandidates.Anotheradvantageisthatithelpsteenagersconnectwithdiversecultures.Thatmeanstheycanreadforeignbooks,watchinternationalfilms,ortalktopeoplefromdifferentcountries,whichbroadenstheirhoriz