1、unit-12研究生英語(yǔ)讀與寫(xiě)(第三版)-unit-12研究生英語(yǔ)讀與寫(xiě)(第三版)-Outline Background information to Text AAnalysis of the textGlobal analysis of the textSummary of the textReference answers to the exercisesOutline Background informationBackground information to Text A 1) Introduction to the author Philip J. Lazarus: Presid

2、ent-Elect of the National Association of School Psychologists. Dr. Lazarus has served as the Director of the School Psychology Training Program at Florida International University for 30 years and his primary responsibility has been to train school psychologists. Introduction to the topicBackground

3、information to TextBackground information to Text A1) Introduction to the author Philip J. Lazarus: Dr. Lazarus has been interviewed by many news sources and has appeared on numerous radio talk shows dealing with such topics as depression in children, anxiety in children and adolescents, responding

4、to natural disasters, coping with trauma following school shootings, school violence and so on. Introduction to the topicBackground information to Text1) Introduction to the author Shane R. Jimerson: an Associate Professor of Counseling, Clinical, and School Psychology Program and Associate Professo

5、r of Child and Adolescent Development at the University of California, Santa Barbara. Background information to Text AIntroduction to the topic1) Introduction to the author 1) Introduction to the authorBackground information to Text AIntroduction to the topic Shane R. Jimerson: He serves as the Edit

6、or of The California School Psychologist journal, Associate Editor of the School Psychology Review journal, and is on the editorial boards of the Journal of School Psychology and School Psychology Quarterly. 1) Introduction to the authorB1) Introduction to the author Stephen E. Brock: a Professor an

7、d the School Psychology Program Coordinator at California State University, Sacramento (CSUS). A Nationally Certified School Psychologists (NCSP) and Licensed Educational Psychologist (LEP), Dr. Brock worked for 18 years as a school psychologist with the Lodi Unified School District (the last 6 of w

8、hich included assignment as Lead Psychologist) before joining the CSUS faculty. Background information to Text AIntroduction to the topic1) Introduction to the author 1) Introduction to the author Stephen E. Brock: As a school psychologist he helped to develop the districts school crisis response pr

9、otocol, served on an autism specialty team, and specialized in functional behavioral assessment. Dr. Brocks academic work has included study of school-based crisis intervention; system level school crisis response; suicide prevention and intervention; ADHD; functional behavioral assessment; violence

10、 prevention; threat assessment; reading; and autism.Background information to Text AIntroduction to the topic1) Introduction to the author Introduction to the topic Natural disasters that are often unpredictable can devastate communities. At the same time, they may also lead to serious emotional dis

11、tress to people, particularly to children. After a natural disaster, victims can expect to recover over time, especially with support from families, friends, agencies and organizations. Children need time to recover from losses of family members, friends, homes, and schools. Background information t

12、o Text A2) Related background information Introduction to the topic N During this period, children, particularly younger children, will look to caregivers for love and support. Additionally it is important that parents and teachers provide information, comfort and reassurances. This passage will giv

13、e us some principles for coping with such challenges. And it is adapted from Lazarus, P. J., & Jimerson, S. R., Brock, S. E. (2002). Natural Disasters. In S. E. Brock, P. J. Lazarus, & S. R. Jimerson (Eds.), Best Practices in School Crisis Prevention and Intervention. Introduction to the topicBackgr

14、ound information to Text A2) Related background information During this period, ch2) Related background information post-traumatic stress disorder (PTSD): Cases of PTSD were firstseen during the First World Warwhen soldiers developed shell shock as a result of theharrowing conditions inthe trenches.

