Unit-1--Ways-of-Learning.doc

Unit 1 Ways of Learning

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南阳理工学院教案（课时备课）
授课题目
Unit 1 Ways of Learning
课时安排
2学时
周次
第1周
课序
第 1次课
教学目的:
1。 To learn something about the education in the west and “standing on the shoulders of Giants”；
2. To master the new words and expressions in Text A;
3。 To appreciate a writing style-persuasive writing;
4. To conclude the structure of Text A;
5. To conduct a series of reading, listening， speaking and writing activities related to the theme of the unit。

教学内容:
1。 Background information (Education in the West; standing on the shoulders of Giants)；（教学光盘; 启发式式教学）
2。 Listening and discussion;（启发式式教学）
3. New words and expressions；（启发式教学）
4. Style of the Text;(总结式教学）
5。 Text Structure;（总结式教学)
6. Discussion； （讨论式教学）
7. Self—study online。 (网络教学； 自主学习）
教学重点：
1. New words and expressions；（启发式教学）
2。 Text Structure.（总结式教学)
教学难点:
1. Difference between western learning style and Chinese learning style and advantages and disadvantages of such two different learning styles; （讨论式教学)
2. How to introduce persuasive writing effectively and let the students to write a persuasive composition。 （总结式教学； 启发式教学)

教学辅助手段:
传统教学；网络教学;教学光盘;多媒体教学

教 学 过 程 设 计
In the First Period第一学时：

I。 Introductory Remarks导入语(2 Mins）(启发式教学)

Teaching ways

II。 Warming—up Activities 课前热身 （20 Mins）（启发式教学）

1. Listen to a song.
2. Answer questions。
3。 Discussion。

III. Background Information 背景知识（18 Mins）（启发式教学）

1。Education in the West
2.Middle—class America
3.Standing on the Shoulders of Giants

IV. New Words and Expressions—1 词汇讲解—1（10 Mins）（启发式教学）

attach； not in the least; find one’s way； await； on occasion;
neglect； be relevant to； throw lights on； exception; on one’s own

In the Second Period第二学时：

I。 New Words and Expressions—2 词汇讲解—2（10 Mins）（启发式教学）

accomplish; principal; make up for； in retrospect； apply to；
priority; emerge; pick up； exaggerate; assume

II。 Text Understanding —Style of the Text文体介绍(10 Mins)（总结式教学）

Persuasive Writing

III. Text Structure课文结构（20 Mins）(总结式教学）

总→ 分 → 总
The author got to know the difference between Chinese and American ideas of education by his experience in the Jinling Hotel。 （Paras。 1—5)
→ The author discussed the two different learning styles in China and the West。 （Paras。 6-7）
→ It analyzed the advantages and disadvantages of teaching by holding his hand in China. (Paras. 8—10）
→ It described Creativity First, a way that American cultivated children。 Then， it further analyzed the advantages and disadvantages of teaching。 （Paras。 11-14)

IV. Discussion分组讨论（8 Mins）（讨论式教学）

1. Do both Chinese and Americans take an extreme view of creativity？
2。 Which learning method is better， Chinese way or American way？

V。 Assignments 家庭作业 (2 Mins)（自学）

1. Vocabulary： Ex.1,2＆3；
2. 写一篇作文。

讨论：1. Do both Chinese and Americans take an extreme view of creativity？
2。 Which learning method is better， Chinese way or American way?

作业：1。 Vocabulary： Ex。1,2＆3;
2. 以My Opinion About Education为题写一篇作文。要求不少于100字。

思考题：What is the most important for the author or what did the author emphasize?

主要参考资料:
[1］ 吴晓真。 大学英语（全新版)综合教程教师用书（III）. 上海：上海外语教育出版社，2002.
[2] 王长喜。 大学英语（全新版）综合教程全能课堂（III）。 北京：中国社会出版社, 2006.
［3] http://www。englishonline.org。cn/en

教学后记：

南阳理工学院教案（课时备课）
授课题目
Unit 1 Ways of Learning
课时安排
2学时
周次
第2周
课序
第 2次课
教学目的：
1. To learn how to introduce a topic；
2. To learn how to make an conclusion；
3. To master the key language points and grammatical structures in the text。
4. To 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 the topic by an anecdote—elaboration by comparison and contrast）；
5。 To 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）;
教学要求：
1. 学完本单元后,学生应该熟练掌握课文中的单词、词组和句法，在口语表达和写作中运用本单元的语言点和一些表达法;
2。 掌握写作技能：comparison and contrast in essay writing。

教学内容：
1. Structures and grammars of Text A;(启发式式教学）
2。 Discussion；（交际法教学;讨论式教学）
3。 Post-reading questions；(交际法教学）
4. Checking the exercises；（交际法教学)
5. Writing skills—comparison and contrast in essay writing;（总结式教学)
6。 Supplementary Materials； (启发式教学）
7. Self—study online. (网络教学； 自主学习)
教学重点：
Structures and grammars of Text A— so much so that, assuming (that)。(启发式式教学）
教学难点：
Writing skills： elaboration by comparison and contrast （启发式式教学； 总结式教学）

