1. Section B 2 1 The great journey of learning Language in mission
UNIT
The great journey of learning
Section B
To master the reading skill
Objectives
To understand the text
To practice the phrases and patterns
To learn about report writing

2. Contents The great journey of learning Warming-up Reading skills
Section B
Warming-up
Reading skills
Text study
Comparative study
Contents
Unit project

3. The great journey of learning
Section B
Warming-up
Lead-in
Background information

4. Lead-in 1. What does Winnie worry about? What do you think of it?
Listen to a long conversation and discuss the following questions.
Lead-in
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?

5. Lead-in 1. What does Winnie worry about? What do you think of it?
Listen to a long conversation and discuss the following questions.
Lead-in
Tips
1. What does Winnie worry about? What do you think of it?
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.

6. Listen to a long conversation and discuss the following questions.
Lead-in
2. What do many English learners want to do? What is your idea about it?
Tips
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.

7. 1. What are the Black Muslims?
Background information
1. What are the Black Muslims?
Tips
2 . What is Islam?
Tips

8. 1. What are the Black Muslims?
Background information
1. What are the Black Muslims?
Tips
African-American organizations, achieve true freedom and independence, forbid eating pork and cornbread, drinking alcohol, and smoking cigarettes.

9. Background information
2. What is Islam?
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.

10. The great journey of learning
Section B
Reading skills
Presentation of the skill
Reading skill practice

11. Key idea in a sentence
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.

12. 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.

13. Let’s select a few more sentences from Text A to see how to get the key ideas of sentences.
1) She nodded three or four times, searched the heavens for the right words, and then exclaimed, “It was, like, whoa!” ( Para. 3 )
Key idea:
She didn’t know what to say.

14. 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.

15. 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.

16. 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.

17. The great journey of learning
Section B
Text study
Text comprehension
Language focus
Critical thinking

18. 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.

19. 2. Why did Malcolm X want to learn English? (Para.2)
Tips
poorly educated / felt inadequate to
Because he was poorly educated, he felt inadequate to teach his new beliefs to others.

20. 3. What motivated Malcolm X to launch on a quest to overcome his language deficiencies? (Para. 4)
Tips
considerable frustration at / inability to
Malcolm X’s considerable frustration at his inability to read and write launched him on a quest to overcome his deficiencies.

21. 4. How did Malcolm X move from basic literacy toward true proficiency
4. How did Malcolm X move from basic literacy toward true proficiency? (Para. 5)
Tips
copied / read / logged / repetition
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.

22. 5. What did Malcolm X obtain from language learning? (Para.9-10)
Tips
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
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.

23. The great journey of learning
Text summary
The great journey of learning
Malcolm X was an African-American civil rights activist, religious leader, writer, and speaker. Because he was poorly educated, he felt inadequate to teach his new beliefs to others. Malcolm X’s considerable ___________ at his inability to read and write launched him on a _______ to overcome his deficiencies. In a bid to increase his knowledge and improve his skills, desperate Malcolm X __________________. He copied everything on the first full page of the dictionary into a notebook. After that, he read everything he had written aloud.
frustration
quest
devised a scheme

24. Text summary
He also 记录重要的事情 that happened every day. Finally, repetition helped move him from 基础的文化知识
toward 真正的语言能力 . English learning changed
forever 他的人生轨迹 and made him escape from poverty and ignorance. As he acquired knowledge,
视野开阔 He 摆脱 the narrow,
ignorant world of his youth to join the world community of thoughts and actions ever since he 踏上伟大的英语学习之旅 in prison.
logged important things
basic literacy
true proficiency
the course of his life
his horizons expanded
had left behind
started with his great
journey of learning English

25. Practical Phrases Specific Meanings
Language focus
Practical phrases
Practical Phrases
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

26. Practical phrases 构想一项计划 短语逆译 devise a scheme 短语应用 意群提示
Language focus
Practical phrases
构想一项计划
短语逆译
devise a scheme
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
(devised a scheme/ getting her novel published)
She’s devised a scheme for getting her novel published.

27. with each successive day
Language focus
Practical phrases
日复一日
短语逆译
with each successive day
短语应用
日复一日，球队的信心越来越强。
意群提示
(with each successive day/grew stronger)
With each successive day, the team’s confidence grew stronger.

28. Practical phrases 促使某人干某事 move sb. to do sth. 短语逆译 短语应用 意群提示
Language focus
Practical phrases
促使某人干某事
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
(deep love / move sb. to / take lessons with )
His deep love of music moved him to take lessons with Dr Hill.

29. Practical phrases 最终处于… 短语逆译 end up (with) … 短语应用 意群提示
Language focus
Practical phrases
最终处于…
短语逆译
end up (with) …
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
(end up doing / as usual)
I expect I’ll end up paying, as usual.

30. begin to better understand… 开始更好理解… 短语逆译
Language focus
Practical phrases
begin to better understand…
开始更好理解…
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
(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.

31. Practical phrases 以…开始 start with… 短语逆译 短语应用 意群提示
Language focus
Practical phrases
以…开始
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
(along this way / have motivation to start with)
How do you start along this way if you don’t have motivation to start with?

