calls on educators to meet students'demand for a career education and at the same time to provide the latter with more insight into life. After Reading I. Discussion Work in small groups and discuss the following questions 1)Why do you come to college? (What are the reasons for you to pursue a college education?) 2)If it were possible for you to change your present major, what new major would you like to have or do you still want to stick to your old one? homework 1. Finish the exercises in Section A 2. Prepare for Section B Section B Obiectives Students will be able to 1. grasp the main idea 2. master the key language points and grammatical structures in the text; 3. grasp the reading skill---Distinguishing Between Facts and Opinions Reading Skill Distinguishing Between Facts and Opinions Facts are statements that tell what really happened or what really is the case. A fact can be proved or disproved with direct evidence. It is something known by actual experience or observation. For example: Example: Interest in teaching, social service and the humanities is at a low along with ethnic and women's studies. On the other hand enrollment in business programs, engineering and computer science is way up. (Para 6.P A, Unit 8) Opinions are statements of belief, judgement or feeling. They show what someone thinks or feels about a subject. Some words such as I believe, I think, in my opinion, I feel, and I suggest, say clearly that an opinion will follow. Look at the following Example: In the long run that s what education really ought to be about I think it can be.(Para. 17, Read ing Passage A, Unit 8) But it is not always easy to tell opinion from fact. A writer often combines the two in such a way that we do not always notice where fact ends and opinion begins. When we have a mixture of fact and opinion in a single statement, we must decide whether the main point of the sentence is essentially fact or opinion. Sometimes an opinion is presented as if it were a fact: Example: If it is a fact that the meaning of life does not dawn until middle age, is it then not the duty of educational institutions to prepare the way for the revelation?(Para. 13, Passage A, Unit 8) Do Exercise XI V in the textbook: (at Page 221) Language points whether or not: (used to introduce two possibilities I wonder whether we should tell her or not 我不知道我们是应该告诉她还是不告诉她 motivate: vt. 1. cause to want to do sth2 be the reason for(sb. 's action); cause(sb. to act in a particular way They are eg. motivated by a desire to help people 他们这样做是出于想帮助人的愿望。 prospect:n1.(pl) chance of success 2.[C, U] possibility or strong chance of sth happeningcalls on educators to meet students’ demand for a career education and at the same time to provide the latter with more insight into life. After Reading 1. Discussion Work in small groups and discuss the following questions. 1) Why do you come to college? (What are the reasons for you to pursue a college education?) 2) If it were possible for you to change your present major, what new major would you like to have or do you still want to stick to your old one? Homework 1. Finish the exercises in Section A. 2. Prepare for Section B. Section B Objectives Students will be able to: 1. grasp the main idea 2. master the key language points and grammatical structures in the text; 3. grasp the reading skill---- Distinguishing Between Facts and OpinionsReading Skill —— Distinguishing Between Facts and Opinions Facts are statements that tell what really happened or what really is the case. A fact can be proved or disproved with direct evidence. It is something known by actual experience or observation. For example: Example: Interest in teaching, social service and the humanities is at a low, along with ethnic and women’s studies. On the other hand, enrollment in business programs, engineering and computer science is way up. (Para. 6, Passage A, Unit 8) Opinions are statements of belief, judgement or feeling. They show what someone thinks or feels about a subject. Some words such as I believe, I think, in my opinion, I feel, and I suggest, say clearly that an opinion will follow. Look at the following examples: Example: In the long run that’s what education really ought to be about. I think it can be. (Para. 17, Reading Passage A, Unit 8) But it is not always easy to tell opinion from fact. A writer often combines the two in such a way that we do not always notice where fact ends and opinion begins. When we have a mixture of fact and opinion in a single statement, we must decide whether the main point of the sentence is essentially fact or opinion. Sometimes an opinion is presented as if it were a fact:Example: If it is a fact that the meaning of life does not dawn until middle age, is it then not the duty of educational institutions to prepare the way for the revelation? (Para. 13, Passage A, Unit 8) Do Exercise ⅪⅤ in the textbook:(at Page 221) Language Points: whether or not: (used to introduce two possibilities) I wonder whether we should tell her or not. 我不知道我们是应该告诉她还是不告诉她。 motivate : vt. 1. cause to want to do sth2.be the reason for (sb.’s action); cause (sb.) to act in a particular wayThey are eg.motivated by a desire to help people. 他们这样做是出于想帮助人的愿望。prospect : n 1. (pl.) chance of success 2.[C, U] possibility or strong chance of sth. happening