Unit 10: Part C 21st Century College English: Book 1

Unit 10: Unit 10:

Part CPart C

21st Century College English: Book 121st Century College English: Book 1

Unit Ten: Part CUnit Ten: Part C

• Reading Analysis

• Structured Writing

• Listening Practice

• Oral Practice

• Assignment

Reading AnalysisReading Analysis

《读写教程 I 》 : Ex. XII, p. 282Ex. XII, p. 282《读写教程 I 》 : Ex. XII, p. 282Ex. XII, p. 282

Identifying the Support to Main IdeaIdentifying the Support to Main Idea

Many paragraphs written in English are arranged in the same Many paragraphs written in English are arranged in the same way: a way: a Main IdeaMain Idea is expressed in topic sentence and then is expressed in topic sentence and then SupportSupport is given to make this idea clear and to convince the reader that it is given to make this idea clear and to convince the reader that it is true.is true.


Practice:Practice:

Review Text A again and find out the support given to

each of following main ideas/ topic sentences.

Identifying the Support to Main IdeaIdentifying the Support to Main Idea

Example 1:Example 1: Wilmut’s success didn’t come easily.Wilmut’s success didn’t come easily. (Para. 9) (Para. 9)

Example 2:Example 2: Cloning animals has tremendous potentials for Cloning animals has tremendous potentials for helping helping peoplepeople.. (Para. 11) (Para. 11)

Example 3:Example 3: Humans are more than the sum of their genes. Humans are more than the sum of their genes. (Para. 15)(Para. 15)


WilmutWilmut’’s success didns success didn’’t come easily. He has been studying t come easily. He has been studying

reproductive science for more than two decades. Last year, reproductive science for more than two decades. Last year,

he used embryos to successfully clone two sheep. Then he fohe used embryos to successfully clone two sheep. Then he fo

rged ahead to clone an adult sheep. But, of 277 udder cells hrged ahead to clone an adult sheep. But, of 277 udder cells h

e fused with egg cells, only 30 began to develop into embryoe fused with egg cells, only 30 began to develop into embryo

s. He implanted 29 of those into female sheep. Only one adus. He implanted 29 of those into female sheep. Only one adu

lt gave birth to a lamb. lt gave birth to a lamb.

presentation of main ideapresentation of main idea years’ hard workyears’ hard work

preparation for the preparation for the ultimate successultimate success

rough road to the successrough road to the success

WilmutWilmut’’s success didns success didn’’t come easily.t come easily. He has been studying He has been studying

reproductive science for more than two decades. Last year, reproductive science for more than two decades. Last year,







reproductive science for more than two decades.reproductive science for more than two decades. Last year, Last year,








he used embryos to successfully clone two sheep.he used embryos to successfully clone two sheep. Then he fo Then he fo







he used embryos to successfully clone two sheep.he used embryos to successfully clone two sheep. Then he foThen he fo





Example 1:Example 1: Wilmut’s success didn’t come easily.Wilmut’s success didn’t come easily. (Para. (Para. 9)9)


Wilmut maintains that cloning animals has tremendous potWilmut maintains that cloning animals has tremendous pot

ential for helping people. Cloned sheep, he says, could be usential for helping people. Cloned sheep, he says, could be us

ed as living drug factories. Scientists could “engineer”ed as living drug factories. Scientists could “engineer” sheeshee

p that produce drugs in their milk. And by altering the protp that produce drugs in their milk. And by altering the prot

eins on the surfaces of animal organs to make them more lieins on the surfaces of animal organs to make them more li

ke human organs, scientists believe they may be able to creake human organs, scientists believe they may be able to crea

te a plentiful source of organ donors for people.te a plentiful source of organ donors for people.

presentation of main ideapresentation of main idea the first examplethe first example

the second examplethe second example


ential for helping people.ential for helping people. Cloned sheep, he says, could be us Cloned sheep, he says, could be us


p that produce drugs in their milk. And by altering the protp that produce drugs in their milk. And by altering the prot





ential for helping people.ential for helping people. Cloned sheep, he says, could be usCloned sheep, he says, could be us


p that produce drugs in their milk.p that produce drugs in their milk. And by altering the prot And by altering the prot





ential for helping people.ential for helping people. Cloned sheep, he says, could be usCloned sheep, he says, could be us


p that produce drugs in their milk.p that produce drugs in their milk. And by altering the protAnd by altering the prot




