21st Century College English: Book 1
Unit 10:
Part C
Unit Ten: Part C
• Reading Analysis
• Structured Writing
• Listening Practice
• Oral Practice
• Assignment
Reading Analysis
《读写教程 I》: Ex. XII, p. 282
Reading Analysis
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
Identifying the Support to Main Idea
Practice:
Review Text A again and find out the support given to
each of following main ideas/ topic sentences.
Example 1: Wilmut’s success didn’t 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
Example 1: Wilmut’s success didn’t come easily. (Para. 9)
years’ hard work
presentation of main idea
Wilmut’s success didn’t 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.
preparation for the
ultimate success
rough road to the success
Reading Analysis
Example 2:
Cloning animals has tremendous potentials
for helping people. (Para. 11)
presentation of main idea
the first example
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.
the second example
Reading Analysis
Example 3: Humans are more than the sum of their genes.
(Para. 15)
further clarification
presentation of main idea
of the main idea
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.
one supporting reason
two imagined examples
Structured Writing
According to the paragraph pattern analyzed in “Reading
Analysis”, try to give out as many supports to the topic sentence
(main idea) as possible.
《读写教程 I》: Ex. XII, p. 282
Structured Writing
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 won’t 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
Practice Two:
Topic sentence (general idea):
Chinese education needs radical reform
Support (suggested)
Insufficient
funds and teachers
?
Unqualified
teaching personnel
?
Backward
equipments and old-fashioned materials
?
Old-fashioned
teaching methods
?
Unscientifically
planned exam-system
?
…
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.
Listening Practice
• Passage 1
• Passage 2
Listening Practice
Passage
Listening and Speaking I
Part 5.3, p. 139
Passage 1
Listening Practice
Passage One
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.
Listening Practice
Passage One
2. A. Food.
B. shelter.
C. clothes.
D. both A and B.
Listening Practice
Passage One
3. A. By making it themselves.
B. By turning to skilled people.
C. By ordering it from shops.
D. By making it in factories.
Listening Practice
Passage One
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.
Listening Practice
Passage One
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.
Check-up
Listening Practice
Passage One
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.
Listening Practice
Passage One
2. What did they use natural materials for?
A. Food.
B. shelter.
C. clothes.
D. both A and B.
Listening Practice
Passage One
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.
Listening Practice
Passage One
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.
Listening Practice
Passage One
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.
Script
Listening Practice
In
Atthe
firstearliest
they gotstages
what of
they
human
needed
development,
by a simple process
people
were
of exchange.
content with
Exchange
very simple
became
forms
complicated
of shelter. when
They used
more
the
goods
natural
withmaterials
no fixed around
exchange
them
value
forcame
food and
on the
shelter.
market.
As
aSometimes
result, they
people
had had
no more
nothing
need
to exchange
of money until
thantheir
animals
own
have.
goodsWhen
were ready.
peopleThus,
became
the more
question
civilized,
of a different
they began
formtoof
want
payment
better
arose.
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.
Listening Practice
Passage
Listening and Speaking I
Part 5.3, pp. 139~140
Passage 2
Listening Practice
Passage Two
6. A. Teachers’ power.
B. Parents’ power.
C. Children’ power.
D. The power of the school.
Listening Practice
Passage Two
7. A. The child’s understanding of language.
B. The child’s age and achievements.
C. The child’s curiosity.
D. The child’s learning patterns.
Listening Practice
Passage Two
8. A. Teachers.
B. Parents.
C. Educators.
D. Researchers.
Listening Practice
Passage Two
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.
Listening Practice
Passage Two
10. A. The Power of Parents in Children’s education.
B. The Role of Teachers in Children’s education.
C. Study and Education.
D. Children’s Achievements.
Check-up
Listening Practice
Passage Two
6. What increasingly surprised the researchers in
children’s intelligence development?
A. Teachers’ power.
B. Parents’ power.
C. Children’ power.
D. The power of the school.
Listening Practice
Passage Two
7. Which of the following factors is not part of
intelligence?