32. Functional patterns Functional Patterns Functions & Usages 1. As to…
Language focus
Functional patterns
Functional Patterns
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”。 32

33. 原句译文 逆译练习 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。
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)
句型提炼

34. 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

35. Functional patterns 典型例句 意群提示 关于他究竟是否适合做这项工作，他实在拿不准。 (uncertain)
Language focus
Functional patterns
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
(uncertain)
He is very uncertain as to whether it's the right job for him.

36. 原句译文 逆译练习 Functional patterns
Language focus
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

37. 句型提炼 应用提示 Functional patterns Speaking of…, Sb.… 用于“就某人或事物，人们表达看法”。
Language focus
Functional patterns
Speaking of…, Sb.…
句型提炼
应用提示
用于“就某人或事物，人们表达看法”。
句型应用

38. Functional patterns 典型例句 意群提示 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。
Language focus
Functional patterns
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
(speaking of / improving your language skills / help you get into / choice colleges / land future jobs)
意群提示字号小么？
Speaking of college, improving your language skills might help you get into choice colleges and even land future jobs.

39. 原句译文 逆译练习 Functional patterns 数月过去了，他竟然没感到自己在坐牢。
Language focus
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.
框框有点多，页面不够简洁，下同
句型提炼

40. 句型提炼 应用提示 Functional patterns 用于表达“某人做某事的同时对另一事的疏忽”。 Language focus
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

41. Functional patterns 典型例句 意群提示 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。
Language focus
Functional patterns
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
(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.

42. Genuine collocations 1.闻名遐迩 be widely known 2.做某事感到力不从心
Language focus
Genuine collocations
1.闻名遐迩
be widely known
2.做某事感到力不从心
feel inadequate to do sth.
3.受益匪浅
be beneficial
4.促使某人开始探索
launch sb on a quest to
5.基础的文化知识
basic literacy
6.真正的语言能力
true proficiency
7.知识的获得
the acquisition of the knowledge
8.感到无比自豪
feel immensely proud
9.专注于
focus concentration on
10.开启新世界
open the new world
11.永远地改变了我的人生轨迹
change forever the course of my life

43. Language appreciation
Language focus
Language appreciation
任何一个阅读广泛的人都能想象那个开启了的新世界。
a. Anyone who has read a great deal can imagine the new world that opened.

44. Language appreciation
Language focus
Language appreciation
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。
b. Malcolm X’s life is a wonderful example of the profound effect of learning a language.

45. Language appreciation
Language focus
Language appreciation
他出生于贫穷、无知的世界。可是，知识开阔了他的眼界。
c. He was born into a world full of poverty and ignorance. However, as he acquired knowledge, his horizons expanded.

46. Language appreciation
Language focus
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.

47. 1. What inspiration did you get from the story of Malcolm X?
Critical thinking
Further discussion
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
Tips
Tips

48. 1. What inspiration did you get from the story of Malcolm X?
Critical thinking
Further discussion
1. What inspiration did you get from the story of Malcolm X?
Tips
Effort counts.
No pains, no gains.
Where there is a will, there is a way.

49. Critical thinking
Further discussion
2. Is there any difference between you and Malcolm X in learning strategies? What are they?
Tips
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.

50. Further discussion 3. Is English learning a rewarding experience? Why?
Critical thinking
Further discussion
3. Is English learning a rewarding experience? Why?
Tips
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.

51. Talk about a Chinese proverb “熟能生巧” in terms of language learning.
Critical thinking
Further discussion
Talk about a Chinese proverb “熟能生巧” in terms of language learning.

52. 2. What is your understanding of “熟能生巧” in terms of language learning?
Critical thinking
Further discussion
1. What does “熟能生巧” mean?
Tips
2. What is your understanding of “熟能生巧” in terms of language learning?
Tips

53. Further discussion What does “熟能生巧” mean? Tips
Critical thinking
Further discussion
What does “熟能生巧”  mean?
Tips
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.

54. Critical thinking
Further discussion
2. What is your understanding of “熟能生巧” in terms of language learning?
Tips
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.

55. The great journey of learning
Section B
Comparative study
Thematic study
Thematic study
Language features analysis

56. 1. Make comparison between the language teaching and language learning.
Tips
2. From a student’s perspective, which teaching methods impress you most?
Tips

57. 1. Make comparison between the language teaching and language learning.
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
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.

58. 2. From a student’s perspective, which teaching methods impress you most?
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

59. Based on your study of the two texts, compare the writing styles of the two texts in terms of their typical language features.

60. 1. What are the typical language features of the two texts?
Tips
2. List more examples from the text to support your ideas.
Tips

61. 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.
The tone of Section B is more formal and serious.

62. 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.

63. 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.

64. The great journey of learning
Section B
Unit project
Peer interview
Report writing

65. Peer interview
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.

66. 1. How do you feel about your English studies? Why?
Peer interview
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?

67. Write a Report to the Class
Report writing
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.

68. Expressions for reference
Report writing
Expressions for reference
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…

69. The great journey of learning
Section B
The End