Example 2:Example 2: Cloning animals has tremendous potentials Cloning animals has tremendous potentials for helping peoplefor helping people.. (Para. 11) (Para. 11)


Humans are more than the sum of their genes, argues Mark Humans are more than the sum of their genes, argues Mark

Hanson, an ethicist at an ethics research institute in Hanson, an ethicist at an ethics research institute in

Briarcliff Manor, New York. Though they look exactly the Briarcliff Manor, New York. Though they look exactly the

same, clones are not necessarily carbon copies. The younger same, clones are not necessarily carbon copies. The younger

twin might grow up with different influences twin might grow up with different influences —— say, say,

unusual friends or special teachers. A cloned Albert unusual friends or special teachers. A cloned Albert

Einstein might flunk physics. A cloned Madonna might sing Einstein might flunk physics. A cloned Madonna might sing

off-key. off-key.



Briarcliff Manor, New York.Briarcliff Manor, New York. Though they look exactly the Though they look exactly the

same, clones are not necessarily carbon copies. The younger same, clones are not necessarily carbon copies. The younger




off-key. off-key.




same, clones are not necessarily carbon copies.same, clones are not necessarily carbon copies. The younger The younger




off-key. off-key.






unusual friends or special teachers.unusual friends or special teachers. A cloned Albert A cloned Albert


off-key. off-key.






unusual friends or special teachers.unusual friends or special teachers. A cloned Albert A cloned Albert


off-key. off-key.

Example 3:Example 3: Humans are more than the sum of their Humans are more than the sum of their genes. genes. (Para. 15)(Para. 15)

one supporting reasonone supporting reason two imagined examplestwo imagined examples

further clarification further clarification of the main ideaof the main ideapresentation of main ideapresentation of main idea


Structured WritingStructured Writing

《读写教程 I 》 : Ex. XII, p. 282Ex. XII, p. 282《读写教程 I 》 : Ex. XII, p. 282Ex. XII, p. 282

According to the paragraph pattern analyzed in “Reading According to the paragraph pattern analyzed in “Reading Analysis”, try to give out as many supports to the topic sentence Analysis”, try to give out as many supports to the topic sentence (main idea) as possible. (main idea) as possible.

Topic sentence (general idea):Topic sentence (general idea):

There are many advantages to clone human.There are many advantages to clone human.

Support (detailed)Support (detailed)

??

??

??

??

??

As human organ donorAs human organ donor

To give rebirth to someone deadTo give rebirth to someone dead

To make copy of someone who has cancerTo make copy of someone who has cancer

To give child to the couples who have noneTo give child to the couples who have none

To make identical-twin of someoneTo make identical-twin of someone


Practice One:Practice One:


The entry to WTO won’t destroy domestic industriesThe entry to WTO won’t destroy domestic industries

Support (suggested)Support (suggested)

??

??

??

??

??

Foreign advanced technology importedForeign advanced technology imported

Foreign modern management introducedForeign modern management introduced

Unemployment tension releasedUnemployment tension released

New industries built upNew industries built up

Domestic industries adjust to competitionDomestic industries adjust to competition

……


Support (suggested)Support (suggested)

??

??

??

??

??

Insufficient funds and teachersInsufficient funds and teachers

Unqualified teaching personnelUnqualified teaching personnel

Backward equipments and old-fashioned materialsBackward equipments and old-fashioned materials

Old-fashioned teaching methodsOld-fashioned teaching methods

Unscientifically planned exam-systemUnscientifically planned exam-system

……

Practice Two:Practice Two:


Chinese education needs radical reformChinese education needs radical reform


After-class ActivityAfter-class Activity

Write a paragraph with a topic sentence and some supporting Write a paragraph with a topic sentence and some supporting details, whose main idea could be one of the following:details, whose main idea could be one of the following:

English is a universal language.English is a universal language.

Education in China has gone through great changes Education in China has gone through great changes in recent years.in recent years.

SexismSexism （性别歧视）（性别歧视） has done a great deal of harm has done a great deal of harm to our society.to our society.


