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______________________________________________________________________________________________________________ Unit 1 Ways of Learning Teaching Aims: 1. Understanding the main idea (that it would be ideal if we can strike a balance between the Chinese and western learning styles) and structure of the text(introduction of the topic by an anecdote-elaboration by comparison and contrast-conclusion by a suggestion) 2. Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point-to-point method or one-side-at-time method) 3. Grasp the key language points in Texts A and grammatical structures in the text 4. Understand the cultural background related to the content 5. Conducting a series of theme-related reading, listening, speaking, and writing activities 6. Learn to write notices, etc. Teaching Keypoints: 1. Grasp the main idea of Text A and language points in Text A 2. Cultural background about Chinese and western ways of learning 3. Analysis of the difficult sentences in Text A Teaching Difficulties: 1. Writing strategy and style demonstrated in Text A 2. Learn how to understand the structure of difficult and long sentences Teaching Aids: Teacher-guided, discussion, exercises, group-activities, student-centred Teaching period: 12 classes Teaching Procedure: Step 1Warming up 1. Have students read the overview of page 2, students will understand the main topic of unit (ways of learning in Chinese and western countries) 2. Have students listen to the script of listening part, explain some difficult sentences and phrases, lead them to finish the exercises on page3, check the answer 3. How to understand the following sentences: Standing on the shoulders of giants 4. Explain the cultural notes of education in the west 5. In class, students form two camps to debate the following issue: If you have a baby , which way would you prefer to use , to pay more attention to develop more skills or to creativity? Step 2 Global analysis of Text A Ⅰ. Scanning Scan Text A and decide whether the following statements are true or false. 1 Benjamin was worried that he couldn’t put the key into the box. (F) (=Benjamin was not bothered at all.) 2. In the Chinese staff’s opinion, the parents should guide Benjamin to insert the key. (T) 3. The author and his wife didn’t care whether Benjamin succeeded in inserting the key into the slot. (T) 4. For the Westerners, learning should take place by continual careful shaping and molding. (F) (= The Chinese think that learning should take place by continual careful shaping and molding.) 6. Chinese teachers hold the opinion that skills should be acquired as early as possible, while American educators think that creativity should be acquired early. (T) 7. Add more questions about the text: Where and when did the incident take place? Who are the main characters in this incicent? What is Howard Gardner? Why do the couple come to China? How old is the son of the author？ Through what does the baby get pleasure in the incident? What is the attitude of his parents ? What is the attitude of the hotel staff towards Benjamin effort? 8. Answer the questions of on page 10-11 ⅱUnderstanding the main idea of the text Division of the Text A Parts Para(s). Main Ideas 1 1~5 The text begins with an anecdote. 2 6~13 The author’s thoughts are mainly about different approaches to learning in China and the West. 3 14 The author winds up the text with a suggestion in the form of a question. Step 3 Detailed Reading of Text A Ⅰ. Difficult Sentences 1. (LL. 13~15) Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail. Paraphrase the sentence. (= Because he was so young and didn’t quite know that he should position the key carefully to fit into the narrow key slot, he would usually fail.) 2. (L. 15) Benjamin was not bothered in the least.