A. The child’s understanding of language.
B. The child’s age and achievements.
C. The child’s curiosity.
D. The child’s learning patterns.
Listening Practice
Passage Two
8. Who influences children’s achievements most
after school begins?
A. Teachers.
B. Parents.
C. Educators.
D. Researchers.
Listening Practice
Passage Two
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.
Listening Practice
Passage Two
10. What is the best title for the passage?
A. The Power of Parents in Children’s education.
B. The Role of Teachers in Children’s education.
C. Study and Education.
D. Children’s Achievements.
Script
Listening Practice
As
researchers
learnit’smore
how parents
children’s
In view
of their power,
sad toabout
see so many
not
intelligence
develops,
theychildren’s
are increasingly
surprised
by the
making the most
of their
intelligence.
Until recently
power of parents. The power of the school has been replaced
parents had been intimidated by educators who asked them
by the home. To begin with, all the factors that are part of
not
to educate—their
teachers now
that
intelligence
thechildren.
child’s Many
understanding
of realize
language,
learning patterns,
are established
wellparents
before the
children
cannot becuriosity
educated—only
at school, and
are
child
at the age
of before
six. Study
has
being enters
asked school
to contribute
both
and after
afterstudy
the child
shown that even after school begins, children’s achievements
enters school.
have been far more influenced by parents than by teachers.
This is particularly true about learning that is languagerelated.
Oral Practice
Oral Practice
 Debate
 Role Play
Oral Practice
In the following activity of debate, you’re supposed to decide on
Debate
is a discussion
a subject
which
have
which standpoint
you’ll about
hold first,
and on
then
try topeople
find as
many
evidencesviews.
or reasons as possible to support your own viewpoint.
different
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.
Oral Practice
Reasons for Human Cloning
• Recover someone who was loved -the dead or a twin.
• Infertility - rather than use donated sperm and eggs, why not use a
cell of your own to give birth to “yourself”, your own twin ?
• Eugenics - an attempt to improve the human race.
• Megalomania - a desire to reproduce one’s own qualities.
• Spare parts - using a cell from your own body to duplicate yourself.
Take tissue e.g. bone marrow, then offer baby for adoption.
• Assisting medical research
• Just curiosity
• …
Oral Practice
Reasons Not to Clone
• Health risks from mutation of genes - an abnormal
baby would be a nightmare come true.
• Emotional risks - child grows up knowing her mother is
her sister, her grandmother is her mother. Every time her
mother looks at her she is seeing herself growing
up. Unbearable emotional pressures on a teenager trying to
establish his or her identity.
• Risk of abuse of the technology - illegal human cloning;
duplication of some evil figures in history; …
Oral Practice
Role Play
Suppose A, a salesperson from a baby factory, is receiving B (a
customer)’s order on a cloned baby. Make up a conversation
between A and B, which should be based on the following
Order Form.
Oral Practice
1. Sex: male, female
2. Future Height (cm): 155-160, 161-165, 166-170,
171-175, 176-180, 181-185, 186-190, ______.
3. Future Weight (kg): 50, 55, 60, 65, 70, 75,
.
4. Future IQ: 100, 105, 110, 115, 120, 125, 130, 135, 140, 145, 150, 155,
160, 165, 170, ______.
5. Personality (unlimited choices)
friendly, quiet, talkative, unemotional, emotional, shy, optimistic,
pessimistic, passive, aggressive, idealistic, realistic, ______.
6. Areas to excel in (choose 3): sports, music, art, dance, science,
language, economics, social science, hand work, ______.
7. Future profession possibilities (choose 5): poet, musician, artist,
writer, electrician, carpenter, research scientist, farmer, teacher,
doctor, lawyer, real estate agent, journalist, policeman, fireman,
salesman, engineer, athlete, pilot, military person, secretary,
computer programmer, technician,chef, architect, ______.
Assignment
It’s the end of the whole book!
Thanks for your attendance and
participation.
Whish you good luck!