Contents of Unit 14Contents of Unit 14

1 Language structures: indirect speech introduc1 Language structures: indirect speech introduced by various kinds of reporting wordsed by various kinds of reporting words

2 Dialogue I: Reform in Education2 Dialogue I: Reform in Education3 Dialogue II: contradicting3 Dialogue II: contradicting4 Reading: Girls and Boys Come Out to Play4 Reading: Girls and Boys Come Out to Play5 Exercises5 Exercises

language structureslanguage structures

1.Barbara advised Albert to take a holiday.2.Barbara suggested that Albert should take a holiday.

Indirect speech: reported speech ( 间接引语 )

Reporting verb: 引出间接引语的动词A) 表示请求或劝告时 , 通常用” ask/advise/want” 等 + 宾语 + 不定式结构

e.g. 1. “Why don’t you take a holiday?” Barbara asked Albert.

→ Barbara advised Albert to take a holiday./Barbara suggested that Albert should take a holiday.

2. “Why don’t you phone her first?”

→ He advised me to phone her first.

B) 表示建议时通常用” suggest+-ing 分词” 等结构 , 也可用 should 用在that 虚拟语气中 .

e.g.” Shall we get the tickets first?”

→ He suggested getting the tickets first./He suggested that they (should) get the tickets first.

In this unit the language point is how to change to direct speech into indirect one. Firstly, it gives us some reporting word, such as admit, advise, agree, apologize, ask etc. Reporting verbs are many and varied. It is advisable to use different verbs to report others' words in different contexts. They are more definite and precise than say, tell and ask, the most common reporting verbs. When you report someone's words, first of all try to understand what is being said by him/her. Ask yourself, Is it a piece of advice? Or is it an explanation? Or a suggestion? Or an apology? etc. Then choose the proper reporting verb to report what is said by him/her.

Some example for different type of direct speech. 1.Simple statement 1)He said,” The committee are quarrelling among themselves." He said (that) the committee were quarrelling among themselves. 2)He said,” The secretary has turned down the proposal." He said (that) the secretary had turned down the proposal. 2.Question 1)"Does he really mean it?" I wondered whether/if he really meant it. 2)"Which chair shall I sit in?" He asked me which chair he should sit in.

3.Command 1)"Leave the room quietly." He told me to leave the room quietly. 2)"Let's stay here till the storm has passed." He suggested that we should stay here till the storm had passed. 4.Exclamation 1)"What a lovely house!" He remarked what a lovely house it was. 2)"Good morning!" He greeted me.

Dialogue IDialogue I

questionsquestions::

1. Why is reform in education of great significance 1. Why is reform in education of great significance to the modernization of the country?to the modernization of the country?2. How can our students truly make contributions 2. How can our students truly make contributions to the modernization program?to the modernization program?3. Are you satisfied with our present teaching 3. Are you satisfied with our present teaching method? Why or why not?method? Why or why not?4. What suggestions do you have on the methods 4. What suggestions do you have on the methods of teaching?of teaching?

Dialogue IIDialogue II

1. How to express contradicting1. How to express contradicting2. A dialogue about the manners in the fancy 2. A dialogue about the manners in the fancy

dress partydress party3. Ask Ss to read the dialogues in advance 3. Ask Ss to read the dialogues in advance

and make dialogues in pairs and perform in the and make dialogues in pairs and perform in the class.class.

Reading: Girls and Boys Come Out to Play Contents

I Background II QuestionsIII Text structureIV Detailed study of the textV DiscussionVI Homework

ⅠSome background knowledge of Education

A. The guideline for china's education are: education must serve the needs of socialist modernization, be integrated with productive labor, and train builders and successors who are well developed morally, intellectuallty,and physically. B. China major education types: 1, Basic education include: preshool,primary,and general secondary education 2, Vocationally and technical education refers to specialized secondary schools, technical school, vocational secondary schools, and post-secondary vocational and technical schools 3, Higher education refers to short 2-to-3 year higher education programs, 4-year undergraduate education, and graduate education. 4. Adult education includes literacy classer, school education and other forms of education provided for adults.

Statement on the MCAS and Education Reformby the Coalition for Authentic Reform in Education (CARE)May 1999 Education Reform in Massachusetts began with high hopes for young people. As educators, parents, and citizens, we believe those hopes have been eroded by the Massachusetts Comprehensive Assessment System (MCAS) tests. These tests have disrupted our classrooms and schools and diverted valuableresources that might better be used to support local reform initiatives. The MCAS has redefined and damaged education reform in the Commonwealth but, working together, the citizens of Massachusettscan put reform back on a path that will help all students and schools. THE MCAS undermines high standards.

The Massachusetts Education Reform Act of 1993 was based on the idea that a good education helps young people get to the heart of things. But the MCAS tests encourage young people to skim the surface and memorize material they will soon forget. Many schools have already narrowed theirinstruction to focus on the short-term goal of raising test scores. Such changes will ultimately deprive students of the chance to develop the skills, knowledge, and habits of mind they need for future success.CARE supports high standards but not standardization. Students learn and show their learning in different ways. The main goals of assessment should be to help students learn and to help teachers support student learning. Under no circumstances should assessment restrict students=access to rich and varied learning experiences.MCAS scores are being misused for high stakes decisions. It is bad educational practice to use MCAS scores as a gateway to high school graduation, grade promotion, and course placement. Such high stakes decisions should be made locally on the basis of multiple sources of information and never on the basis of a single standardized test score. The MCAS takes important life decisions away from the teachers and other adults who are closest to students and know them best. The high-stakes burden of the MCAS will fall heavily on our most vulnerable students.