Listening Practice

• Passage 1

• Passage 2

Listening PracticeListening Practice

PassagePassage

Listening and Speaking IListening and Speaking I

Part 5.3, p. 139Part 5.3, p. 139


Part 5.3, p. 139Part 5.3, p. 139

Passage 1Passage 1

1.1. A. In the earliest stages of civilization.A. In the earliest stages of civilization.

B. In the earliest stages of industrial development.B. In the earliest stages of industrial development.

C. In the earliest stages of their education.C. In the earliest stages of their education.

D. In the earliest stages of life on the Earth. D. In the earliest stages of life on the Earth.

Passage OnePassage One


2.2. A.A. Food. Food.

B.B. shelter. shelter.

C.C. clothes. clothes.

D.D. both A and B. both A and B.



3.3. A.A. By making it themselves.By making it themselves.

B.B. By turning to skilled people.By turning to skilled people.

C.C. By ordering it from shops.By ordering it from shops.

D.D. By making it in factories. By making it in factories.



4.4. A.A. When people had more goods of no fixed When people had more goods of no fixed value. value.

B.B. When old goods were exchanged.When old goods were exchanged.

C.C. When goods became too expensive.When goods became too expensive.

D.D. Both A and B. Both A and B.



5.5. A. How people got food and shelter in A. How people got food and shelter in early times.early times.

B. How people paid for their needs.B. How people paid for their needs.

C. How exchange had no fixed value.C. How exchange had no fixed value.

D. Why money developed.D. Why money developed.


Check-upCheck-upCheck-upCheck-up


1.1. When were people content with very simple forms of When were people content with very simple forms of shelter?shelter?

A. In the earliest stages of civilization.A. In the earliest stages of civilization.






1.1. When were people content with very simple forms of When were people content with very simple forms of shelter?shelter?

A. In the earliest stages of civilization.A. In the earliest stages of civilization.




2.2. What did they use natural materials for?What did they use natural materials for?

A.A. Food. Food.






2.2. What did they use natural materials for?What did they use natural materials for?

A.A. Food. Food.




3.3. As civilization advanced, how did they get better sAs civilization advanced, how did they get better shelter, food, clothing, and tools?helter, food, clothing, and tools?

A.A. By making it themselves.By making it themselves.






3.3. As civilization advanced, how did they get better sAs civilization advanced, how did they get better shelter, food, clothing, and tools?helter, food, clothing, and tools?

A.A. By making it themselves.By making it themselves.




4.4. When did exchange become complicated?When did exchange become complicated?

A.A. When people had more goods of no fixed When people had more goods of no fixed value. value.






4.4. When did exchange become complicated?When did exchange become complicated?

A.A. When people had more goods of no fixed When people had more goods of no fixed value. value.




5.5. What is the passage about?What is the passage about?

A. How people got food and shelter in early times.A. How people got food and shelter in early times.





ScriptScriptScriptScript


5.5. What is the passage about?What is the passage about?

A. How people got food and shelter in early times.A. How people got food and shelter in early times.




In the earliest stages of human development, people In the earliest stages of human development, people

were content with very simple forms of shelter. They used were content with very simple forms of shelter. They used

the natural materials around them for food and shelter. As the natural materials around them for food and shelter. As

a result, they had no more need of money than animals a result, they had no more need of money than animals

have. When people became more civilized, they began to have. When people became more civilized, they began to

want better shelter, food, clothing, and tools. Since they want better shelter, food, clothing, and tools. Since they

could not provide these by the work of their own unskilled could not provide these by the work of their own unskilled

hands, they had to turn to skilled people.hands, they had to turn to skilled people.

At first they got what they needed by a simple process At first they got what they needed by a simple process

of exchange. Exchange became complicated when more goof exchange. Exchange became complicated when more go

ods with no fixed exchange value came on the market. Somods with no fixed exchange value came on the market. Som

etimes people had nothing to exchange until their own goodetimes people had nothing to exchange until their own good

s were ready. Thus, the question of a different form of pays were ready. Thus, the question of a different form of pay

ment arose.ment arose.



PassagePassage


Part 5.3, pp. 139~140Part 5.3, pp. 139~140


Part 5.3, pp. 139~140Part 5.3, pp. 139~140

Passage 2Passage 2

Passage TwoPassage Two


6.6. A.A. Teachers’ power. Teachers’ power.

B. Parents’ power.B. Parents’ power.

C. Children’ power. C. Children’ power.

D. The power of the school. D. The power of the school.

7.7. A. The child’s understanding of language.A. The child’s understanding of language.

B. The child’s age and achievements.B. The child’s age and achievements.

C. The child’s curiosity.C. The child’s curiosity.

D. The child’s learning patterns. D. The child’s learning patterns.





8.8. A.A. Teachers. Teachers.

B.B. Parents.Parents.

