Presentation on theme: "Section B 2 1 UNIT The great journey of learning To master the reading skill To understand the text To practice the phrases and patterns To learn about."— Presentation transcript:
Section B 2 1 UNIT The great journey of learning To master the reading skill To understand the text To practice the phrases and patterns To learn about report writing
Warming-up Reading skills Text study Comparative study Contents Unit project Section B
1. What does Winnie worry about? What do you think of it? Tips 2. What do many English learners want to do? What is your idea about it? Listen to a long conversation and discuss the following questions. Lead-in
She is worried about her English skills. She gets good marks on tests, but she doesn’t feel that she is learning a lot. To be frank, I feel the same. In my opinion, we have not learned it if we don’t use what we have learned. Tips 1. What does Winnie worry about? What do you think of it? Listen to a long conversation and discuss the following questions. Lead-in
Many English learners want to use all the difficult words they know. They can understand many difficult English words when reading or listening, but they don’t use most of them when speaking or writing in English. But from my point of view, we should make sure of our deficiencies, and then improve our language skill by more practice. Repetition will help move you from basic literacy toward true proficiency. 2. What do many English learners want to do? What is your idea about it? Tips Listen to a long conversation and discuss the following questions. Lead-in
1. What are the Black Muslims? 2. What is Islam? Tips
African-American organizations, achieve true freedom and independence, forbid eating pork and cornbread, drinking alcohol, and smoking cigarettes. 1. What are the Black Muslims? Tips
a major world religion, believe in and consciously follows Islam, associated with the Arabs of the Middle East, less than 10% of Muslims are in fact Arab, of every color and race. 2. What is Islam? Tips
Finding the key idea of a sentence is of great importance since we always read for information. When looking for the key idea in sentences, it is of crucial importance to separate the key idea from the details that usually tell us about when, what, and where. They are important only in the sense of supporting the key idea, but they are definitely not the key idea of a sentence. Key idea in a sentence
Skills of finding out the key idea of a sentence Who or what the sentence is about. What action is taking place. What are minor details and what are the main ideas. Key idea in a sentence
1) She nodded three or four times, searched the heavens for the right words, and then exclaimed, “It was, like, whoa!” ( Para. 3 ) Let’s select a few more sentences from Text A to see how to get the key ideas of sentences. She didn’t know what to say. Key idea:
2) Surely students should be able to distinguish between their / there / they’re or the distinctive difference between complimentary and complementary. (Para. 5) Key idea:Students should know the differences.
3) For example, signs in grocery stores point them to the stationary, even though the actual stationery items — pads, albums and notebooks — are not nailed down. (Para. 6) Key idea:Grocery stores misspell words on signs and thereby give wrong information.
4) Schools fail to adequately teach the essential framework of language, accurate grammar and proper vocabulary, while they should take the responsibility of pushing the young onto the path of competent communication. (Para. 7) Key idea:Schools fail to teach the essentials of language.
1. What is the key idea of the following sentence “Later, he took the name Malcolm X after joining an organization called the Black Muslims, a religious group that had changed major practices and beliefs of mainstream Islam to apply more specifically to the condition of African-American people in the United States.”? (Para.1) Key idea: He changed his name to Malcolm X. Note We cannot always easily decide which details are simply descriptive and which add much to the key idea. However, the starting point for determining the key idea in a sentence is to find who or what the sentence is about and what the person or object is doing.
poorly educated / felt inadequate to 2. Why did Malcolm X want to learn English? (Para.2) Tips Because he was poorly educated, he felt inadequate to teach his new beliefs to others.
