Unit 8. Coping with an Educational Problem. Teaching Objectives. Students will be able to: Understand the main idea and structure of the text Learn the way to write a cause-and-effect analysis Grasp the key language points and grammatical structures in the text
Coping with an Educational Problem
Students will be able to:
listen to the tape recording of part 1 and answer the following questions
Read a piece of news and discuss the related questions
(Agencies)Updated: 2008-04-01 18:39
discuss in small groups about the following questions:
Benjamin Jeremy Stein
(born November 25, 1944) is
an American writer and
commentator, Emmy Award-
winning actor, comedian, and game
show host. He was also a lawyer,
lawprofessor, and White House
speechwriter. In recent years he
has become an outspoken advocate
for the creationistintelligent design
Teenagers’ intellectual laziness and ignorance
All people will be seriously affected. A modern industrial state will stop functioning.
Lack of Education
Kevin 1990, his forebears (with the exception of his intellectual father, and his children lead a poor miserable life. (1835, 1928, 1945)
America is on the decline.There is no law and order in the country. (2020)
American children have no chance to receive a good education. (2020)
Businesses in America are owned by wealthy Europeans and Asians.(2050)
The lazy boy’s indifference about the ignorance (Paras.8&9)
Para. 8: the attitude of a boy
Para. 9: concern: his laziness will seriously affect his way of life. It will also affect the nation.
e.g.Teenagers are very fashion conscious. 青少年很讲究时髦。
e.g.The petrol is running out. / We are running out of petrol.
e.g.Our time is running out. / We are running out of time.
a. with ns and vs forming adjs: full of; having qualities of; liable to: 充满的, 有…性质的; 有…倾向的;
e.g.Handful: When the employer arrived, the secretary handed him a handful of letters. (老板一到,秘书就交给他一叠信)
e.g. If you continue to steal, you’ll end up in prison.
e.g. If he carries on driving like that, he’ll end up dead.
e.g.The news quite upset him.
Our arrangements for the weekend were upset by her visit.
b. cause sth. become overturned, spilt.
e.g.Upset a bottle of ink; upset enemy’s plan.
e.g. Last section sums up all the arguments on other side.
e.g. Sum sb. up: I summed her up as a competent manager. (我认为)
e.g. Summary: in summary, as a brief statement of the main points (总的说来) In summary, the campaign has been a great success.
e.g.They competed with each other in English study.
The children competed against each other to reach the other end of the pool.
Several advertising agencies are competing to get the contrast.
e.g.The tax increases have affected us all.
Their opinion will not affect my decision.
Affecting:moving, touching (动人的)
Affected:not natural, pretended, artificial.
e.g.This machine has stopped functioning. (out of order)
The sofa can also function as a bed.
e.g.Don’t let the noise scare you, it’s only the wind.
e.g.They scared him into handing over the keys.
e.g.Light a fire to scare off the wolves.
He scares people away by being so brash.
We’ll scare her out of telling the police.
e.g.A complex system, network, argument, theory, subject.
试比较complex 和 complicated
e.g.A complicated situation, process, relationship, plot.
e.g.They befriended the young girl, providing her with food and shelter.
e.g. His knowledge of computer was adequate for the job.(他的计算机知识足以胜任这份工作)
I don’t feel adequate to the job. (我不能胜任这份工作)
e.g.Abstract art is an acquired taste. (抽象艺术要慢慢才会欣赏)
After having been instructed to drive out of town, I began to acquire confidence.
e.g. He always manages to obtain what he wants.
I obtained this ticket for you with difficulty. (我好不容易为你弄到了这张票.)
e.g. Her devotion to students always astonishes us.
e.g.He swore that he would never lie.
e.g. Many farmers in this area make a good living by growing flowers.
e.g.It is a miracle that no one was killed in that snowstorm.
e.g. He is 90 years old but still has most of his faculties.
a clear and detailed explanation
A typical piece of expository writing begins with a statement of opinion, then goes on to give supporting details.
Unit 3. The author arrives at his main argument in the third para. after guiding the readers through reasoning in the first two paras.
How is the main topic revealed?
Unit 6. The author starts by posing a question—Do animals have intelligence? and then gives a positive answer.
Unit 8. The author starts by an anecdote and then leads to his concern about the lazy teenagers.
Unit 3 provides three solutions to the question of how to educate the public so as to form in them a positive attitude towards science.
How are the main bodies developed?
Unit 6 provides three examples to prove that some animals have intelligence.
Unit 8 employs a fable as the main body, which functions to convey the message that education is vital to both the individual and society.
Unit 3 : The author presents a solution/conclusion—human civilization will survive if the public understand science well.
Ending of the texts
Unit 6 : The author presents a solution /conclusion—it’s comforting to know other species other than human being also have intelligence.
Unit 8 : There is not any solution provided.The text ends as the fable finishes.
e.g.Several soldiers refused to obey the order.
(语气更重,常指非常肯定的口头拒绝,强调不愿与某人或某时有任何关系) She rejected his marriage proposal.
e.g. The board rejected all our ideas.
e.g. Huge sum of money is spent on national defense.
e.g. I am afraid that is the pitiful sum of my knowledge on this subject.
e.g.I'd just like to sum up by saying that it's been a tremendous pleasure to work with you.
e.g.The door jammed behind me and I could not get out.
e.g.Foreign radio broadcasts were regularly jammed.Traffic jam:交通阻塞
e.g.How can we get out of the jam?
e.g.He jammed the boxes into the back of the car.
Every day we try to figure out the causes of things and analyze or predict effects. Cause-and-effect analysis is, therefore, an important analytical skill to develop. When writing a cause-and-effect paper, you should bear in mind the following points:
when discussing causes and effects, make sure your analysis is logical. You must not take it for granted that event A causes event B simply because A precedes B. You must explain clearly what really brings a particular result.
In cause-and-effect writing, it seems convenient to state the effect first and then analyze the causes. The reverse order, however, is to be preferred when one cause leads to a number of effects.