15、 But the condition wasnt officially recognized as a mental health conditionuntil 1980, when it was included in the Diagnostic and Statistical Manual of Mental Disorders, which was developed by the American Psychiatric Association. Background information to Text AIntroduction to the topic2) Related b

16、ackground informatNatural Disasters: Natural Disasters: Natural Disasters: Natural Disasters: unit-12研究生英語(yǔ)讀與寫(xiě)(第三版)-Global analysis of the text The authors show us some important issues related to specific natural disasters such as the aspects and characteristics of those natural disasters and childr

17、ens potential emotional reactions. Moreover the authors illustrate childrens typical reactions following a natural disaster at different ages. In the end, some coping strategies are given as instructions for families and teachers. Global analysis of the teOften an entire community is impacted, furth

18、er undermining a childs sense of security and normalcy.(Para. 1)Analysis of the textMeaning: The entire community is destroyed by a natural disaster, which further impacts a childs sense of security and normal life.In this sentence, “normalcy” means normal life. Often an entire community is iThese f

19、actors present a variety of unique issues and coping challenges, including issues associated with specific types of natural disasters, and coping techniques.(Para. 1)Analysis of the textMeaning: These factors show all kinds of unique issues and problems to be dealt with, including some issues relate

20、d with specific types of natural disasters, the need to move to a new place when home and/or community have been destroyed, the role of the family which may lessen the trauma or make it worse, emotional reactions and some strategies for coping with those issues.These factors present a varietThese fa

21、ctors present a variety of unique issues and coping challenges, including issues associated with specific types of natural disasters, and coping techniques.(Para. 1)Analysis of the textexacerbate: to make a problem or situation worseExample: The drugs they gave her only exacerbated the pain instead

22、of relieving the pain. These factors present a variet3) Among a few children subsequent storms may trigger panic reactions. (Para. 4)Analysis of the textMeaning: Among some children, the following storms may generate panic reactions.trigger: to cause (an event or situation) to happen or existExample

23、: Violent movies may trigger juvenile delinquency.3) Among a few children subseqText structure analysisThe text falls into four parts Part I (Paragraph 1-9) Issues related to different types of natural disasters.Part II (Paragraph 10-11) Childrens possible symptoms following a natural disaster. Part

24、 III (Paragraph 12-13) Some instructions for teachers or school staff.Part IV (Paragraphs 14-17) Some instructions for parents.Text structure analysisTh Reference answers to the exercises Text A1. 1) C 2) C 3) A 4) D 5) B 6) D 7) B 8) A 9) C 10) B3. 1) F 2) F3) F 4) T 5) F 6) T 7) T 8) T 9) F 10) F4

25、. 1) severity 2) evacuate 3) devastation 4) exacerbate 5) impairment 6) capricious 7) recede 8) aftermath 9) ravage 10) desolation5. 1) B 2) C 3) A 4) D 5) C Reference answers to the exerReference answers to the exercises6. Writing ExerciseA. Translation from Chinese to English The impact of a natur

26、al disaster goes far beyond physical injury; a wide range of negative emotions are involved as well. Just as it takes much time to clear the rubble, it takes time to recover your emotional equilibrium and rebuild your life.Reference answers to the exercReference answers to the exercisesHere are seve

27、ral specific tips to help you cope with the emotional aftermath of the traumatic event. 1.Minimize your media exposure to the disaster. 2. Lessen your stress and talk to reliable relatives and friends, or turn to specialists for help. Reference answers to the exercReference answers to the exercises3

28、. If recommended by a doctor, take anti-anxiety drugs or sleep medication when you feel nervous, worried or have insomnia. 4. Dont isolate yourself. Try your best to keep in touch with friends, relatives,neighbors, and colleagues and talk with them about what you are feeling.Reference answers to the

29、 exercReference answers to the exercisesB. Topic writingSampleIn the aftermath of a natural disaster, the mental recovery of victims should be a vital component. Experts indicate that the reactions after a natural disaster may be divided into two categories: acute stress reaction and post-traumatic

30、stress disorder(PTSD).Reference answers to the exercReference answers to the exercisesB. Topic writingSampleAcute stress reaction appears within a week or a month. Patients have a distorted perception of time and environment. Even sounds, smells, images and physical contact may generate fear and anx

31、iety. PTSD appears in six months. Common symptoms include: fatigue, insomnia, nightmares, poor concentration, and irritation. Besides, some patients may experience survivor guilt.Reference answers to the exercReference answers to the exercisesB. Topic writingSampleMore importantly, children are more vulnerable to negative reactions than adults. Generally children feel frightened, nervous and experience survivor guilt. Moreover, they have sleep disturbances and some physical symptoms,