Teaching Plan for Unit 9, Book Two Section A (4 periods): Stop Brain Drain Teaching Objectives: This unit is intended to help us get a broader perspective on “Brain Drain”. After leaning it, SS should be able to 1）Understand how the author looks at “Brain Drain” 2）And how to cope with this challenging problem 3）Understand the writing method of making contrast in an argumentative essay 4）Write an argumentative essay by using the method of making contrast 5）Use the following important words and expressions drain immigrant namely thumb parallel pledge scope commercial mushroom shift abandon software thumbs up in the meantime in favor of foot the bill hold water call for Teaching Procedures: 1. General Statement (20minutes) Many challenging problems have arisen in the developing countries, such as in India, China, etc. In section A, we’re going to read an article about “Brain Drain”, how the author looks at this problem and what happens when he and other highly trained people leave the developing world to work in the West. The problems caused by it may be: 1) educational systems have been affected by the widespread international migration of professionals and skilled workers. 2) domestic educational systems have to meet the needs of other societies while failing to meet their own domestic employment needs. 3) many persons choose schools and subjects in order to enhance their potential for migration. Therefore, it should be emphasized in the developing counties the importance of educating students in social thoughts and that every nation is striving to relate education more closely to personal and social needs. 2. Pre-reading Activities (20minutes) Compound Dictation: Listen to the passage and fill in the blanks with the words you hear. A Bill that there will be a lot of (1) to foreign students with (2) in science and engineering who went to work in the U.S. has already been handed to (3) . But this (4) would benefit not (5) but American industry. Now, a lot of (6) educated at the expense of Indian taxpayer are aiming to go abroad, and even they (7) in the U.S. economy. So India government (8) to tempt foreign graduates to come back for the (9) of the country. But few foreign graduates come home. At last the author (10) funded by some large companies in order to train students in social thoughts. Keys: (1) preferential treatment (2) advanced degree (3) Congress (4) legislation (5) immigrants (6) graduates (7) play a major role (8) set up special programs (9) reconstructions (10) calls for a “Brain Trust” 3. While-Reading Activities Understand the text and the structure by supplying the missing information. (keys provided in the blanks) (50 minutes) Part 1 (P1-3) Preferential treatment to foreign students with advanced degrees in the U.S. The purpose of the bill: stealing brains from the third world. Part 2 (P4-9) India’s attempts to stop brain drain Measures: 1) rejecting foreign goods. 2)setting up institutes of technology to reconstruct the nation. 3) setting up special programs to tempt foreign graduates. Part 3 (P10-18) Results: 1) Few students came home to pay their pledge because the emphasis on computer programming left little room for social thought. 2) The cream of India continued to flow to England and America. 3) India’s interior framework in water, transporting and health care is fast falling apart. 4) India had gone from an agricultural society to the cyber-revolution. Part 4 (P19) Calling for a “Brain Trust” which could set up new institutes in India aiming at training students not in symbol manipulation, but in social thought. The writing method of making contrast between two things is very common in argumentation. Read Para 7.8.16.17 again and study the following signals of contrast. Make contrast on the paragraph level around the topics as follows: (30minutes) but however while meanwhile whereas instead of instead on the one hand on the other hand topics: 1) Quality Education and Education for Examination in China 2) The Young Days of Mine and My Father’s 4. After-reading Activities (30minutes) Students work in small groups to discuss the following questions and the representative will report to the class or report voluntarily. (open-ended) 1) What are the problems and results of brain drain in China? 