C.C. Educators. Educators.

D.D. Researchers. Researchers.



9.9. A.A. Children can be educated only at school. Children can be educated only at school.

B.B. Children cannot be educated only at school.Children cannot be educated only at school.

C.C. Children can be educated only at home. Children can be educated only at home.

D.D. Children can be educated neither at school Children can be educated neither at school nor at home. nor at home.


Check-upCheck-upCheck-upCheck-up


10.10. A.A. The Power of Parents in Children’s education. The Power of Parents in Children’s education.

B.B. The Role of Teachers in Children’s education.The Role of Teachers in Children’s education.

C.C. Study and Education. Study and Education.

D.D. Children’s Achievements. Children’s Achievements.



6.6. What increasingly surprised the researchers in What increasingly surprised the researchers in cchildren’s intelligence development?hildren’s intelligence development?

A.A. Teachers’ power. Teachers’ power.




6.6. What increasingly surprised the researchers in What increasingly surprised the researchers in cchildren’s intelligence development?hildren’s intelligence development?

A.A. Teachers’ power. Teachers’ power.




7.7. Which of the following factors is not part of Which of the following factors is not part of intelligence?intelligence?

A. The child’s understanding of language.A. The child’s understanding of language.






7.7. Which of the following factors is not part of Which of the following factors is not part of intelligence?intelligence?

A. The child’s understanding of language.A. The child’s understanding of language.






8.8. Who influences children’s achievements most Who influences children’s achievements most aafter school begins?fter school begins?

A.A. Teachers. Teachers.




8.8. Who influences children’s achievements most Who influences children’s achievements most aafter school begins?fter school begins?

A.A. Teachers. Teachers.






9.9. What do many teachers realize now?What do many teachers realize now?

A.A. Children can be educated only at school. Children can be educated only at school.




9.9. What do many teachers realize now?What do many teachers realize now?

A.A. Children can be educated only at school. Children can be educated only at school.





ScriptScriptScriptScript


10.10. What is the best title for the passage?What is the best title for the passage?

A.A. The Power of Parents in Children’s education. The Power of Parents in Children’s education.




10.10. What is the best title for the passage?What is the best title for the passage?

A.A. The Power of Parents in Children’s education. The Power of Parents in Children’s education.




As researchers learn more about how children’s As researchers learn more about how children’s

intelligence develops, they are increasingly surprised by the intelligence develops, they are increasingly surprised by the

power of parents. The power of the school has been replaced power of parents. The power of the school has been replaced

by the home. To begin with, all the factors that are part of by the home. To begin with, all the factors that are part of

intelligence — the child’s understanding of language, intelligence — the child’s understanding of language,

learning patterns, curiosity — are established well before the learning patterns, curiosity — are established well before the

child enters school at the age of six. Study after study has child enters school at the age of six. Study after study has

shown that even after school begins, children’s achievements shown that even after school begins, children’s achievements

have been far more influenced by parents than by teachers. have been far more influenced by parents than by teachers.

This is particularly true about learning that is language-This is particularly true about learning that is language-

related.related.

In view of their power, it’s sad to see so many parents not In view of their power, it’s sad to see so many parents not

making the most of their children’s intelligence. Until recently making the most of their children’s intelligence. Until recently

parents had been intimidated by educators who asked them parents had been intimidated by educators who asked them

not to educate their children. Many teachers now realize that not to educate their children. Many teachers now realize that

children cannot be educated only at school, and parents are children cannot be educated only at school, and parents are

being asked to contribute both before and after the child being asked to contribute both before and after the child

enters school. enters school.


Oral PracticeOral Practice

Debate

Role Play


Since the birth of Dolly, human cloning remains Since the birth of Dolly, human cloning remains one of the most controversial topics. Are you for or one of the most controversial topics. Are you for or against human cloning? Defend your viewpoint against human cloning? Defend your viewpoint and try to convince your opponent.and try to convince your opponent.

DebateDebateDebateDebate is a discussion about a subject on which people have is a discussion about a subject on which people have

different views.different views.To be or not to be, it’s

To be or not to be, it’s

always a question.

always a question.

In the following activity of debate, you’re supposed to decide on wIn the following activity of debate, you’re supposed to decide on which standpoint you’ll hold first, and then try to find as many evidhich standpoint you’ll hold first, and then try to find as many evidences or reasons as possible to support your own viewpoint.ences or reasons as possible to support your own viewpoint.



