1Unit 8

38 %
62 %
Information about 1Unit 8
Education

Published on February 24, 2008

Author: Danielle

Source: authorstream.com

Unit Eight Social Problems:  Unit Eight Social Problems Preparation Listening-Centered activities Reading-Centered activities Part I Preparation:  Part I Preparation 1. Brainstorming. Directions:work in groups, make a list of at least 20 words associated with social problems(problems, effects, causes) and discuss the following questions.:  1. Brainstorming. Directions:work in groups, make a list of at least 20 words associated with social problems(problems, effects, causes) and discuss the following questions. 1. What sort of social problems exist in China? 2. What sort of social problems do you associate with foreign countries? 3. What are the causes of social problems? Words for Reference 2. Describing the pictures. Directions: 1. Work in groups of 4. Each member of the group reads out loud the description of one of the pictures illustrating “A Mugging”. 2. Study the next set of pictures. Each member of the group chooses a different picture to describe. 3. Each one reads the description to the group to make a well-organized story.:  2. Describing the pictures. Directions: 1. Work in groups of 4. Each member of the group reads out loud the description of one of the pictures illustrating “A Mugging”. 2. Study the next set of pictures. Each member of the group chooses a different picture to describe. 3. Each one reads the description to the group to make a well-organized story. One night, Mrs. Riley, an elderly widow, was walking along a dark, London street. She was carrying her handbag in one hand and a plastic carrier bag in the other. There was nobody else in the street except two youths. They were standing in a dark shop doorway. One of them was very tall with fair hair, the other was short and fat with a beard and moustache. Slide5:  The youths waited for a few moments, and then ran quickly and quietly towards Mrs. Riley. The tall youth held her from behind while the other youth tried to snatch her handbag. Slide6:  Suddenly, Mrs. Riley threw he tall youth over her shoulder. He crashed into the other youth and they both landed on the ground. Without speaking, Mrs.Riley struck both of them on the head with her handbag, and walk calmly away. Slide7:  The two surprised youths were still sitting on the ground when Mrs. Riley crossed the street towards a door with a lighted sing above it. Mrs. Riley paused, turned round, smiled at the youths and walked into the Sough West London Judo Club. Directions: Work out the similar story to the previous one.:  Directions: Work out the similar story to the previous one. Last night Mr. Lester/ middle-aged widower/ Birmingham street/he/ briefcase/umbrella/there/nobody else/two men/they/side-street /one/big/black, curly hair/ the other/ thin/bald head They/ few seconds/and/ walk/slowly/silently/Mr. Lester/the big man/hold behind/the thin one/try/steal/Mr.Lester/briefcase Suddenly Mr.Lester/big one/shoulder/he/ collide with/ thin one/ they/land/pavement/Mr. Lester/strike/umbrella/and/walk/ quickly/away The two astonished men/sit/ground/Mr.Lester/cross/road/towards/ door/painted sign/ Mr.Lester/stop/turn/laugh/walk into/Central Birmingham Karate Club. Slide9:  Last night, Mr. Lester, a middle-aged widower, was walking along a dark Birmingham street. He was carrying a briefcase in one hand and an umbrella in the other. There was nobody else in the street except two men. They were standing in a dark side-street. One of them was very big with curly hair, and the other was thin with a bald head. They waited for a few seconds and then walked slowly and silently towards Mr. Lester. The big man held Mr. Lester from behind and the thin one tried to snatch Mr. Lester’s briefcase . Slide10:  Suddenly, Mr. Lester threw the big one over his shoulder. He collided with the thin one and they both landed on the pavement. Without speaking, Mr. Lester struck both of them on the head with his umbrella, and then walked calmly away. The two astonished men were still sitting on the ground when Mr. Lester crossed the road towards a door with a painted sign above it. Mr. Lester stopped , turned round, laughed at the two men and walked into the Birmingham Karate Club. Birming ham Karate Club 3. Stop littering:  3. Stop littering Directions: work in groups to think of as many ways as possible to stop littering(the dropping of rubbish like plastic bags, paper, peelings, etc. in streets, parks, and other public places.) Part II Listening-Centered activities :  Part II Listening-Centered activities Listening I :  Listening I Directions: listen to the passage twice and answer the following questions. Why did the robber write the instructions on a piece of paper rather than shout? he didn’t want to attract attention to himself. What did he write on the paper? He wrote: “This is a hold-up and I’ve got a gun.” 3. Where did he want the cashier to put the money? He wanted the cashier to put all the money in a paper bag. Why do you think the robber wanted to put the money in the kind of bag he wanted? That’s because he didn’t want the others to see the money inside. What did the robber do then? The cashier wrote:“I don’t have a paper bag.” What did the robber do then? He fled. Instruction; hold-up; cashier; grille; Portland; Oregon Listening II :  Listening II directions: Listen to the passage twice and answer the following questions. Where did the burglar break into? He broke into a house at the village of Lachelle. How did he feel as soon as the went in? He felt very hungry. 