2) How does China stop brain drain? 5. words and idioms (50minutes) Study the following synonyms you have learnt in the text and fill in the blanks with the most appropriate one. (key provided in the blanks) 1) bank, beach, const, shore bank n.岸，堤。指与一条河流毗连的任何土地。 My house is on the south bank of the River Thames. beach n. 滩，海滨。指被江、河、湖、海里的水冲刷并覆盖着鹅卵石或细沙的斜坡，也指海滨度假的海滩。 The waves went back from the beach. coast n.海岸。指沿海带的水域边界，也指沿海地带或海岸线。地域范围较广。 The land is barren on the east coast. shore n.岸，滨。是最常用词，指与湖、海等一大片水域相连的陆地，带有与水相对的意味。 There are lighthouses all along the eastern shore. ① There are numerous island off the coast. ② A river flows between its banks. ③ There is a house on the shore of a lake. ④ Many people are sunbathing on the beach. 2) stop, cease, pause, quit stop vt.&vi. 停止，中止。一般用语，指运动、行为或进程的结束或中止。与cease相比有突然而迅速地停止之意。后接不定式与动名词的意义不同。 Usage: stop doing sth. 停止做某事（停下手中正在做的事） stop to do sth. 停下来帮某事（做另外一件事） cease vt.停止。正式用语，常用于公文、军事或法律文件中，指状态的停止或原来的事物不再存在，与stop相比有逐渐停止之意。后可接动名词或不定式。 Usage: cease doing sth. cease to do sth. pause vi.停止，中止。表示暂时停止、中断，然后再进行。后面一般只跟不定式。 He paused for an instance and then went on with his lecture. quit. vt.停止，放弃。表示活动的最后停止，尤其是被迫停止，或放弃某事。后跟名词或动名词。 He quit drinking five years ago. ① The poor little girl had to quit school because of her poor family. ② He paused at the gate to see if there was anyone following him. ③ The factory has ceased making bicycles. ④ The rain has stopped, but the wind is still blowing hard. 3) immigrant, emigrant immigrant: n.[c]外来移民，侨民 a person who has come into a foreign country in order to live there permanently. emigrant: n[c]. 移民，移居外国a person who leaves one’s own country to go and live in another country. ① London has a huge number of immigrants, coming from different parts of the world. ② Many emigrant labores are not used to the customs in Africa. Study the following idioms and translate the following sentences: brain drain: a movement of large numbers of highly skilled or professional people from the country where they are trained to other counties where they can earn more money 人才流失 thump up: an indication a sigh of approval, support or victory 同意，顶呱呱，赞成 thump down: an indication or sign of disapproval 反对 hold water: stand up to critical examination or testing 站得住脚 1) Comments about “Brain Drain” don’t hold much water when every politician has a son or daughter aiming to go abroad. （只要还有政治家的孩子要出国，那么谈论人才流失就没有意义。） 2) 他们赞成/反对我们提出的出国计划 （They’re given our plan of going abroad the thumps up/down.） 6. Homework: 1) SS are required to finish the exercises of section A and will be checked next time. 2) writing: write an argumentative essay on the topic “How to Face Challenge.” Section B, (2 periods) Borderline Ridiculousness Reading Skills (10 minutes) The reading skill we should learn and review in this unit is reading for the key idea in a sentence. The key idea of a sentence usually tells: a) what a person or an object is b) what a person or an object is doing In order to find the key idea of a sentence we have to : a) ask who or what the sentence is about b) ask what the person or object is doing, or what is happening to the person or object c) learn to separate the supporting details from the key idea. Many words in a sentence describe things about the subject of the sentence and only add details around it. If we ask when, what, when, or why, then we will find it will be easier see the key idea in a sentence. 2. While-reading Activities (40 minutes) SS are required to read the text quickly and understand the structure by finding out the main ideas of each part of the text. Part 1 (Para 1) The thought that the information is stored is unsettling. Part 2 (Para2-4) The vagueness of the form tells that troublesome visitors are unwelcome. Part 3 (Para 5) It was challenging going America on vacation. Part 4 (Para 6-10) My wife and 1 passed the gate luckily with wicked pleasure. 3. Summary (20 minutes) SS work in groups and describe the whole event in their own words and the representative will do it in the class. 4. Do exercises of section B on P255-256 (30 minutes) 5. Homework 1) Read the passage of section C and do the exercises on P259-260 2) Preview Unit 10