(= Benjamin was not bothered at all.) 3. (L. 30) … and to throw light on Chinese attitudes toward creativity. And to help explain Chinese attitudes toward creativity. 4. (LL. 37~39) …since the child is neither old enough nor clever enough to realize the desired action on his own, what possible gain is achieved by having him struggle? What does the desired action refer to? (= Positioning the key carefully to fit into the slot.) 5. (L. 39) He may well get frustrated and angry. (= He is likely to get frustrated and angry.) Eg . You use “may well” when you are saying what you think is likely to happen. 6. (L. 47~48) He was having a good time and was exploring, two activities that did matter to us. What do the two activities refer to?(= Having a good time and exploring.) “activities that did matter to us”.(= activities that were important to us.) 7. (L. 52) …whether it be placing a key in a key slot, drawing a hen or making up for a misdeed…= No matter whether it is placing a key in a key slot, drawing a hen or making up for some mistakes.) the subjunctive mood eg. Whether he be present or absent, we shall have to do our part.) 8. (LL. 80~81) …young Westerners making their boldest departures first and then gradually mastering the tradition…(西方的年輕人先是大膽創(chuàng)新，然后逐漸深諳傳統(tǒng)。) What does making their boldest departures mean?(=Doing sth. different from an established rule or tradition.) 9. (LL. 98~99) But assuming that the contrast I have developed is valid, and that the fostering of skills and creativity are both worthwhile goals… assuming + that-clause: 假定… You use assuming that when you are considering a possible situation or event, so that you can think about the consequences. Eg. Assuming that we all work at the same rate, we should be finished by January.) 10. (LL. 100~102) Can we gather, from the Chinese and American extremes, a superior way to approach education, perhaps striking a better balance between the poles of creativity and basic skills? 我們能否從中美兩個極端中尋求一種更好的教育方式，它或許能在創(chuàng)造力與基本技能這兩極之間獲得某種較好的平衡?) Step 4 Words and Expressions of Text A 1.(L. 7) attach: vt. fasten or join (one thing to another) * She attached an antenna to the radio. (=A tag was attached to each article.) Pattern: attach sth. to sth. be attached to sth. 2. (L. 21) initial: adj. of or at the beginning; first 最初的會談是后來達成協(xié)議的基礎。(=The initial talks were the base of the later agreement.) *the initial letter of a word 一個詞的首字母 3. (L. 25) await: vt. wait for He was anxiously awaiting her reply. 他早就期待著這個時刻了。(=He has long awaited this moment.) 4. (L. 25) on occasion: now and then It has, on occasion, created trouble for the bank. 你有時使人們感到詫異。 (=You have on occasion surprised people.) CF: on occasion & on the occasion of on occasion有時，間或。 on the occasion of在… 之際。 on the occasion of sb.'s wedding 5. (L. 26) neglect: vt. give too little attention or care to * neglect one's meals and sleep 離開時別忘了鎖門。 (=Don't neglect to lock the door when you leave.) CF: neglect, ignore & omit這幾個詞都有忽略、遺漏之意。 neglect 指對職責、義務或應做的事沒有給予足夠的注意。這種忘記可能是有意的，也可能是無意的。例如：Those who neglect their duties should be punished. 玩忽職守者應受懲罰。 Why do they always neglect the traffic regulation. 他們?yōu)槭怖鲜遣蛔⒁庾袷亟煌ㄒ?guī)則呢？ ignore 指疏忽、不顧，強調(diào)對某人或某物故意不理會，有時還帶有固執(zhí)地拒絕的意味。例如： When I saw Tom, I stopped to greet him, but he ignored me and walked on. 當我看到湯姆時，我停下來和他打招呼，但他沒有理我繼續(xù)往前走。 The teacher ignored my difficult questions. 老師對我的難題置之不理。 omit 指因?qū)Ｗ⒒蚴韬龆浤呈?，這種失誤可能是有意或無意的。該詞還可指刪除不利或不必要的東西。例如：She should not omit to visit the museum. 她不應忘了去參觀博物館。 The third part of the book may be omitted. 該書的第三部分可以刪掉。 6. (L. 28) relevant: adj. directly connected with the subject (=His color is not relevant to whether he's a good lawyer.) (=The evidence is relevant to the case.) 該證據(jù)與此案有關。 