Unit 1 Ways of Learning
I. Teaching Planning
Objectives
Students will be able to:
1.grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles) and structure of the text(introduction of 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-by-point method or one-side-at-a-time method);
3.master the key language points and grammatical structures in the text;
4.conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.
Time allotment
1st period | 2nd period | 3rd period | 4th periodInterval |
Pre-reading; While-reading (Paras 1-5) | While-reading (Paras 6-13) | While-reading (Paras 6-13 continued; Para 14) | Post-reading (Debate;mas-084 Exercises) |
| | | |
Warming-up taskst10a
1. How much do you know about the difference between Chinese learning style and western one?
2. Which one do you back up? Please state your reasons.
While-reading tasks
1. Skimming
1) 纤维腺瘤Ss skim the passage and answer the Content Questions on Page 9: 2)T tells Ss that there are many ways of introducing a topic (see Text Analysis). Ss will decide which way is adopted by Howard Gardner.
3)T guides Ss through the directions for Text Organization Exercise 2 and Writing Strategy. Then Ss scan the first sentence of both Para 6 and Para 7, and decide what method of comparison and contrast is used here (one-side-at-a-time method). Ss scan from Para 11 to Para 13, then decide what method of comparison and contrast is used here? (point-by-point method)
2.Ss sum up the contrast between Chinese and Western ways to learn to fulfil a task (the Chinese show a child how to do something, or teach by holding his hand; Westerners teach a child to rely on himself for solutions to problems).
3.Ss sum up the contrast between the Chinese and the Western attitudes toward creativity and basic skills. (The Chinese give priority to developing skills at an early age, believing that creativity can be promoted over time; Westerners put more emphasis on fostering creativity in young children, thinking that skills can be picked up later.)
4.T tells Ss that there are many ways of concluding an essay (see Text Analysis). Ss decide which way is used in this essay.
5.T explains language points and gives Ss practice (see Language Study).
Post-reading tasks
1.Debate: Should we develop children’s creativity first or train them in basic skills first?
1)Ss divide into two groups, one taking the side of creativity first, another taking the side of basic skills first.
2)In each group, Ss further divide into smaller groups of three to four, brainstorming argu
ments \ examples \ statistics \ quotes \ etc. in support of their viewpoint, as well as those that could be used to refute the other side.
一致收敛
3)Debate begins, with T acting as moderator.
2.T guides Ss through several after-text exercises.
3.T checks on Ss’ home reading (Text B).
4.Ss do Part IV: Theme-Related Language Learning Tasks.工业节能十二五规划 (1 period) 5.T asks Ss to prepare the next unit:
1)do the pre-reading task;
2）preview Text A.
Ⅱ. Text Analysis
An essay is usually made up of three parts: a beginning where the topic is introduced; the
body part where the topic is elaborated on, and a conclusion.
Besides stating the topic directly, there are many other ways to introduce a theme. In this text, an anecdote or an incident is used. The author of Text A, Unit 6, Book 1 (What Animals Really Think) introduces his topic by posing a question: “Do animals all have thoughts, what we call consciousness?” Text B, Unit 3, Book 1 (How to Make Sense out of Science) begins by quoting newspaper headlines:
“New Drugs Kill Cancer
Devastation by El Nino — a Warning
6: October 26, 2028: Could This Be the Deadline for the Apocalypse?”
Text B of this unit, Children and Money, begins with an imagined argument between a child and his parent over the control of pocket money. Discover other forms of introduction as you read on. However, the more important point is that you should learn to vary your own writing by adopting various types of topic introduction.
Without a conclusion, an essay lacks a sense of completeness. A conclusion may be a restatement of the main points previously mentioned, a proposed solution, a quotation from some book or person, a prediction of future developments, a suggestion for further study, etc. Text B, Unit 3, Book 1 ends by giving a simile, comparing scientific research to mountain climbing, “a process filled with disappointments and reverses, but somehow we keep moving ahead.” In this text, Howard Gardner makes a suggestion in the form of a question.
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