Malcolm X’s considerable frustration at his inability to read and write launched him on a quest to overcome his deficiencies. considerable frustration at / inability to 3. What motivated Malcolm X to launch on a quest to overcome his language deficiencies? (Para. 4) Tips
He copied dictionary, read everything he had written aloud and logged important things that happened every day. Repetition helped move him from basic literacy toward true proficiency. copied / read / logged / repetition 4. How did Malcolm X move from basic literacy toward true proficiency? (Para. 5) Tips
Reading had changed forever the course of Malcolm X’s life. As he acquired knowledge, his horizons expanded. He had left behind the narrow, ignorant world of his youth to join the world community of thoughts and actions ever since he started with his great journey of learning English in prison. 1. changed forever the course of his life 2. horizons expanded 3. left behind the narrow, ignorant world 4. acquired knowledge 5. joined the world community of thoughts and actions 5. What did Malcolm X obtain from language learning? (Para.9-10) Tips
frustration quest devised a scheme Text summary
true proficiency the course of his life his horizons expanded basic literacy had left behind started with his great logged important things journey of learning English Text summary
Practical Phrases Specific Meanings Specific Meanings 1. devise a scheme 制定一项计划 2. with each successive day 日复一日 3. move sb. to do sth. 促使某人干某事 4. end up (with)… （尤指经历一系列意料 之外事情）最终处于… 5. begin to better understand … 开始更好理解… 6. start with… 以…开始 Practical phrases
构想一项计划 (devised a scheme/ getting her novel published) She’s devised a scheme for getting her novel published. devise a scheme 短语逆译 短语应用 她提出了一个让自己的小说得以发表的计划。 意群提示 Practical phrases
日复一日 with each successive day 短语逆译 (with each successive day/grew stronger) With each successive day, the team’s confidence grew stronger. 短语应用 日复一日，球队的信心越来越强。 意群提示 Practical phrases
促使某人干某事 ( deep love / move sb. to / take lessons with ) His deep love of music moved him to take lessons with Dr Hill. move sb. to do sth. 短语逆译 短语应用 他对音乐的热爱促使他去上希尔博士的课程。 意群提示 Practical phrases
最终处于… ( end up doing / as usual ) I expect I’ll end up paying, as usual. end up (with) … 短语逆译 短语应用 我估计到头来和往常一样还得由我付账。 意群提示 Practical phrases
开始更好理解… ( begin to better understand / suit them best ) When people know which intelligences they possess, they can begin to better understand how they learn, and which methods of learning suit them best. begin to better understand… 短语逆译 短语应用 当人们知道自己拥有何种智能，他们便可以开始更好地 了解自己要怎么学，以及哪种学习方法最适合自己。 意群提示 Practical phrases
以…开始 ( along this way / have motivation to start with ) How do you start along this way if you don’t have motivation to start with? start with… 短语逆译 短语应用 假如你连开始的动力都没有，又怎样冲出这条漫漫长路 呢？ 意群提示 Practical phrases
Functional Patterns Functional Patterns Functions & Usages Functions & Usages 1. As to… “至于，关于；就……而 论”。用于表达“人们对 待某事的看法”。 2. Speaking of…, Sb.… “谈起……”。用于表达 “人们对待某事的看法”。 3. Sb. does sth. without (sb’s ) even thinking… “某人干某事甚至没有想 到……”。用于表达“某 人做某事的同时对另一事 的疏忽”。 Functional patterns
句型提炼 他跳过了所有不认识的词，可是最终他全 然不知这本书里写了什么。 原句译文 逆译练习 He skipped all the words he didn’t know and then would end up with no clue as to what the book was about. (Para.3, L5)
As to what / when / where / how / why / who / whom / whose / whether… 句型提炼 应用提示 As to 意思是“关于、至于”，常常与 wh- 疑问 词引导的动词不定式和名词从句连用（有时可 省 略）。 句型应用
( uncertain) He is very uncertain as to whether it's the right job for him. 典型例句 关于他究竟是否适合做这项工作，他实在拿不准。 意群提示 Functional patterns
马尔科姆·艾克斯在他的自传里谈到他 贫乏的语言技能时是这样写的：“我变 得沮丧起来。” 原句译文 逆译练习 “I became frustrated,” Malcolm X wrote in his autobiography, speaking of his inadequate language skills. (Para.3, L6) 句型提炼 Functional patterns
( speaking of / improving your language skills / help you get into / choice colleges / land future jobs ) Speaking of college, improving your language skills might help you get into choice colleges and even land future jobs. 典型例句 说到大学，提高语言能力也许可以让你进入理想的大 学，甚至以后能找到好工作。 意群提示 Functional patterns
数月过去了，他竟然没感到自己在坐牢。 原句译文 逆译练习 Months passed without his even thinking about being in prison. 句型提炼 Functional patterns
Sb. does sth. without (sb’s ) even thinking about… 句型提炼 应用提示 用于表达“某人做某事的同时对另一事的疏 忽”。 句型应用 Functional patterns
( believe it or not / proven stress reliever / without even thinking about ) Believe it or not, breathing is a proven stress reliever, probably without even thinking about it. 典型例句 信不信由你，可能你从没特别注意过, 呼吸就是久经证 明的释放压力的好方法。 意群提示 Functional patterns
a. Anyone who has read a great deal can imagine the new world that opened. 任何一个阅读广泛的人 都能想象那个开启了的 新世界。 Language appreciation
b. Malcolm X’s life is a wonderful example of the profound effect of learning a language. 马尔科姆·艾克斯的一 生成功地创造了一个通 过语言学习而深刻改变 人生的光辉典范。 Language appreciation
c. He was born into a world full of poverty and ignorance. However, as he acquired knowledge, his horizons expanded. 他出生于贫穷、无知的 世界。可是，知识开阔 了他的眼界。 Language appreciation
从他在监狱里踏上伟大 的英语学习之旅起，他 就离开了青年时代狭窄 、无知的世界，加入到 有思想、有作为的世界 之中。 d. He had left behind the narrow, ignorant world of his youth to join the world community of thoughts and actions ever since he started with his great journey of learning English in prison. Language appreciation
1. What inspiration did you get from the story of Malcolm X? 2. Is there any difference between you and Malcolm X in learning strategies? What are they? 3. Is English learning a rewarding experience? Why? Tips Further discussion
Effort counts. No pains, no gains. Where there is a will, there is a way. 1. What inspiration did you get from the story of Malcolm X? Tips Further discussion