3. What was the first thing he found? His favorite cheese. 4. What did he eat and drink? He ate cheese, biscuits and drank champagne. 5. What was he doing when he was arrested? He was fast asleep. Alert; burglar; decidedly; cheese; biscuit; refrigerator; champagne; digest; Parisian; Lachelle; Bath Oliver Listening III :  Listening III How many robbers were involved in the robbery? Three. What happened to them when they tried to get into the bank? They got stuck in the revolving doors. Who helped them solve the problem? The band staff. Why did they come back in a few minutes? They want to rob the bank. How much did they demand a first? £5,000. What did the staff think of the robbery? They didn’t believe it. They thought it was a practical joke. How much did they demand in the end? 50 pence. revolve; sheepishly; disheartened; gang; ultimately; clutch; ankle; practical joke; make on’e gateway; Scotland; Rothesay Slide16:  8. Why did one of the men fall on the floor? He jumped over the counter. What happened to the other two when they fled? They got trapped in the revolving doors for a second time. What do you think of the robbers? They were foolish, clumsy and inexperienced. Exercise II Directions: discuss in grips the following questions. Then report your solutions to the class.:  Exercise II Directions: discuss in grips the following questions. Then report your solutions to the class. 1.What do you think are some effective ways to prevent bank robberies? Samples: some effective ways to prevent bank robberies: 1. Having strong and well-trained guards/doorkeepers. 2. Having alarm systems installed. 3. having- bullet-proof doors and windows. 4. Having video cameras installed. 5. Having the police phone numbers at hand. Slide18:  2. How do people try to prevent their houses from being burgled or robbed? Samples: Measures taken to prevent one’s houses from being burgled or robbed. 1. Having the police phone number. 2. Installing burglar-proof doors and windows. 3. Not allowing strangers to enter the house. 4. Not letting others know if you are going to leave your house a few days. 5. Not plant too many trees and other plants around the house. 6. Keeping on good terms with your neighbors and keep an eye on each others’ house and property. 7. Keeping a dog at home. Part III Reading-Centered activities :  Part III Reading-Centered activities Structure and organization of the passage.:  Structure and organization of the passage. Slide21:  affect vt 影响 effect v. to make sth. happen, to bring about 导致, 实现 e.g. a. They effected measures to develop the city. b. The reform was effected. n. the way in which an event, action, or person changes sb. or sth. 结果 e.g. a. Inflation has a disastrous effect on the economy. b. Alcoholic drink can have a bad effect on your body.. affect vt Slide22:  1) to continue for a particular distance or over a particular area, make a road, a building etc. bigger or longer, or continue to happen or exist for a certain period of time 延续 a. The River Nile extends as far as Lake Victoria. b. The hot weather extended well into October. 2) offer sb. help, sympathy, thanks etc. 给予 e.g. We'd like to extend our warm welcome to our French visitor. . extend v Slide23:  a feeling about sth. 感觉 a. The whole affair left me a sense of complete helplessness. b. A new sense of urgency had entered into their negotiation. A sense of Slide24:  1) to happen; be caused or started by a situation or an event (from) 出现; 发生 a. A crisis has arisen in the Foreign Office. b. Can we begin by discussing the question arising from last meeting? 2) get up; stand up 起来;站起 e.g. I arose early in the morning. . Arise v. Slide25:  辨异: appear,emerge 都可表示 “出现”,appear 用于指固定的自然情况,表示变得看得见或者变得很明显,有时指某人以一种特殊身份或能力在公共场合出现、露面或向公众发布信息,如:The famous film star will appear in the television program tonight.;emerge指从隐藏或隐蔽之呈现或暴露出来,用于抽象的事物时,常常指某种情况或某个问题出现,如:The moon emerged from behind the cloud. / After a long study, a possible solution emerged. 此外,arise也有“出现”之意,但它常常用来指抽象事物,如:New questions arise. . Arise v. Isolate v. :  Isolate v. cause to lose one’s friends or supporters 使隔离,使孤立 a. Political influence is being used to shape public opinion and isolate critics. b. Several villages have been isolated by the floods. Slide27:  stop yourself from showing your feelings 抑制(感情,思想) a. She suppressed a strong desire to scream. Suppress v. Access(n):  Access(n) access excess accessible accessibility Have/gain access to Basis(n):  Basis(n) Basis: base, foundation. To be based on On the basis of The base of a building/the economic basis Basic basically Concern(n):  Concern(n) Concern(前置定语)关切的/(后置定语)有关的。 