世纪大学英语B1U.ppt

Unit 10: Part C,21st Century College English: Book 1,Unit Ten: Part C,Reading Analysis Structured Writing Listening Practice Oral Practice Assignment,Reading Analysis,读写教程 I: Ex. XII, p. 282,Identifying the Support to Main Idea,Many paragraphs written in English are arranged in the same way: a Main Idea is expressed in topic sentence and then Support is given to make this idea clear and to convince the reader that it is true.,Reading Analysis,Practice: Review Text A again and find out the support given to each of following main ideas/ topic sentences.,Identifying the Support to Main Idea,Example 1: Wilmuts success didnt come easily. (Para. 9) Example 2: Cloning animals has tremendous potentials for helping people. (Para. 11) Example 3: Humans are more than the sum of their genes. (Para. 15),Reading Analysis,Wilmuts success didnt come easily. He has been studying reproductive science for more than two decades. Last year, he used embryos to successfully clone two sheep. Then he forged ahead to clone an adult sheep. But, of 277 udder cells he fused with egg cells, only 30 began to develop into embryos. He implanted 29 of those into female sheep. Only one adult gave birth to a lamb.,Wilmuts success didnt come easily. He has been studying reproductive science for more than two decades. Last year, he used embryos to successfully clone two sheep. Then he forged ahead to clone an adult sheep. But, of 277 udder cells he fused with egg cells, only 30 began to develop into embryos. He implanted 29 of those into female sheep. Only one adult gave birth to a lamb.,Wilmuts success didnt come easily. He has been studying reproductive science for more than two decades. Last year, he used embryos to successfully clone two sheep. Then he forged ahead to clone an adult sheep. But, of 277 udder cells he fused with egg cells, only 30 began to develop into embryos. He implanted 29 of those into female sheep. Only one adult gave birth to a lamb.,Wilmuts success didnt come easily. He has been studying reproductive science for more than two decades. Last year, he used embryos to successfully clone two sheep. Then he forged ahead to clone an adult sheep. But, of 277 udder cells he fused with egg cells, only 30 began to develop into embryos. He implanted 29 of those into female sheep. Only one adult gave birth to a lamb.,Wilmuts success didnt come easily. He has been studying reproductive science for more than two decades. Last year, he used embryos to successfully clone two sheep. Then he forged ahead to clone an adult sheep. But, of 277 udder cells he fused with egg cells, only 30 began to develop into embryos. He implanted 29 of those into female sheep. Only one adult gave birth to a lamb.,Example 1: Wilmuts success didnt come easily. (Para. 9),Reading Analysis,Wilmut maintains that cloning animals has tremendous potential for helping people. Cloned sheep, he says, could be used as living drug factories. Scientists could “engineer” sheep that produce drugs in their milk. And by altering the proteins on the surfaces of animal organs to make them more like human organs, scientists believe they may be able to create a plentiful source of organ donors for people.,Wilmut maintains that cloning animals has tremendous potential for helping people. Cloned sheep, he says, could be used as living drug factories. Scientists could “engineer” sheep that produce drugs in their milk. And by altering the proteins on the surfaces of animal organs to make them more like human organs, scientists believe they may be able to create a plentiful source of organ donors for people.,Wilmut maintains that cloning animals has tremendous potential for helping people. Cloned sheep, he says, could be used as living drug factories. Scientists could “engineer” sheep that produce drugs in their milk. And by altering the proteins on the surfaces of animal organs to make them more like human organs, scientists believe they may be able to create a plentiful source of organ donors for people.,Wilmut maintains that cloning animals has tremendous potential for helping people. Cloned sheep, he says, could be used as living drug factories. Scientists could “engineer” sheep that produce drugs in their milk. And by altering the proteins on the surfaces of animal organs to make them more like human organs, scientists believe they may be able to create a plentiful source of organ donors for people.,Example 2: Cloning animals has tremendous potentials for helping people. (Para. 11),Reading Analysis,Humans are more than the sum of their genes, argues Mark Hanson, an ethicist at an ethics research institute in Briarcliff Manor, New York. Though they look exactly the same, clones are not necessarily carbon copies. The younger twin might grow up with different influences say, unusual friends or special teachers. A cloned Albert Einstein might flunk physics. A cloned Madonna might sing off-key.,Humans are more than the sum of their genes, argues Mark Hanson, an ethicist at an ethics research institute in Briarcliff Manor, New York. Though they look exactly the same, clones are not necessarily carbon copies. The younger twin might grow up with different influences say, unusual friends or special teachers. A cloned Albert Einstein might flunk physics. A cloned Madonna might sing off-key.,Humans are more than the sum of their genes, argues Mark Hanson, an ethicist at an ethics research institute in Briarcliff Manor, New York. Though