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Understanding Security Measures in Daily Life

Explore various security measures, their impacts on daily life, writing strategies, and language points through group activities and discussions. Analyze texts on security tips, gun ownership, and debate on gun control.

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Understanding Security Measures in Daily Life

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  1. Security Unit Three

  2. Objectives • Get familiar with the security measures we take and the influence of these on our life • Identify the writing strategy—comparison and contrast • Learn how to use cause and effect in essay writing • Master the key language points and grammatical structures in the text

  3. 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)

  4. Text Organization

  5. 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?

  6. Understanding the Text • Para. 6: Why did the advertisement feature a picture of a child’s bicycle with a padlock instead of charts? • Para. 13: What does the sentence “We now pass through these electronic friskers without so much as a sideways glance” implies?

  7. Key Phrases • 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

  8. Key Sentence Structures • Statistics show / indicate /reveal that … • It is not uncommon…—the use of double negation (more examples on P86) • Chances are that … (chances are slim) • It occurs/-ed to someone that … • …, without so much as …

  9. Security Tips for Students • Avoid walking out alone, esp. at night • Avoid the use of shortcuts • If followed, go immediately to an well-lighted place • Do not display cash openly, esp. when leaving an ATM

  10. Text B—Why I Bought A Gun • Guide the students to study the words • Summarize the main idea of the text • 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

  11. 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” • 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

  12. Individuals can be allowed to have guns Yes ! Individuals should not be allowed to have guns No ! Debate—having guns?

  13. 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).

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