CARE RecommendationsHere's how the public can play a role in rescuing Education Reform:1. Look closely at the MCAS tests. We urge all citizens to look at the actual questions along with the curriculum frameworks and decide for themselves whether the tests are reasonable and fair and get at what our children should know and be able to do.2. Resist the misuses of the MCAS. Such tests should never be used to label or group students in schools, to determine graduation or grade promotion, to deny access to opportunities to learn, or to pit school against school.3. Support high standards and rigorous assessments of real student work. The MCAS is mis-namedCit is neither comprehensive, nor a system. It fails to assess important competencies called for in the state curriculum frameworks, such as the ability to conduct research, present to an audience, or work in groups. A truly comprehensive assessment would assign more weight to extended projects, portfolios, exhibitions, presentations, and other classroom-based work than to standardized tests. It would review student performance in a range of academic, technical, and artistic disciplines, along with personal development and citizenship. It would provide useful feedback to students, as well as evidence of school performance. To do all this, it would have to be mostly local.

4. Work together for comprehensive school assessment and improvement. We need a far more comprehensive review of school performance than the MCAS can provide. Such a review would include a broad range of information, not just test results. It would evaluate curriculum and teaching in academics and arts, the quality and upkeep of facilities, the degree of physical and emotional safety, and the school=s efforts to build a culture of understanding, service, and intellectual challenge.5. Support communities that are developing better ways to assess the work of students and schools. Many innovative programs and teachers have already demonstrated that it is possible to learn to high standards without standardized tests. The state=s role should be to foster excellent programs, not to impose standardization at the expense of real standards.

Education reform in Massachusetts has been radically misdirected.

Rather than comprehensive reform, we have a testing program. Rather than foster rich learning and high standards, we impose narrow standardization. Rather than provide for improved teaching, we turn teachers into test coaches. The Commonwealth must not tolerate an inflexible system of testing that will have the greatest adverse impact on the most vulnerable students. The MCAS will never provide the rich information, skilled teachers and school transformation needed to help all students learn to high standards. CARE supports the notion of a comprehensive assessment of the state's public schools and students. We call for multiple assessments in the service of expanded learning opportunities and rigorous standards. The Massachusetts Education Reform Act calls for such measures, and the students of Massachusetts deserve no less. Now that Education Reform is due for re-authorization by the Legislature, it's time to stop the posturing about Although tests@ and to look at schools and students in ways that foster substantive improvement while honoring their effort and achievement.

II QuestionsII Questions

1. Is the author male or female?2. Explain the statement: “ a lost ball provided a passport into the girl’s school next door.”3. What does the Maginot Line refer to in the passage?4. What is the purpose of education according to the author?5. How does the ideal goal of education come into conflict with reality?6. What are the advantages and disadvantages of a mixed school?7. What is the author’s attitude to the single sex school ?

III Text structureIII Text structureIdeally education should provide everyone with the opportunity to develop their talent to the full. But in reality this is more difficult than it seems.

2. To keep the peace, teachers, often unintentionally, devote more of their time to the boys.

3. In a girl’s school, pupils get the full attention of the teacher.

4. The fact is that in coeducational schools, girls dominate the arts while boys dominate the science.

5. I don’t think that girls and boys should be separated because they distract one another.

Ⅳ Ⅳ Detailed study of the textDetailed study of the text

language pointslanguage points1.cram into: stuff into; force into ; cram: prepare oneself for an exam, 2.sophisticated : complicated and refined; elaborate; subtle3.divinity: theology 神学4.pushy: assertive; showing forceful determination to get things done and make people accept one’s wishes 盛气凌人的， 个性强的， 坚持己见的e.g. He is not pushy enough to succeed in business.5.assertive: expressing or tending to express strong opinion

Language points

6.claim; showing confident belief in one’s own abilitye.g. If you want to succeed in this business, you should be

more assertive.7.give way: give in ; surrender ； yield8.exacerbate: make things worse; aggravate; deteriorate9.tackle: deal with or overcome10.hamper: prevent the free movement or activity of sb. ; hin

der sb. /sth.11.flirtation: the act of doing sth. lightly or needlessly12.bravado n.. display of boldness

Reading Life at CollegeⅡ

1. Are university students in Britain chosen in a similar way as or differently from what we do in China?

2. Do students in Britain choose their university in a similar way as or differently from what the Chinese students do?

3. What experience do “freshers” usually have during their first week at the university? Did you have the same experience?

武汉大学

V DiscussionV Discussion

Divide the Ss into groups and ask them to discussDivide the Ss into groups and ask them to discussthe following:the following:

1. The differences between Chinese education and 1. The differences between Chinese education and that of Western countries?that of Western countries?

2. My Suggestions for the Teaching Reforms in Our 2. My Suggestions for the Teaching Reforms in Our Department.Department.

VI HomeworkVI Homework

1. Finish the exercises in the textbook and workbook 1. Finish the exercises in the textbook and workbook 2. Surf on line and seek for more information on educati2. Surf on line and seek for more information on educati

on systems, then exchange the ideas with your classmateon systems, then exchange the ideas with your classmates.s.