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Security Unit Three
Objectives Get familiar with the security measures we take and the influence of these on our life n Identify the writing strategy—comparison and contrast n Learn how to use cause and effect in essay writing n Master the key language points and grammatical structures in the text n
Lead-in Activity Group Discussion: In the family, what measures do we take to prevent burglaries? In our contact with the outside world, what precautions do we take to steer clear of danger? (3~4 groups report to class and the teacher summaries)
Text Organization Parts Paragraphs Main Ideas I 1 -3 II 4 -15 III 16 -19 In America, the era of leaving the front door on the latch has come to an end. A new atmosphere of fear and distrust creeps into our daily life. By locking our fears out, we become prisoners of our own making
Understanding the Text Work in groups to find out: How many security measures are mentioned? (the house, the company, the airport, our neighborhood, businessmen, suburban housewives) What are the effects of those measures on our daily life?
Understanding the Text n Para. 6: Why did the advertisement feature a picture of a child’s bicycle with a padlock instead of charts? n Para. 13: What does the sentence “We now pass through these electronic friskers without so much as a sideways glance” implies?
Key Phrases n n n n n as well as be vulnerable to (prep. ) feature Take over With a small margin of error In the name of Transform Barrier Stand for Outsmart oneself
Key Sentence Structures Statistics show / indicate /reveal that … n It is not uncommon …—the use of double negation (more examples on P 86) n Chances are that … (chances are slim) n It occurs/-ed to someone that … n …, without so much as … n
Security Tips for Students Avoid walking out alone, esp. at night n Avoid the use of shortcuts n If followed, go immediately to an well-lighted place n Do not display cash openly, esp. when leaving an ATM n
Text B—Why I Bought A Gun Guide the students to study the words n Summarize the main idea of the text n Why did she not need to buy a gun before her marriage? Her upper-middle-class background Her young age and no children Her belief in pacifism n
Text B—Why I Bought A Gun What made her change her idea? Her experience of being followed back home by three men the existence of a rapist in the neighborhood the alleged “Walk-In Killer” n The Influence of the gun on her life: She worries about her son as he is fascinated She has to practice using it every week She has nightmares about using the gun n
Debate—having guns? Individuals can be allowed to have guns Yes ! Individuals should not be allowed to have guns No !
Class Activity —A Press Conference (on campus security) Directions: One group of 3 -4 students form the school administration. The spokesman of the group gives a brief introduction, and then they answer Qs raised by the journalists (the other students in the class).