上外全新版大學(xué)英語綜合教程講義-book3-unit3.doc

Unit 3 SecuritySince the terrorist attacks of September 11, the Americans have been “at war” with Al Qaeda, Afghanistan, Iraq, and terrorism generally. President Bush used the word “war” 33 times when he presented a “wartime” budget to the Congress, and he has asserted the broad executive powers that traditionally surround a President in times of grave emergency. Meanwhile, the crime rate is soaring. Firearms, violence, robberies and assaults, all these leave a legacy of pain and suffering, leaving the victims in distress. Thus security becomes a hot issue for almost all nations and individuals nowadays, and in this Unit we will go deeply into talking about it, for the basic ideals of life, liberty, and the pursuit of happiness. Preview task for students: 1. Preview Text A Listen to the tape and pay attention to pronunciations of new words and phrases; Try to summarize the main idea and analyze its structure. 2. Words and phrases: on the latch, close up, vulnerable, tranquil, pry, hook up to, premise, put up barrier, barricade, take off, holdat bay, be bathed in, with/by a small/large margin, look back onText A The Land of the LockMost people carry five to ten keys with them whenever they go out. On your key ring you might have several keys for the house and a few for the office or a friends house. Your key ring is a clear demonstration of just how ubiquitous lock technology is: You probably interact with locks dozens of times every week.The main reason we use locks everywhere is that they provide us with a sense of security. But this leaves us a deep thought: what did we lose while we are so smart about self-protection and are used to resort to elaborate security systems to protect ourselves and our possessions? What is the legacy when we look back on this age?Now, let us see what is the reflection the American author presents for us in the following text “The Land of the Lock”.First periodI. Listen to the tape and try to find brief answers to these questions bellow after your listening. (25min) Do people nowadays keep up the custom of leaving the front door on the latch at night? What has taken the place of the era when people could safely keep their front door unlocked? (No. various kinds of locks/elaborate security systems) What does the author think is the new atmosphere of American life? (Atmosphere of distrust and fear) Under what excuse do people resort to all these means? Does the author think they are justified in doing so? (All is in the name of “security”; No, for while we are so used to put up barriers, so smart to lock the fear out or may lock the evil out, we have become prisoner of ourselves and most important is that we lost the most precious thing trust and sense of safety, just becoming more and more fearful) According to the author, what may be the legacy we remember best when we recall this era? (In dealing with the unseen horrors among us, we became prisoners of ourselves. All of us prisoners, in this time of our troubles./We outsmarted ourselves in self-protection. We no longer trusted anybody, and devise ways to lock the fear out, but at the same time, we locked ourselves in.)II. Related cultural notes (20min)1. Crime prevention:In the United States today, Americans are growing more concerned with their security. It is reported that the crime rate is soaring. To help people protect themselves from crime, police departments in many states have offered to citizens safety tips, such as how to protect yourself when using a banks automated teller machine, how to protect yourself from a carjacking, how to protect yourself from motor vehicle theft, how to protect yourself in parking garages, how to safeguard your home while on vacation, and how to protect yourself while walking at night. Here is one set of tips in detail.Tips:Avoid walking or running alone at night. Instead go walking or jogging with a friend. Dont use headphones while walking, driving or jogging. Always walk in well-lighted areas. Always stay near the curb.Avoid the use of short cuts. After dark, keep away from large bushes or doorways where someone could be lurking. Do not display cash openly, especially when leaving an ATM.If someone in a vehicle stops and asks for directions, answer from a distance. Do not approach the vehicle.If followed, go immediately to an area with lights and people. If needed, turn around and walk in the opposite direction; your follower will also have to reverse directions. In general:Reduce risk by keeping valuable out of sight, by not wearing jewelry, and by traveling in groupsAvoid carrying large amount of cash, jewelry or expensive photographic equipmentMinimize walk after darkAvoid responding in kind to verbal harassmentDo not store valuables in a cars trunk or glove compartmentDo not engage in a physical confrontation with the criminalsyou are outnumbered, and they may have hidden weaponDo not try to outrun an armed criminal; no car or person can outrun a bulletImmediately report any suspicious activity to policeIn Britain there is Neighborhood Watch which is an arrangement by which people who live in a particular street or area watch each others houses and tell the police if the see anything suspicious. Many people have formed local Neighborhood Watch groups to try to prevent crime, but others have refused to join them because they do not like the idea of being watched by their neighbors. 