JH_001
综合写作
听力音频：
The Great Lakes are five interconnected bodies of freshwater on the United States-Canada border. Some scientists estimate that if wind turbines (tall towers with rotating blades propelled by the wind) were built in the Great Lakes, the turbines could provide electricity for up to 210 million homes. That and the additional economic and ecological benefits that have been identified have convinced many people to support plans to build turbines in the lakes, several kilometers off their shores. First, bringing wind turbines to the Great Lakes would have great benefit for the local economy. Installing just a few hundred turbines in the lakes would create tens of thousands of jobs in the area. One Canadian province bordering a lake estimates that this would add several billion dollars to its economy over a ten-year period.
Second, the Great Lakes, precisely because they are freshwater lakes, have an advantage over other places where wind turbines are used. Many wind turbines have been built in the ocean near the coastline of some countries, and maintenance costs for these turbines have proved to be high; the salt in ocean water has a corrosive effect on the turbines. In freshwater lakes such as the Great Lakes, corrosion to the turbines is not an issue, so maintenance costs would be kept low.
Third, the wind turbines would help reduce water use. Currently, coal and natural gas power plants use billions of liters of water from the Great Lakes as part of the process by which they produce power. Much of this water cannot be returned to the lakes. In fact, it is estimated that if wind turbines replaced some of those coal and natural gas power plants in producing electricity, up to 9 billion liters of water could be conserved.
Question:Summarize the points made in the lecture, being sure to explain how they respond to the specific concerns expressed in the reading passage.
学术写作：
Dr. Achebe:
On the day of outdoor classes, students will be transported to local parks. There, teachers will help students explore nature and learn about the environment (for example, plants and animals), environmental problems (such as pollution), and ways of addressing these problems. Do you think that outdoor classes once a month will be a worthwhile use of students’ instructional time and school resources?
Kelly:
We should avoid burdening teachers with additional responsibilities during instructional time. Teachers are already tasked with delivering quality education and managing classrooms effectively. Adding more duties, such as administrative tasks or non-teaching responsibilities, can divert their focus from teaching. Instead, we should prioritize supporting teachers in their primary role.
Andrew:
Hands-on learning outside the classroom can help students understand environmental problems in a tangible way and spark their interest to learn more. For example, measuring air or water quality in local areas impacted by pollution can vividly demonstrate environmental threats. Outdoor learning experiences make environmental issues real to students, motivating them to care about finding solutions.