Pattern: be relevant to 7. (L. 29 ) investigate: vt. try to find out information about * Scientists are investigating how the plane crash occurred. * If you hear such a rumor, investigate it thoroughly. vi. make a detailed inquiry *investigate into an affair *investigate into a rumor CF: investigate, examine & inspect 這幾個詞都有調(diào)查、檢查之意。 investigate 較正式，指有條不紊地進行調(diào)查研究以發(fā)現(xiàn)事實真相，更常用以說明調(diào)查案件、情況、背景來歷等。例如： *They investigated the cause of the accident. 他們調(diào)查了事故的原因。 *The police are investigating the murder. 警方正在調(diào)查這件謀殺案。 examine 是普通用語，指仔細地檢查某人或物。該詞還指官方主持的檢查或醫(yī)生進行的診察，也表示對某種觀點的討論研究，更指考試。例如： *They examined our passports very carefully. 他們仔細檢查了我們的護照。 *An optician is qualified to examine your eyes and prescribe glasses. 眼科醫(yī)生有資格來檢查你的眼睛并給你配眼鏡。 inspect 較正式，用得不如examine廣泛，指對某人或某物進行檢查、查問，帶有揭示其差異或缺陷的意思。更常指官員們的視察以發(fā)現(xiàn)下屬單位的缺點等，還指檢閱軍隊。例如： *The firemen were inspecting the warehouse for potential fire hazards. 消防人員正在檢查倉庫以防火災。 *Every length of cloth is inspected before it leaves the factory. 出廠之前每寸布匹都檢查過。 8. (L. 30) throw light on: help understanding * These facts throw new light on the matter. 這些事實使人進一步了解此事。 9. (L. 34) exception: n. sb./sth. that a comment or statement does not apply to (=There is an exception to this grammatical rule.) (= This is an apparent exception to the rule.) 這是那項規(guī)定的一個明顯的例外。 Pattern: an exception to Collocation: with many/few exceptions 有很多/很少例外 without exception 毫無例外，一律with the exception of 除…之外 make an exception of 把...作為例外make no exceptions 不容許有例外；一視同仁 10. (L. 39) desirable: adj. worth having as by being useful, advantageous, or pleasing; worth achieving * Main Street is a very desirable location for a large department store. * It is most desirable that he should attend the conference. NB: antonym: undesirable 11. (L. 41) accomplish: vt. manage to do (sth.) * She's accomplished a great deal in the last few weeks. 這項任務不是在一代人的時間里所能完成的。 (= The task will not be accomplished in one generation.) accomplish one's object/goal 達到目的 accomplish one's mission 完成使命 CF: accomplish, complete & finish這三個詞都含“完成”的意思。 accomplish 通常接task, aim, journey, voyage等名詞，有時兼有取得效果之意。例如： *I don't feel our visit really accomplished anything. 我不認為我們的訪問真正取了什么結果。 complete 比 accomplish 具體，可接建筑、工程、書籍等名詞，指按預期目的把未完成的工作經(jīng)過進一步的努力使之完成，主要涵義是補足缺少的部分。例如： *The building will be completed by the end of this month. 這座樓于本月底建成。 finish 在許多情況下可與complete換用, 但不及complete正式，常含有認真仔細地完成工作的最后階段的精工修飾，使之完美的意思。例如： *Finish the work off before you leave for your holiday. 你去度假前應先把工作做完。 12. (L. 43) in due course: at the proper time; eventually * Be patient. You'll get your promotion in due course. 13. (L. 48) critical: adj. 1) very important A second income is critical to the family's well-being. 接下來的兩個禮拜對于公司來說是至關重要的。(The next two weeks will be critical for the company.) Collocation : a critical decision 重大的決定critical moment 緊要關頭，關鍵時刻 2) very serious or dangerous 嚴重短缺食物(=a critical shortage of food) Collocation: critical condition 危險狀態(tài) a critical illness 重病 14. (L. 50) principal adj. main; chief * the principal food of the people of India the principal rivers of Europe CF: principal & principle principal和 principle的意思完全不同，但常常被混淆。 principle 僅作名詞用，其主要意義指基本的東西或規(guī)則和標準。 principal 既是名詞又是形容詞。作為名詞，它一般指居于高位或擔任重要角色的人。例如：a meeting among all the principals in the transaction。作為形容詞，它有主要的或首要的的意思。 15. (L. 50) rear: 1. vt. Bring up and educate; look after (animals) 2. n. back part 后部；背面* The kitchen is in the rear of the house. 停車場在這建筑物的后邊。(= The parking lot is at the rear of the building.) 16. (L. 52) make up for: repay with sth. good; compensate for * I didn't travel much when I was younger, but I'm certainly making up for lost time now. 他們加速進行以補回失去的時間。(=They hurried on to make up for lost time.) 17. (L.59) in retrospect: on evaluating the past; upon reflection * There are some things that you only become totally conscious of in retrospect. (=In retrospect, what I have done is clearly absurd.) 