Reasons for Human CloningReasons for Human Cloning

• Recover someone who was lovedRecover someone who was loved

• InfertilityInfertility

• EugenicsEugenics

• MegalomaniaMegalomania

• Spare partsSpare parts

• Assisting medical researchAssisting medical research

• Just curiosityJust curiosity

• ……

--the dead or a the dead or a twin.twin.

- - rather than use donated sperm and eggs, why not use a rather than use donated sperm and eggs, why not use a

cell of your own to give birth to “yourself”, your own twin ?cell of your own to give birth to “yourself”, your own twin ?

- an attempt to improve the human an attempt to improve the human race.race.

- a desire to reproduce one’s own qualities.- a desire to reproduce one’s own qualities.

- - using a cell from your own body to duplicate yourself. using a cell from your own body to duplicate yourself.

Take tissue e.g. bone marrow, then offer baby for adoption.Take tissue e.g. bone marrow, then offer baby for adoption.

Reasons Not to CloneReasons Not to Clone

• Health risks from mutation of genes Health risks from mutation of genes

• Emotional risks Emotional risks

• Risk of abuse of the technologyRisk of abuse of the technology

- an abnormal - an abnormal

baby would be a nightmare come true.baby would be a nightmare come true.

- child grows up knowing her mother is he- child grows up knowing her mother is her sister, her grandmother is her mother. Every time her motr sister, her grandmother is her mother. Every time her mother looks at her she is seeing herself growing up. Unbearablher looks at her she is seeing herself growing up. Unbearable emotional pressures on a teenager trying to establish his or e emotional pressures on a teenager trying to establish his or her identity. her identity.

- illegal human cloning; - illegal human cloning;

duplication of some evil figures in history; …duplication of some evil figures in history; …


Role PlayRole Play

Suppose A, a salesperson from a Suppose A, a salesperson from a baby factorybaby factory, is receiving B , is receiving B

(a customer)’s order on a cloned baby. Make up a (a customer)’s order on a cloned baby. Make up a

conversation between A and B, which should be based on the conversation between A and B, which should be based on the

following following Order FormOrder Form..


1.1. SexSex: male, female: male, female2.2. Future Height (cm)Future Height (cm): 155-160, 161-165, 166-170, : 155-160, 161-165, 166-170, 171-175, 176-180, 181-185, 186-190, ______.171-175, 176-180, 181-185, 186-190, ______.3.3. Future Weight (kg)Future Weight (kg):: 50, 55, 60, 65, 70, 75, . 50, 55, 60, 65, 70, 75, .4.4. Future IQFuture IQ:: 100, 105, 110, 115, 120, 125, 130, 135, 140, 145, 150, 155, 100, 105, 110, 115, 120, 125, 130, 135, 140, 145, 150, 155,

160, 165, 170, ______.160, 165, 170, ______.5.5. Personality (unlimited choices)Personality (unlimited choices)

friendly, quiet, talkative, unemotional, emotional, shy, optimistic, pefriendly, quiet, talkative, unemotional, emotional, shy, optimistic, pessimistic, passive, aggressive, idealistic, realistic, ______.ssimistic, passive, aggressive, idealistic, realistic, ______.

6.6. Areas to excel in (choose 3)Areas to excel in (choose 3):: sports, music, art, dance, science, langua sports, music, art, dance, science, language, economics, social science, hand work, ______.ge, economics, social science, hand work, ______.

7.7. Future profession possibilities (choose 5)Future profession possibilities (choose 5): poet, musician, artist, write: poet, musician, artist, writer, electrician, carpenter, research scientist, farmer, teacher, doctor, lr, electrician, carpenter, research scientist, farmer, teacher, doctor, lawyer, real estate agent, journalist, policeman, fireman, salesman, eawyer, real estate agent, journalist, policeman, fireman, salesman, engineer, athlete, pilot, military person, secretary, computer programngineer, athlete, pilot, military person, secretary, computer programmer, technician,chef, architect, ______.mer, technician,chef, architect, ______.


AssignmentAssignment

It’s the end of the whole book! It’s the end of the whole book!

Thanks for your attendance and Thanks for your attendance and

participation.participation.

Whish you good luck!Whish you good luck!

Documents

Unit 10: Part C 21st Century College English: Book 1