教 学 过 程 设 计
In the First Period第一学时：

II. New Words and Expressions—2(10 Mins)
第二步：词汇讲解-2（10分钟）（启发式教学）
exception； on one’s own; accomplish； principal； make up for;
in retrospect; apply to；
priority; emerge; pick up； exaggerate； assume

I. Structures and Grammars while reading 课文讲解（30 Mins）(启发式式教学）

1. How to introduce a topic;
2。 How to make a conclusion;
3. may well的用法；
4. so much so that的用法；
5。 assuming （that)的用法;

II. Discussion集体讨论（10 Mins）（交际法教学；讨论式教学）

1。 Ways to learn to accomplish a task between the Chinese and Americans；
2. Attitudes to creativity and skills between the Chinese and Americans；

III. Post—reading Questions 答疑空间（10 Mins）（交际法教学）

Asking and answering the twelve questions related to Text A.

In the Second Period第二学时:

I。 Checking the Exercises 巩固练习(20 Mins）（交际法教学）

1。 Vocabulary

2。 Structure

3。 Translation

II。 Writing Skills写作技巧（20 Mins)(总结式教学)

Comparison and Contrast in Writing

III。 Supplementary Materials补充材料 （8 Mins） （启发式式教学）

An Essay—What True Education Should Do

IV。 Assignments 家庭作业 （2 Mins）（自学）

1. 背诵Text A 第6段或第11和12段；
2. 预习Unit 2。

讨论: What is the most important for the author or what did the author emphasize？

作业： 背诵Text A 第6段或第11和12段; 预习Unit 2.

思考题：1. What are your learning methods？
2. Should we develop children’s creativity first or train them in basic skills first？

主要参考资料：
［1] 吴晓真。 大学英语（全新版）综合教程教师用书（III）。 上海：上海外语教育出版社，2002。
[2] 王长喜。 大学英语（全新版）综合教程全能课堂(III)。 北京:中国社会出版社, 2006。
[3] http：//www.englishonline。

教学后记:

南 阳 理 工 学 院 备 课 讲 稿
教 学 内 容
批注
Unit 1 Ways of Learning
Text A Learning， Chinese Style

1. Time allotment课时分配(4 periods）
1st period
2nd period
3rd period
4th period

Pre-reading
Task

While—reading Task

While—reading Task

Post-reading Task

2. Objective教学目标
· 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 the topic by an anecdote————elaboration by comparison and contrast-———conclusion by a suggestion)；
·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）;
·Master the key language points and grammatical structures in the text;
·Conduct a series of reading， listening, speaking and writing activities related to the theme of the unit.
3. Key point(s）教学重点
· Outline of Text A;
· Language points of Text A.
4。 Difficult point（s）教学难点
· Difference between western learning style and Chinese learning style and advantages and disadvantages of such two different learning styles
· Writing skills: elaboration by comparison and contrast

南 阳 理 工 学 院 备 课 讲 稿
教 学 内 容
批注
5。 Text A Learning， Chinese Style
5.1 Introductory Remarks导入语
The topic of this unit is“ways of learning”, sometimes we say“learning styles”or “learning methods”. Generally speaking， it involves what to learn, how to learn, when to learn, things like that. In fact, there are many kinds of learning ways. It’s hard to say which is right and which is wrong。 But in China, much of the debate or argument over education focuses on two things： one is student-based or student—centered learning； the other is teacher—based or teacher-centered learning. In their minds， western learning styles are student—centered and expect students to discover things and solve the problems themselves. While the traditional Chinese ways of learning are teacher—centered， in which everything related to study is done, is controlled by the teacher and students only accept passively what teachers tell them。 Most of us will think that western learning styles are better than our Chinese learning methods。
In this text, the author Howard Gardner gives his own opinion about the ways of learning.

南 阳 理 工 学 院 备 课 讲 稿
教 学 内 容
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5。2 Text details课文精讲
5。2。1 Para.1～5： The author introduces the topic of learning styles by the use of a key-slot anecdote。
Questions 问题设计
1) When and where did the incident take place？
2) Who are the main characters in this incident? （author， wife， son， hotel staff）
3) What’s the incident? Can you retell the story in your own words？ （…）
4) What’s the author and his wife's attitude toward Benjamin's effort in inserting the key into the slot？ （let him explore and enjoy himself）
5) What’s the attitude of the hotel staff toward Benjamin’s effort? （held his hand and taught him how to insert the key correctly）
6) For writing skills， there many ways to introduce a topic， such as stating the topic directly or making use of a question， an incident， or a quotation, things like that。 What way is adopted by the author to introduce the topic?
Lps知识点讲解
·reflect: 1。 （a mirror, etc。)make a visible image of…
2。（a surface）throw back（light, heat, sound）;
3。 ~（on/upon）: think about/consider past events； recall…