18. (L.64) facility: n. 1) ability to do sth. easily and well * play the piano with facility有學習語言的天才(= have great facility in learning languages) 2) (pl.) equipment, aids, etc. which make it easy to do things *sports facilities*There are facilities for cooking in the kitchen. 娛樂設施(= entertainment facilities) 19. (L. 71) apply: vi. 1) be relevant; have an effect Pattern: apply to sb./sth. *What I have said does not apply to you. 教授的這條建議只適用于一些大學生。(=The advice given by the professor only applies to some of the college students.) 2) write a letter or fill in a form in order to ask formally for sth. Pattern: apply (to sb.) for sth. apply to do sth. *We applied to the authorities for assistance. 他決定申請參加學生會。(=He decided to apply to join the Student Union.) 20. (L. 79) priority: n. sth. that one must do before anything else * Study is not on his list of priorities. 道路建設應是予以優(yōu)先考慮的事。(=Road building is a first priority.) 21. (L. 82) evolve: vi. develop gradually Pattern: evolve into 進化成，發(fā)展成，逐步形成 evolve from/out of 由…演化而成；從…發(fā)展而來 *The early fish have evolved into some 30,000 different species. 這簡單的計劃逐步形成為一項復雜的規(guī)劃。(= The simple plan evolved into a complicated scheme.) *Some people believe that we evolved from the apes. 這整個想法是從信口說出的一句話發(fā)展而來的。(= The whole idea evolved from a casual remark.) 22. (L. 85) contrast: 1). v. compare (two people or things) so that differences are made clear Pattern: contrast A with/and B * In her speech she contrasted the government’s optimistic promises with its dismal achievements. 我忍不住把她的態(tài)度和她朋友的態(tài)度作了對比。 (= I cannot help contrasting her attitude with that of her friends.) Collocation: contrast sharply/strikingly 形成鮮明的對比 contrast startlingly/strongly 形成驚人的/強烈的對比 2). n. difference between things compared *The atmosphere of the Second World War in London was a complete contrast to that of the First. *There is a marked contrast between the group’s actions and its principles. Collocation: constitute/form a sharp contrast to 與…形成鮮明的對照 intensify/sharpen the contrast 加強對比 reveal/show a contrast 顯示出差別 23(L. 87) harbor: 1). vt. keep (sth.) secretly in one’s mind * He might be harboring a death wish. * harbor thoughts of revenge 2). n. place of shelter for ships *The navy has constructed an artificial harbor. *All the ships stayed in the harbor during the storm. 24. (L. 89) promote: vt. help to grow or develop * new efforts to promote the world peace 促進經(jīng)濟發(fā)展(= promote economic growth ) 牛奶增進健康。 (= Milk promotes health.) CF: promote & further 這兩個詞都可指促使某事物朝著預期的目標發(fā)展。 promote 用于事物發(fā)展的各個階段，包括起始階段。例如： *promote the understanding between the two countries 促進兩國之間的相互了解 *The audiolingual method should be promoted. 應當推廣聽說法。 further 則用于除了起始階段以外的各個發(fā)展階段。例如： *Getting a scholarship will further her education. 獲得獎學金可以使她繼續(xù)深造。 25. (L. 90) emerge: vi. come out (聲音文件emerge) (=Eventually the truth of the matter emerged.) * Large scale industry emerged gradually as technology evolved. Pattern: emerge from/out of 太陽從云層背后出現(xiàn)。 (=The sun emerges from behind the clouds.) *New evidence emerged from the investigation. It emerges that… *It later emerged that the driver of the car had been drunk. 26. (L. 98) valid: adj. based on truth or sound reasoning *This is a valid argument against economic growth. (=They have valid reasons for refusing to do it.) 27. (L. 99) worthwhile: adj. worth doing; worth the trouble taken * Here is some worthwhile advice to any young businessman. 這本書值得一讀。(= It’s a worthwhile book.) 28. (L. 101) superior: better than average or than others of the same type Pattern: be superior to be superior in 敵軍在數(shù)量上占優(yōu)勢。(= The enemies were superior in numbers.) 這條地毯在質(zhì)量上遠遠比那條好。(= This carpet is far superior to that one in quality.) Step 5 Useful Expressions 1. 被系在…上 be attached to… 2. 探索行為 exploratory behavior 3. 偶爾 on occasion 4. 父母的責任 parental duties 5. 揭示，闡明 throw light on 6. 最終目的 an ultimate purpose 7. 要做的動作 desired action 8. 