Yes, there is a little difference. Malcolm X devised a scheme in a bid to increase his knowledge and improve his skills. He also logged important things that happened every day. Copying the dictionary and reading aloud repeatedly helped move him from basic literacy toward true proficiency. While I learn in a more systematic way in school and I pay more attention to my oral English. 2. Is there any difference between you and Malcolm X in learning strategies? What are they? Tips Further discussion
Yes. Take Malcolm X for example; he was born into a world full of poverty and ignorance. However, as he acquired knowledge, his horizon expanded. He left behind the narrow, ignorant world of his youth to join the world community of thoughts and actions. As for me, English learning can broaden my horizon and help me shape deep insight into different culture. Tips 3. Is English learning a rewarding experience? Why? Further discussion
Talk about a Chinese proverb “ 熟能 生巧 ” in terms of language learning. Further discussion
1. What does “ 熟能生巧 ” mean? 2. What is your understanding of “ 熟能生巧 ” in terms of language learning? Tips Further discussion
The saying equals to “Practice makes perfect” in English. They both mean that after you have plenty of practice in what you are doing, you can do it perfectly. Tips 1.What does “ 熟能生巧 ” mean? Further discussion
The acquisition of the knowledge must be based on the practice. For example, when we learn English, we have to learn grammar, vocabulary, and so on. The most important thing may be how to put what we have learned into practice. If you just learn the grammar rules by heart and don’t do enough exercises, you won’t understand them thoroughly. Practice is a form of repetition, by doing exercise you can practice your skills. Malcolm X’s life is a wonderful example of learning a language. It is repetition that helped move him from basic literacy toward true proficiency. 2. What is your understanding of “ 熟能生巧 ” in terms of language learning? Tips Further discussion
2. From a student’s perspective, which teaching methods impress you most? 1. Make comparison between the language teaching and language learning. Tips
Language teaching 1.To set high standards of English language proficiency; 2.To have profound knowledge of vital structures of language; 3.To teach the essential framework of language, grammar and proper vocabulary; 4. To push the young onto the path of competent communication Language learning 1.To devise a scheme; 2.To read aloud; 3.To log important things that happens every day in English; 4.To keep thinking about the words and about the acquisition of the knowledge; 5.To focus one’s concentration on study. 1. Make comparison between the language teaching and language learning.
To make sure of our goal of language learning; To devise a scheme to overcome deficiencies; To focus our concentration on language skills; To keep thinking about the acquisition of the knowledge; To log some useful expressions and sentences; To put what we have learned into practice; To change from basic literacy toward true proficiency. … Tips 2. From a student’s perspective, which teaching methods impress you most?
Based on your study of the two texts, compare the writing styles of the two texts in terms of their typical language features.
1. What are the typical language features of the two texts? 2. List more examples from the text to support your ideas. Tips
The tone of Section B is more formal and serious. 1. What are the typical language features of the two texts? Tips Section A is more relaxed and humorous, a typical style in English discourse.
2. List more examples from the text to support your ideas. Tips text A ： more relaxed and humorous, a typical style in English discourse “She nodded three or four times, searched the heavens for the right words, and then exclaimed, ‘It was, like, whoa!’” (Para.3) I was, like, whoa! (Para.17) Using this word at the end of the text, therefore, reflects the father’s skillfully expressed humor.
Tips text B: More formal and serious Para.2: In his own words, he “wasn’t even functional”. Para.3: Later, he took the name Malcolm X after joining an organization called the Black Muslims, a religious group that had changed major practices and beliefs of mainstream Islam to apply more specifically to the condition of African-American people in the United States. In the first sentence the author uses objective, impersonal and “learned” words to make the sentence formal and serious. In the second sentence the author uses the serious, complex and complete sentence to make the language more formal.
Work in pairs. Ask each other questions in the following interview, answering questions about your own language learning experiences, success and failures, expectations and results, in addition to learning styles and methods. Be prepared to report to the class.
1. How do you feel about your English studies? Why? 2. What was your proudest moment of English learning? 3. What was the most embarrassing mistake you’ve ever made in using English? 4. How will you use English after you graduate? (Open) 5. In your opinion, what is the best way to learn new words / to improve pronunciation?
Write a Report to the Class You may base on the outline and use the expressions listed on the next page: Your first impression of your English studies; The learning methods; The most rewarding experience of your English studies; Your plans and objectives for this semester.
Speaking of…; To feel inadequate to do sth. ； To be distressed/ frustrated In a bid to increase his knowledge and improve his skills To devise a scheme; Sb’s considerable frustration at his inability to read and write launched him on a quest to overcome his deficiencies; Repetition helped move him from basic literacy toward true proficiency; Sb’s concentration was focused on…; Sb. was so absorbed in …; To begin to better understand…; Without (sb’s) even thinking about… Expressions for reference