they look exactly the same, clones are not necessarily carbon copies. The younger twin might grow up with different influences say, unusual friends or special teachers. A cloned Albert Einstein might flunk physics. A cloned Madonna might sing off-key.,Humans are more than the sum of their genes, argues Mark Hanson, an ethicist at an ethics research institute in Briarcliff Manor, New York. Though they look exactly the same, clones are not necessarily carbon copies. The younger twin might grow up with different influences say, unusual friends or special teachers. A cloned Albert Einstein might flunk physics. A cloned Madonna might sing off-key.,Humans are more than the sum of their genes, argues Mark Hanson, an ethicist at an ethics research institute in Briarcliff Manor, New York. Though they look exactly the same, clones are not necessarily carbon copies. The younger twin might grow up with different influences say, unusual friends or special teachers. A cloned Albert Einstein might flunk physics. A cloned Madonna might sing off-key.,Example 3: Humans are more than the sum of their genes. (Para. 15),Reading Analysis,Structured Writing,读写教程 I: Ex. XII, p. 282,According to the paragraph pattern analyzed in “Reading Analysis”, try to give out as many supports to the topic sentence (main idea) as possible.,Topic sentence (general idea): There are many advantages to clone human.,Support (detailed),?,?,?,?,?,As human organ donor,To give rebirth to someone dead,To make copy of someone who has cancer,To give child to the couples who have none,To make identical-twin of someone,Structured Writing,Practice One:,Topic sentence (general idea): The entry to WTO wont destroy domestic industries,Support (suggested),?,?,?,?,?,Foreign advanced technology imported,Foreign modern management introduced,Unemployment tension released,New industries built up,Domestic industries adjust to competition ,Structured Writing,Support (suggested),?,?,?,?,?,Insufficient funds and teachers,Unqualified teaching personnel,Backward equipments and old-fashioned materials,Old-fashioned teaching methods,Unscientifically planned exam-system ,Practice Two:,Topic sentence (general idea): Chinese education needs radical reform,Structured Writing,After-class Activity,Write a paragraph with a topic sentence and some supporting details, whose main idea could be one of the following:,English is a universal language.,Education in China has gone through great changes in recent years.,Sexism（性别歧视）has done a great deal of harm to our society.,Structured Writing,Listening Practice,Passage 1 Passage 2,Listening Practice,Passage,Listening and Speaking I Part 5.3, p. 139,Passage 1,1. A. In the earliest stages of civilization. B. In the earliest stages of industrial development. C. In the earliest stages of their education. D. In the earliest stages of life on the Earth.,Passage One,Listening Practice,2. A. Food. B. shelter. C. clothes. D. both A and B.,Passage One,Listening Practice,3. A. By making it themselves. B. By turning to skilled people. C. By ordering it from shops. D. By making it in factories.,Passage One,Listening Practice,4. A. When people had more goods of no fixed value. B. When old goods were exchanged. C. When goods became too expensive. D. Both A and B.,Passage One,Listening Practice,5. A. How people got food and shelter in early times. B. How people paid for their needs. C. How exchange had no fixed value. D. Why money developed.,Passage One,Check-up,Listening Practice,1. When were people content with very simple forms of shelter? A. In the earliest stages of civilization. B. In the earliest stages of industrial development. C. In the earliest stages of their education. D. In the earliest stages of life on the Earth.,Passage One,Listening Practice,1. When were people content with very simple forms of shelter? A. In the earliest stages of civilization. B. In the earliest stages of industrial development. C. In the earliest stages of their education. D. In the earliest stages of life on the Earth.,2. What did they use natural materials for? A. Food. B. shelter. C. clothes. D. both A and B.,Passage One,Listening Practice,2. What did they use natural materials for? A. Food. B. shelter. C. clothes. D. both A and B.,3. As civilization advanced, how did they get better shelter, food, clothing, and tools? A. By making it themselves. B. By turning to skilled people. C. By ordering it from shops. D. By making it in factories.,Passage One,Listening Practice,3. As civilization advanced, how did they get better shelter, food, clothing, and tools? A. By making it themselves. B. By turning to skilled people. C. By ordering it from shops. D. By making it in factories.,4. When did exchange become complicated? A. When people had more goods of no fixed value. B. When old goods were exchanged. C. When goods became too expensive. D. Both A and B.,Passage One,Listening Practice,4. When did exchange become complicated? A. When people had more goods of no fixed value. B. When old goods were exchanged. C. When goods became too expensive. D. Both A and B.,5. What is the passage about? A. How people got food and shelter in early times. B. How people paid for their needs. C. How exchange had no fixed value. D. Why money developed.,Passage One,Script,Listening Practice,5. What is the passage about? A. How people got food and shelter in early times. B. How people paid for their needs. C. How exchange had no fixed value. D. Why money