as/so far as……be concerned Have no concern with Concern oneself about: be concerned about Show concern for sb. Concern(adj) Confident(adj):  Confident(adj) Confidence n. Have confidence in/be confident of e.g. we have confidence in our future. e.g. we are confident of our future. Confidential confidant Cope(v):  Cope(v) Cope with: deal successfully/effectively with. e.g. Mechanics is a subject which ( ) motion and force. a. deals with b. copes with c. blends with d. mixes with Exhaust(vt):  Exhaust(vt) Exhausted Exhausting Exhaustive e.g. The ( ) search for the lost boys proved ( ) and the search party returned home at nightfall quite ( ) a. exhaustive, exhausted, exhausting b. exhaustive, exhausting, exhausted c. exhausted, exhausting,exhaustive d. exhausted, exhaustive, exhausting Exhaust(vt):  Exhaust(vt) v. be extremely tired and have no energy 使……筋 疲力尽,使……耗尽 e.g. a. I was absolutely exhausted when I got back . b. The police have spent an exhausting day searching the woods. c. I think we’ve exhausted this subject. Let’s go on to the next. d. My patience is exhausted. Interview(n.vt):  Interview(n.vt) Inter+view=interview Preview, review, viewpoint Interviewer/interviewee Employer/employee Resent(vt):  Resent(vt) Resent doing/consent doing Resentful. Be resentful of /at Resentment n. Stimulate(vt):  Stimulate(vt) Stimulant n. Stimulus n. Stimulation n. Stimulating adj. Stimulate sb to/into something Stimulate sb to do something Stimulate(vt):  Stimulate(vt) encourage an activity to begin or develop further 鼓励,激励 e.g. The discussions stimulated a free exchange of ideas . 2) 增强;增加活力 e.g. Light stimulates the optic nerve. (光刺激视神经。) After all:  After all e.g. After all he is only 6 years old. e.g. After all, what does it have to do with you? All to often:  All to often e.g. All to often he gave up halfway. All to often victims are too frighten- ed to ask for help. Cope with:  Cope with e.g. There was too much work for our computer to cope with. I don’t know how she copes with looking after her family and doing a full-time job. Doze off:  Doze off e.g. I dozed off during the film. I dozed off in the conversation and didn’t hear what was said. In case of :  In case of e.g. In case of rain, the picnic will be postponed to the next week. Ring the alarm bell in case of fire. In the long run:  In the long run e.g. It pays in the long run to buy goods of high quality. We shall have to have the repairs done in the long run, so we may as well have them done now. Look (up) on……as:  Look (up) on……as e.g. He looks upon you as his own son. On one’s own:  On one’s own e.g. I usually went on holidays with a friend, but this year I have decided to go on my own. Take…… into consideration:  Take…… into consideration e.g. these were all factors which had to be taken into consideration. Work out:  Work out e.g. we must work out a plan as quickly as we can. can you work this puzzle out? I’ve worked out our total expenses at $230 …..and they feel that their mothers sould “be there” for them (l 14-15):  …..and they feel that their mothers sould “be there” for them (l 14-15) “Be there” here means “be at home”. Because traditionally the mother’s role is to be the homemaker, raising children and taking care of other household affairs. For some youngsters, it is a productive period of private time, while for others it is a frightening, lonely void…..(l21-22):  For some youngsters, it is a productive period of private time, while for others it is a frightening, lonely void…..(l21-22) The word “while” is used to emphasize the difference between two situations, activities, etc. e.g. The first two services are free, while the third costs $35. In 1961 just over 2 persons divorced per 1,000, while in 1981 it was 12. For being made to live in this fashion (l35):  For being made to live in this fashion (l35) e.g. We saw him go into the pub with two other guys the other night. He was seen to go into the pub with two other guys the other night Slide52:  I. Paraphrase the following sentences: 1. .… mothers have been leaving the traditional role of full-time homemaker. (l 4.) ----- mothers have been stopping being the traditional full-time housewife. 2. Increasingly they have been taking salaried jobs outside the home. (l 5) ----- More and more mothers have paid jobs outside instead of staying at home. 3. They suppress their guilt since they believe that their work will benefit everyone in the long run. (l 10). -----They prevent themselves from thinking of their guilt by believing that working outside will benefit everyone later in the future. Slide53:  4. All too often, however, the mothers arrive home exhausted and face the immediate task of preparing dinner. (l 17) ----Almost always, however , the mothers arrive home exhausted and need to prepare dinner immediately. 5. Conversely ,many latchkey children expressed much bitterness ,resentment , and anger for being made to live in this fashion. (l 34). ---- On the other hand, many latchkey children expressed much bitterness, resentment , and anger for being made to live lonely (in this way) . Slide54:  6. It is advisable for all members of the family to express their feelings and concerns about the inevitable change candidly (l 50). ---- Parents and children might as well express what they feel and what they are worried about the unavoidable change honestly and directly. 7. … the safety of the neighborhood, accessibility of help in case of an emergency (l 53). ---the possibility of their getting help in case of emergency Slide55:  Important structures: 1. … and they feel that their mothers should “be there” for them. (l. 14-15) 2. All too often, however, the mother arrive home exhausted … (l. 16-17) 3. For some youngsters, it is a productive period of private time, while for others it is a frightening, lonely time. (l. 21-22) Slide56:  Important structures: 4. for being made to live in this fashion (l. 35) 5. Whatever the reason, it is a compelling situation with which families must cope. (l. 45-46) 6. given the reality of the situation (l. 47) 7. Of supreme importance … (l. 54)