2. Most sophisticated of security sites: Extraordinary challenges require extraordinary measures. The terrorist attacks on America of September 11, 2001 require that Americans reform their nations aviation security system in fundamental ways. On September 27, President Bush launched the process of reform by announcing his proposals for an expander federal air marshal program, a $500 million federal rant program to strengthen aircraft security and screening services.3. Electronic X-ray 2 equipment: X Ray, penetrating electromagnetic radiation, is often used in medicine and science as a diagnostic tool. Security personnel operate metal detectors and electronic X-ray machines that screen baggage for possible weapons or illegal substances.4. Airport Security: see reference book P28III. Concise introduction of Text A (30min)(By questioning students)1. How do you understand the title? Explain in your own words.(Suggested answer: Physically, it means in America there are various kinds of locks and the technology of lock is ubiquitous. Morally, it implies that because people lost the sense of safety and no longer trust each other, they devise ways to lock their fear out to protect themselves. But much pitifully, by doing so, they have become prisoners of themselves.)2. What is the main idea of the text? What is the key word of this text? What important role does the key word play? (Suggested answer: America is deteriorating into the “most insecure nation”; “l(fā)ock” is the key word in this text, by locating “l(fā)ock” through the text, we get a pretty good idea of what this essay is about, therefore, we can understand it better, and also the key word can make the article achieve coherence.)3. What is the central point of view? Please try to find the supporting facts for it.Central point of view:America is deteriorating from “the Land of the Free” into “the most insecure nation. Supporting facts for the central point of view:Dead-bolt locks, security chains, electronic alarm systems and trip wires are widely in use. Doors are not left unlocked either in cities or in rural areas. Suburban families have steel bars built in sliding glass doors. Small notices warning against burglary are commonly seen pasted on the windows of the most pleasant of homes. Access cards are required of those who work with medium to large-size companies. Airport security uses electronic X-ray equipment to guard against terrorism. Businessmen employ new machines linked up to their telephone to help determine whether the caller is telling lies or not. Suburban housewives wear rape whistles on their key chains. Finally, teachers, please dont forget: introduce what is cause-effect structure to student; remind students characters of comparison and contrast; give directions of how to make a brief class report and provide students with necessary information, teaching them how to search information. (15min)IV. Assignments for students: 1. Sum up the cause-effect structure of Text A2. Find out the comparison and contrast paragraphs, and at the same time pay attention to the transition devices the author employed to connect those pairs together.3. Brainstorming and preparation for a class report.Here two choices for students:i. The impact of disaster and violence on children and adolescentsii. Of school securityInformation given to teachers:i. The impact of disaster and violence on children and adolescentsWhy:In the aftermath of the terrorist attacks on New York City and Washington, D.C., both adults and children are struggling with the emotion impact of such large-scale damage and losses of life. (Teacher can give other examples, such as the horrible bombings in London, the terrorism and war in Iraq, the hijacking, the natural disaster as Katrina, etc.) While these disastrous events have caught the Nations attention, they are only a fraction of the many tragic episodes that affect childrens lives. Each year many children and adolescents sustain injuries from violence, lose friends or family members, or are adversely affected by witnessing a violent or catastrophic event. Research has shown that both adults and children who experience catastrophic events show a wide range of reaction. Some suffer only worries and bad memories that fade with emotional support and the passage of time. Others are more deeply affected and experience long-term problems. Children who have witnessed violence in their families, schools, or communities are also vulnerable to serious long-term problems. Their emotional reactions, including fear, depression, withdrawal or anger, can occur immediately or some time after the tragic event.How:Early intervention to help children and adolescents who have suffered trauma from violence or a disaster is critical. Parents, teacher and mental health professionals can do a great deal to help these youngsters recover.After violence or a disaster occurs, the family is the first-line resource for helping. Parents and other caring adults can find ways to protect children from further harm and from further exposure to traumatic stimuli. If possible create a safe haven for them.When violence or disaster affects a whole school or community, teacher and school administrator can play a major role in the healing process.(Of war, such as the United States is in a very long period of conflict as it attempts to fight the war on terrorism. Many troops have been deployed and new men and women are sent overseas as others return. Government officials have spoken frequently about the need for military actions. Children probably do not understand the politics of this situation.For children whose parents are being deployed, there are special pressures. They need to deal with secrecy, uncertainty, separation, and major changes in their lifestyle. They will not know where the family member is going or when or even if he or she will return.Most children are likely to be confused by the current events. Their confusion may vary depending on their age. Younger children will hear a number of unfamiliar words and may not understand what they mean. Many children may confuse Afghanistan, Iraq, and Iran. They may confuse Osama bin Laden with Sadaam Hussein and other leaders. They also may have a hard time understanding why people are still dying if