所希望的結果 desirable outcome 9. 關鍵 critical point 10. 育兒觀 value of child rearing 11. 彌補某種錯誤行為 making up for a misdeed 12. 回想起來 in retrospect 13. 善意的 well-intentioned 14. 前來幫助某人 come to sb.’s rescue 15. 極其熟練、溫和地 with extreme facility and gentleness 16. 適用于 apply to 17. 發(fā)展到 evolve to 18. 發(fā)展創(chuàng)造力 promote creativity 19. 值得追求的目標 worthwhile goals Step 6 Post-reading tasks 1 Debate: Should we develop children’s creativity first or train them in basic skills first? 2 Teacher checks on students’ home reading (Text-B) 3 Practical writing about writing notices Step 7 Homework Finish the exercises of Page 10-20 about Text A Teacher asks students to prepare the next unit Unit 2 Values Teaching Aims: 7. Understanding the main idea (one can live a life full of riches without being rich funancially) and structure of the text 8. Appreciate the wording (riches) in the title of the text 9. Grasp the key languge points in Texts A and learn how to use them in context 10. Unerstand the cultural background related to the content 11. Express themselves more freely on the theme of Values after doing a series of theme-related reading, listening, speaking, and writing activities 12. Write an essay beginning with an anecdote or a piece of news, etc. Teaching Keypoints: 4. Grasp the main idea of Text A and language points in Text A 5. Cultural background in Text A 6. Analysis of the difficult sentences in Text A Teaching Difficulties: 3. Writing strategy and style demonstrated in Text A 4. Write an essay with an anecdote or a piece of news, etc. Teaching Aids: Teaching, dicussion, exercises, group-activities, student-centred Teaching period: 12classes Teaching Procedure: Step 1Warming up 9. Have students listen to the story about Abraham Lincoln before class, lead them to finish the exercises on page31, check the answer and explain. 10. Have students learn more about the fact that economic development and personal income can’t always account for happiness. 11. Do you think rich people must be happier than poor people? Why? 12. Do you think a poor person can have a life full of riches? How? 13. In class, students form two camps to debate the following issue: Mother Teresa has no money, but she took care of the poor in Calcutta until her death. Bill Gates gave a lot of money to charity, but he seldom works in the “frontline” with the poor. Does the world need more love like Mother Teresa’s or more money like Bill Gates’? Step 2 Global analysisi of Text A 1. Division of the Text A Part1: Paras.1-2 The writer’s encounter with a boy who raised the question “Are you poor?” Part2: Paras.3-12 In search of an answer the writer finds that not having expensive possessions doesn’t make him feel poor mainly because he enjoys life in many other ways. Part3: Para.13 In conclusion, the writer thinks he’s grown to understand more about himself because of the boy’s question. 2. Understanding the main idea of the text with the help of the questions on page 37-38 Step 3. Detailed leaning of Text A 1. It was early December 2003, my first season as a Salvation Army bell ringer, when I was confronted with the question What does a Salvation Army bell ringer do? To ring the bell and ask people to donate money to help the poor. 2. confront: vt. 1) (of a problem, difficulty, etc.) face (sb.) threateningly The difficulties that confront us seem insuperable. A major difficulty that confronts international students is how best to judge the quality of a program in a foreign university 2) (of a person) face and deal with (a problem, difficulty, etc.) 軍人必須面對危險和死亡。 A soldier has to confront danger and death. Astronauts have to confront the unknown be confronted with: be brought face to face The prisoner was confronted with his accusers. Conclusions that can be confronted with experience. 3. donation: n. money or goods given for a good cause The hospital receives a good d