Add a comment

Related presentations

Related pages

Year 1Unit 8 - I like noodles flashcards | Quizlet

Vocabulary words for Year 1Unit 8 - I like noodles. Includes studying games and tools such as flashcards.
Read more

Codierter Sicherheitsschalter PSENcode - schmale Bauform ...

PSEN cs5.1 M12/8/PSEN cs5.1 M12 1unit ST M12, 8pol. male 2 codiert 542100 PSEN cs6.1p/PSEN cs6.1 1unit ST M8, 8pol. male ...
Read more

Magnetischer Sicherheitsschalter PSENmag - Technische ...

PSEN ma1.3a-20/PSEN ma1.3-08/8mm/1unit ST 8.0 mm rund 3 ... 8.0 mm rund 3 mit LED 506230 PSEN ...
Read more

MORE!1 Unit 7 Flashcards | Quizlet

Start studying MORE!1 Unit 7. Learn vocabularly, terms, and more with flashcards, games, and other study tools.
Read more

Agreement | 1Unit

If 1Unit has a legal obligation to pay or collect taxes for which Hospital is responsible under this Agreement, 1Unit will ... 9.8 Entire Agreement: ...
Read more

Impressum - KSF 1Unit e.V.

KSF 1Unit - Florstadt / Friedberg e.V. Wilhelm Leuschner Straße 8a. ... Nach §§ 8 bis 10 TMG sind wir als Diensteanbieter jedoch nicht verpflichtet, ...
Read more

Unit 8 “Who’s Got Style?” English 10 1Unit 8. “The Pit and ...

Unit 8 “Who’s Got Style?” English 10 1Unit 8. “The Pit and the Pendulum” Pre-reading Activity MLA heading (+.5) Goals – comprehend through ...
Read more

Unit 8 Assignment 1 - 1Unit 8 Assignment 1 Unit 8 ...

View Homework Help - Unit 8 Assignment 1 from IS 4550 at ITT Tech Tucson. 1Unit 8 Assignment 1 Unit 8 Assignment 1: Best Practices for Remote Access
Read more

Dedeco | "SINTERED SLIMS" DIAMOND DISC (7/8" x .007") 1/UNIT

(7/8" x .007") 1/UNIT. The “absolute best” sintered diamond disc for fast cutting of composite, acrylic and glass. Qty Price Ea. 1 - 9: $30.95: 10+ $29.40:
Read more

B-Chop (Energy Storage for Traction Power Supply System ...

B-Chop (Energy Storage for Traction Power Supply System) B-Chop ... 1.8 x 2.1 x 1.3: 1Unit 1.0 x 2.1 x 1.3: 1Unit 2.5 x 2.3 x 1.2: 2: 1650: 1000: 1Unit
Read more