the war was said to be over. They may be more sensitized to war and violence in general after the events of Sep11, 2001. So war has become a new topic for parents, for most parents do not include war in their daily conversations with children, but there is a need to let them understand it.)ii. Of school securityPresent situation:Nowadays, people concern more about school securities. When unwelcome intruders, including armed individuals, thieves or other violent criminals became the targeted problem, school officials may decide to consider technological solutions to security or crime problems.Several categories of technology: keys and smart cards-in many schools, lost and/or duplicated keys have led to theft or other problems with unauthorized visitors. metal detectors-check in individuals for hidden weapons. alarm systems-detect intruders after hours or in controlled areas; signal emergency personnel when immediate help is needed. surveillance equipment-identifies offenders and document their actions, such as Closed Circuit Television (CCTV), videotapes, fixed versus moving cameras, etc.Second periodI. Class report by 3-5 students (15min)II. Listening practice (10min)Listen and fill in the blanks with the missing words. President Bushs Address On Sept. 11thLadies and gentlemen: This is a difficult moment for America. I, unfortunately, will be going back to Washington after my remarks. Secretary Rod Paige and the Lieutenant Governor (副州長) will take the podium (講臺) and discuss education. I do want to thank the folks here at Booker Elementary School for their hospitality. Today weve had a national tragedy. Two airplanes have crashed into the World Trade Center in an apparent terrorist attack on our country. I have spoken to the Vice President, to the Governor of New York, to the Director of the FBI, and have ordered that the full resources of the federal government go to help the victims and their families, and to conduct a full-scale investigation to hunt down and to find those folks who committed this act. Terrorism against our nation will not stand. And now if you would join me in a moment of silence. May God bless the victims, their families, and America. Thank you very much. III. Teacher guides students to analyze the writing strategies (25min)1. Cause-effect structure of Text A Fear and distrust lead to various security devices, which in turn makes the Americans prisoners of their own making.2. Comparison and contrast1) Ss re-read Paragraphs 1&4, 10&11, 12&13, then tell what these three pairs of paragraphs have in common. (Each pair contrasts the past situation with the present one. The first pair acts as the opening of the whole piece of writing. The latter two just two supporting details for the central argument.)2) Ss discuss what transitional devices are used to connect those pairs together.III. Explanation of important language points (35min)(Suggestion) The following word might be explained in details:1. close up 2. vulnerable 3. tranquil 4. pry5. barricadeFinally, teacher can conclude Text A by saying: the text by providing many examples, describes the wide use of security devices, typically locks in varied forms in American. The author by comparing with the past era of leaving the front door on the latch, regrets that people no longer trust each other and have to resort to elaborate security systems to protect themselves and their possessions. And this has led to the fact that people may have locked the evils out, but they also have locked themselves in.IV. Assignments:1. Review the words and phrases of Text A 2. Do after-text exercises3. Preview Text B 1) Words and phrases: 2) Read the story and try to summarize it. 3) Do language practice after text BThird periodText B Why I Bought A Gun Recent research indicates that guns are used defensively 2.5 million times per year. It is not surprising then, that more women than ever want to carry a gun. The reason is simple: Women are concerned about becoming victims of crime. Guns give women a fighting chance against crime. And in Text B we will just focus on gun issue. Now let us see Why I bought a gun.I. Ask students to reread the text quickly and then answer the following questions that related to the text (15min) 1) Before the author got married, what kind of attitude did the author hold toward gun? (She believed in pacifism and did not need a gun for self-defense. Thus, she is against owning guns and strongly supported gun control.) 2) What caused her changed her mind and eventually bought a gun? (After her marriage, she was threatened many times which caused her question her former belief and eventually bought a gun.) 3) What condition was the author put into after owning a gun? (She was put into a condition full of fears all day and a succession of new problems.)II. Related cultural notes of Text B (15min)1. Manhattan: Manhattan (New York), borough of New York City, the main economic hub of New York City. Manhattan is one of the worlds leading commercial, financial, cultural, manufacturing, medical, and tourist centers. The borough, about 80sq km (about 31sq mi) in area, also encompasses a small exclave (Marble Hill) on the Bronx mainland; several islands in the East River, including Franklin D. Roosevelt Island (the site of a large modern housing complex), Randalls Island, and Wards Island; and Governor Island in Upper New York Bay.2. Civil defense: Civil defense, organized preparation for the protection of civilian lives and property and of the means of economic production before, during and immediately after large-scale emergencies. Civil defense includes the organization and training of volunteers in the means of self-protection and in learning to reduce loss of life in emergencies. Effective warning systems, adequate shelters inside and outside the home, stock piles of food and medicine, firefightin