南 阳 理 工 学 院 备 课 讲 稿
教 学 内 容
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·kindergarten （pre-school education） —-- elementary/primary school —-- secondary/middle school (junior middle school)-—— high school （senior middle
school） --— higher education (college or university)
·telling: impressive; effective
e.g. This is the most telling novel I've ever read.
·But one of the most telling1（expressive）lessons2（feelings）（Ellen and I got)3 in the difference between Chinese and American ideas of education 4came not5 in the classroom but in the lobby of the Jinling Hotel （where we stayed in Nanjing）: I got to know the difference between Chinese and American ideas of education from the lobby of the Jinling Hotel。
·attach: fasten, fix or connect one thing to another
·position vt。 1. place/put…in a certain position
2. find the position of …； locate
e。g. They try to position the plane with the radar。
·vigorously: energetically
·tender： easily damaged脆弱的； sensitive敏感的； kind善良的； gentle温柔的; easily to chew， not tough嫩的
·just so: in this way
·not…in the least： not at all
·He probably got as 1much pleasure out of the sounds（the key made)2as he did those few times ｛when the key actually found its way3（arrive at e。g。 It is hard to find out way onto the island。）into the slot。｝4: He was pleased to succeed in position the key into the slot, and he was also glad to hear the sound the key made。

南 阳 理 工 学 院 备 课 讲 稿
教 学 内 容
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·staff: 1. all members of a unit， organization, etc。
2。 those doing administrative work（different from manual work）staff and workers
·hold on to/onto： keep grasping; not let go of
·on occasion: sometimes
·be relevant to: be connected with
·throw/shed/cast light on： make sth。 clearer e。g. Recent research has thrown new light on the causes of the disease.
5。2。2 Para.6～7: Two different ways to learn
Questions 问题设计
1) According to the author’s Chinese colleagues, which is right, what the hotel staff did or what the author did， in the key—slot incident? Why? （Firstly, there is no need or good to make him do it with difficulty。 Secondly, if not, he may feel unhappy。 Thirdly， if he did it quickly with others’ help， he may go on to do other things。）
2) In the key-slot incident, what mattered to the author or what was important for the author？ (two things: whether he can enjoy himself; whether he can explore sth. new）
3) What is the most important for the author or what did the author emphasize? （whether he can solve the problem effectively by himself)
4） As for the writing skills， what way is used by the author in this part？ （by comparison and contrast）
Lps知识点讲解
·ultimate: final， last； basic， fundamental； extreme

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·on one's own： without anyone’s help; alone
·may well: show a possibility
e。g. He may well come to our party tonight.
·outcome： result
·accomplishment： skill； successful completion
·in due course： at the proper time
·critical： very important; very serious
·self-reliance: acting without asking for other's help
e.g。 self-reliance and hard struggle
·principal： main, chief
·so/as long as： on condition that; provided that
·make up for: compensate， repay with sth。
·figure out： think
·in retrospect： looking back on a past event or situation
e.g。 In retrospect， it easy to see why we are wrong。
5.2。3 Para。8～10： Teaching by holding his hand
Questions 问题设计
1) What is the best Chinese tradition of education? (teaching by holding one's hand)
2) Is the author's attitude toward Chinese way of education positive or negative？ Why?（positive） （such a way of education can mold or shape one’s performance to facility or be highly skilled）

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Lps 知识点讲解
·in more than one sense：
·point to： show direction—-—involve
·well—intentioned: with good will/intention
·observer: 1 person who observes；
2 on—looker/stander—by
·facility: 1 ability to do sth。 easily； 2 pl. equipment
·mold/shape/form: make…into a particular shape or form
·so much so that： to such a degree that
e.g. He was very tired, so much so that he went to sleep while standing.
·The idea（that learning should take place…molding）1（apposition clause）applies equally to the arts.
·setting: situation， case, environment
5。2.4 Para.11～14： The author suggests that we should seek a better way of education from American and Chinese extremes。
Questions 问题设计
1) In the attitude toward creativity, what's the difference between Americans and Chinese? (Americans emphasize originality and independence, while Chinese values skills ）
2） What makes them have the different opinions in this question？ (Different fears—-—
3) What suggestion is made by the author about seeking a better way of education? (strike a balance between creativity and skills）

南 阳 理 工 学 院 备 课 讲 稿
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Lps 知识点讲解
·in terms of： 1. with regard to/as for；
2。 express by
·reversal: a complete change of order， direction, etc。
·departure: 1。different from what is expected；
2. act of leaving
·over time: with the time going by
·evolve to: develop into
·valu