developed.,In the earliest stages of human development, people were content with very simple forms of shelter. They used the natural materials around them for food and shelter. As a result, they had no more need of money than animals have. When people became more civilized, they began to want better shelter, food, clothing, and tools. Since they could not provide these by the work of their own unskilled hands, they had to turn to skilled people.,At first they got what they needed by a simple process of exchange. Exchange became complicated when more goods with no fixed exchange value came on the market. Sometimes people had nothing to exchange until their own goods were ready. Thus, the question of a different form of payment arose.,Listening Practice,Listening Practice,Passage,Listening and Speaking I Part 5.3, pp. 139140,Passage 2,Passage Two,Listening Practice,6. A. Teachers power. B. Parents power. C. Children power. D. The power of the school.,7. A. The childs understanding of language. B. The childs age and achievements. C. The childs curiosity. D. The childs learning patterns.,Passage Two,Listening Practice,Passage Two,Listening Practice,8. A. Teachers. B. Parents. C. Educators. D. Researchers.,Passage Two,Listening Practice,9. A. Children can be educated only at school. B. Children cannot be educated only at school. C. Children can be educated only at home. D. Children can be educated neither at school nor at home.,Passage Two,Check-up,Listening Practice,10. A. The Power of Parents in Childrens education. B. The Role of Teachers in Childrens education. C. Study and Education. D. Childrens Achievements.,Passage Two,Listening Practice,6. What increasingly surprised the researchers in childrens intelligence development? A. Teachers power. B. Parents power. C. Children power. D. The power of the school.,6. What increasingly surprised the researchers in childrens intelligence development? A. Teachers power. B. Parents power. C. Children power. D. The power of the school.,7. Which of the following factors is not part of intelligence? A. The childs understanding of language. B. The childs age and achievements. C. The childs curiosity. D. The childs learning patterns.,Passage Two,Listening Practice,7. Which of the following factors is not part of intelligence? A. The childs understanding of language. B. The childs age and achievements. C. The childs curiosity. D. The childs learning patterns.,Passage Two,Listening Practice,8. Who influences childrens achievements most after school begins? A. Teachers. B. Parents. C. Educators. D. Researchers.,8. Who influences childrens achievements most after school begins? A. Teachers. B. Parents. C. Educators. D. Researchers.,Passage Two,Listening Practice,9. What do many teachers realize now? A. Children can be educated only at school. B. Children cannot be educated only at school. C. Children can be educated only at home. D. Children can be educated neither at school nor at home.,9. What do many teachers realize now? A. Children can be educated only at school. B. Children cannot be educated only at school. C. Children can be educated only at home. D. Children can be educated neither at school nor at home.,Passage Two,Script,Listening Practice,10. What is the best title for the passage? A. The Power of Parents in Childrens education. B. The Role of Teachers in Childrens education. C. Study and Education. D. Childrens Achievements.,10. What is the best title for the passage? A. The Power of Parents in Childrens education. B. The Role of Teachers in Childrens education. C. Study and Education. D. Childrens Achievements.,As researchers learn more about how childrens intelligence develops, they are increasingly surprised by the power of parents. The power of the school has been replaced by the home. To begin with, all the factors that are part of intelligence the childs understanding of language, learning patterns, curiosity are established well before the child enters school at the age of six. Study after study has shown that even after school begins, childrens achievements have been far more influenced by parents than by teachers. This is particularly true about learning that is language-related.,In view of their power, its sad to see so many parents not making the most of their childrens intelligence. Until recently parents had been intimidated by educators who asked them not to educate their children. Many teachers now realize that children cannot be educated only at school, and parents are being asked to contribute both before and after the child enters school.,Listening Practice,Oral Practice,Since the birth of Dolly, human cloning remains one of the most controversial topics. Are you for or against human cloning? Defend your viewpoint and try to convince your opponent.,Debate,Debate is a discussion about a subject on which people have different views.,To be or not to be, its always a question.,In the following activity of debate, youre supposed to decide on which standpoint youll hold first, and then try to find as many evidences or reasons as possible to support your own viewpoint.,Oral Practice,Oral Practice,Reasons for Human Cloning Recover someone who was loved Infertility Eugenics Megalomania Spare parts Assisting medical research Just curiosity ,-the dead or a twin.,- rather than use donated sperm and eggs, why not use a cell of your own to give birth to “yourself”, your own twin ?,- an attempt to improve the human race.,- a desire