Coping with an Educational Problem Text A: Fable of the Lazy
Teenager
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Here are some pictures about two famous fables. One is an
Aesops fable; the other is a Chinese one. In small groups, students
are required to talk about the pictures and think of the following
questions. What are the names of the fables? What lessons can we
draw from the fables? Directions
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fox vine grape hang in vain sour
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the state of Chu; cross a river; sword; make a mark; fall off;
Look for
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Making His Mark The Fox and the Grapes
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Further understanding: Part I
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1.Why did the author go to the drug store one day? 2.How old
was the sales girl? 3.What was the salesgirls reaction to the
authors mental arithmetic ( )? 4.Did the salesgirl believe that the
author did calculations by magic? Why or why not? 5.What was the
author?
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6.What did the author think of American teenagers? 7.In the
authors opinion, what was the most serious problem for American
teenagers? 8.Why did the author give us the example of his friends
son? 9.According to the author, what would happen if there was an
idle, ignorant labor force in a modern industrial state? 10.What
was the authors purpose of offering a fable?
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Further understanding: Part II
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Skim to find out how many Kevin Hanleys there are in this part,
and how they live.
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Kevin 1835 Kevin 1928 Kevin 1945 Kevin 1966 Kevin 1990 Kevin
2020 Kevin 2050 A poor peasant in Ireland A steel-mill worker in
Pittsburgh, U.S.A. A soldier fighting the Japanese army A student
who studies all the time so as to get into college and law school A
cleaner in a Japanese-owned factory A porter in a hotel for wealthy
Europeans and Asians Living in a sum and searching through trash
piles for food
1.He struggled with the attacker. 2.The teacher drew the
students attention to herself. 3.She stopped for a while and
resumed doing her homework. 4.Those young men had been messing
around when they should have been working in the factory. 5.I
spotted one of my old friends when I was walking on the streets.
6.The students exploded into laughter.
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1.He lost the ability to walk after a car accident. 2.We must
drive home to them where the difficulties lie. 3.The police were
searching the house for a hidden weapon. 4.Nowadays Chinese people
are better off than they used to be. 5.Im scared to fly in a plane.
Im scared that it might crash. 6.Mr. Green acquired a fortune in
the oil business.
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a clear and detailed explanation A typical piece of expository
writing begins with a statement of opinion, then goes on to give
supporting details.. Expository writing:
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A comparison of 3 expositions learned in this term: How is the
main topic revealed? Unit 3. The author arrives at his main
argument in the third para. after guiding the readers through
reasoning in the first two paras. Unit 6. The author starts by
posing a question Do animals have intelligence? and then gives a
positive answer. Unit 8. The author starts by an anecdote and then
leads to his concern about the lazy teenagers.
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A comparison of 3 expositions learned in this term: How are the
main bodies developed? Unit 3 provides three solutions to the
question of how to educate the public so as to form in them a
positive attitude towards science. Unit 6 provides three examples
to prove that some animals have intelligence. Unit 8 employs a
fable as the main body, which functions to convey the message that
education is vital to both the individual and society.
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A comparison of 3 expositions learned in this term: Ending of
the texts Unit 3 : The author presents a solution/conclusionhuman
civilization will survive if the public understand science well.
Unit 6 : The author presents a solution /conclusionits comforting
to know other species other than human being also have
intelligence. Unit 8 : There is not any solution provided.The text
ends as the fable finishes.
