SecuritySecurity

Unit ThreeUnit Three

ObjectivesObjectives

Get familiar with the security measures we take Get familiar with the security measures we take and the influence of these on our lifeand the influence of these on our life

Identify the writing strategy—comparison and Identify the writing strategy—comparison and contrastcontrast

Learn how to use cause and effect in essay Learn how to use cause and effect in essay writingwriting

Master the key language points and grammatical Master the key language points and grammatical structures in the textstructures in the text

Lead-in ActivityLead-in Activity

Group Discussion:Group Discussion: In the family, what measures do we In the family, what measures do we

take to prevent burglaries?take to prevent burglaries?

In our contact with the outside In our contact with the outside world, what precautions do we take world, what precautions do we take to steer clear of danger?to steer clear of danger?

(3~4 groups report to class and (3~4 groups report to class and

the teacher summaries)the teacher summaries)

Text OrganizationText OrganizationPartsParts ParagraphParagraph

s s Main IdeasMain Ideas

I I 1-31-3 In America, the era of In America, the era of leaving the front door on leaving the front door on the latch has come to an the latch has come to an end.end.

IIII 4-154-15 A new atmosphere of A new atmosphere of fear and distrust creeps fear and distrust creeps into our daily life.into our daily life.

IIIIII 16-1916-19 By locking our fears out, By locking our fears out, we become prisoners of we become prisoners of our own makingour own making

Understanding the TextUnderstanding the Text

Work in groups to find out:Work in groups to find out: How many security measures are How many security measures are

mentioned?mentioned?

(the house, the company, the airport, our (the house, the company, the airport, our neighborhood, businessmen, suburban neighborhood, businessmen, suburban

housewives)housewives)

What are the effects of those What are the effects of those measures on our daily life?measures on our daily life?

Understanding the TextUnderstanding the Text

Para. 6:Para. 6: Why did the advertisement Why did the advertisement feature a picture of a child’s bicycle feature a picture of a child’s bicycle with a padlock instead of charts?with a padlock instead of charts?

Para. 13:Para. 13: What does the sentence What does the sentence “We now pass through these “We now pass through these electronic friskers without so much electronic friskers without so much as a sideways glance” implies?as a sideways glance” implies?

Key PhrasesKey Phrases as well asas well as be vulnerable tobe vulnerable to ((prepprep.).) featurefeature Take overTake over With a small margin of errorWith a small margin of error In the name of In the name of TransformTransform BarrierBarrier Stand forStand for Outsmart oneselfOutsmart oneself

Key Sentence StructuresKey Sentence Structures

Statistics show / indicate /reveal that …Statistics show / indicate /reveal that … It is not uncommonIt is not uncommon …—the use of …—the use of

double negation (more examples on P86)double negation (more examples on P86) Chances are that … (chances are slim)Chances are that … (chances are slim) It occurs/-ed to someone that …It occurs/-ed to someone that … ……, without so much as …, without so much as …

Security Tips for Security Tips for StudentsStudents

Avoid walking out alone, esp. at Avoid walking out alone, esp. at nightnight

Avoid the use of shortcutsAvoid the use of shortcuts If followed, go immediately to an If followed, go immediately to an

well-lighted placewell-lighted place Do not display cash openly, esp. Do not display cash openly, esp.

when leaving an ATMwhen leaving an ATM

Text B—Why I Bought A Text B—Why I Bought A GunGun

Guide the students to study the Guide the students to study the wordswords

Summarize the main idea of the Summarize the main idea of the texttext

Why did she not need to buy a gun Why did she not need to buy a gun before her marriage?before her marriage?

Her upper-middle-class backgroundHer upper-middle-class background

Her young age and no childrenHer young age and no children

Her belief in pacifismHer belief in pacifism

Text B—Why I Bought A Text B—Why I Bought A GunGun

What made her change her idea?What made her change her idea?

Her experience of being followed back Her experience of being followed back home by three menhome by three men

the existence of a rapist in the the existence of a rapist in the neighborhoodneighborhood

the alleged “Walk-In Killer”the alleged “Walk-In Killer” The Influence of the gun on her life:The Influence of the gun on her life:

She She worries about her son as he is worries about her son as he is fascinatedfascinated

She has to practice using it every weekShe has to practice using it every week

She has nightmares about using the gunShe has nightmares about using the gun

Debate—having guns?Debate—having guns?

Individuals Individuals can be can be allowed to allowed to have gunshave guns

Yes !Yes !

Individuals Individuals can be can be allowed to allowed to have gunshave guns

Yes !Yes !

Individuals Individuals should not be should not be allowed to allowed to have gunshave guns

No No !!

Class Activity —A Press Class Activity —A Press Conference (on campus Conference (on campus

security)security)

Directions: Directions:

One group of 3-4 students One group of 3-4 students form the school administration. form the school administration. The spokesman of the group The spokesman of the group gives a brief introduction, and gives a brief introduction, and then they answer Qs raised by then they answer Qs raised by the journalists (the other the journalists (the other students in the class).students in the class).