1 UNIT 1 Ways of Learning Part I New words & ExpressionsPart I New words & Expressions Part II Pre-readingPart II Pre-readingPart II Pre-readingPart II Pre-reading Part III While reading tasksPart III While reading tasksPart III While reading tasksPart III While reading tasks Part IV Debate:Part IV Debate:

2 Part I New words and expressions 1. attach: fasten or join (one thing to another)1. attach: fasten or join (one thing to another) attach sth.to sth;attach sth.to sth; eg. to attach a photo to a letter eg. to attach a photo to a letter be attached to sb./sth. be attached to sb./sth. eg. Most guys are attached by her beauty. eg. Most guys are attached by her beauty. attach importance to sb. /sth. attach importance to sb. /sth. eg. In English learning, people attach great importance to five basic skills. Namely, they are listening, speaking, reading, writing and translating as well. eg. In English learning, people attach great importance to five basic skills. Namely, they are listening, speaking, reading, writing and translating as well. e.g. Scientists measure wind speed by attaching a wind meter to a kite and sending it up.e.g. Scientists measure wind speed by attaching a wind meter to a kite and sending it up. –e.g. Attached to this letter you will find a copy of the document you asked for. 2.not in the least : not at all2.not in the least : not at all – e.g. I am not in the least touched by the Marilyn Monroe kind of beauty.

3 – e.g. Ann didn' t seem in the least concerned about her study. 3.find one' s way: reach a destination naturally; arrive at3.find one' s way: reach a destination naturally; arrive at – e.g. Shanghai is not an easy city to find your way around. 4.phenomenon: (pl.phenomena) sth.that happens or exists and that can be seen or experienced.4.phenomenon: (pl.phenomena) sth.that happens or exists and that can be seen or experienced. –e.g. Stress-related illness is a common phenomenon in big cities. – e.g. Thunder and lightening are natural phenomena.

4 5.initial: of or at the beginning, first(adj., used only before n.)5.initial: of or at the beginning, first(adj., used only before n.) – e.g. Their initial burst of enthusiasm died down when they realized how much work the job involved. 6. assist: help(used in the pattern: assist sb. To do sth, assist sb. with sth.)6. assist: help(used in the pattern: assist sb. To do sth, assist sb. with sth.) – e.g. The professor was assisting his students to prepare their project. e.g. The college student decided to assist the boy with his study. e.g. The college student decided to assist the boy with his study. 7.somewhat: to some degree, a little7.somewhat: to some degree, a little –e.g. It is reported that conditions in the village have improved somewhat since November.

5 8.await: (fml) wait for8.await: (fml) wait for – Await is a fairly common word in formal writing, but you do not usually use it in conversation. Instead you use “wait for.” 9.on occasion: now and then9.on occasion: now and then –e.g. Steve spent almost all his time doing his research, but, on occasion, he would take his son to see a film. – e.g. We must await the results of field studies yet to come.

6 9.relevant: directly connected with the subject (followed by to, opposite irrelevant)9.relevant: directly connected with the subject (followed by to, opposite irrelevant) –e.g. Only a few people feel the debate about the cloning of human beings is relevant to their daily lives. 10.on one’s own: a. without anyone’s help10.on one’s own: a. without anyone’s help –e.g. You needn’t give me any help, I’m able to manage on my own. alone alone

7 –e.g. I’d rather not go to dance on my own. I do wish you’d come with me. 11.in due course: at the proper time; eventually11.in due course: at the proper time; eventually –e.g. Your book will be published in due course. 12. make up for: compensate for12. make up for: compensate for – e.g. Her husband bought her a present to make up for quarreling with her the day before. 13.view…as…: regard…as…13.view…as…: regard…as…

8 14.in retrospect: on evaluating the past; upon reflection14.in retrospect: on evaluating the past; upon reflection – e.g. The young man knew in retrospect that he should have married his first love Emily. 15.apply: a. be relevant (to sb./sth.); have an effect (used in the pattern apply to sb./sth.)15.apply: a. be relevant (to sb./sth.); have an effect (used in the pattern apply to sb./sth.) –e.g. The new pension arrangements won’t apply to people born before 1960

9 –b. write a letter or fill in a form in order to ask formally for sth. (used in the pattern: apply for sth., apply to do sth.) e.g. We went to the sports club so often that we decided that we might as well apply to join. e.g. We went to the sports club so often that we decided that we might as well apply to join. 16.work at/on: try hard to achieve or improve (sth.) ；从事于 / 致力于16.work at/on: try hard to achieve or improve (sth.) ；从事于 / 致力于

10 –e.g. John came back ahead of time to continue working on his thesis. – at work: 在工作 priority: a. sth.that one must do before anything elsepriority: a. sth.that one must do before anything else e.g. Being a qualified teacher is her first priority.e.g. Being a qualified teacher is her first priority. – b. sth. that holds a high place among competing claims e.g. The school will give priority to English and computer studies.e.g. The school will give priority to English and computer studies.

11 17.evolve: (cause to) develop gradually (followed by into/from)17.evolve: (cause to) develop gradually (followed by into/from) –e.g. The story evolves into a violent tragedy. – Ss make sentences by means of “evolve”: – 通俗歌曲是由民歌演变而来。 – Popular music evolved from folk songs. 18.on the one hand…on the other hand…: to introduce two contrasting circumstances18.on the one hand…on the other hand…: to introduce two contrasting circumstances

12 –Ss make sentences by measn of this phrase: 一 方面，我们由足够的理由为我们的进步而感到高兴， 另一方面我们也不能骄傲自满。 –On the one hand, to On the other hand, assuning (that): you use assuming that when you are considering a possible situation or event, so that you can think about the consequences. we have enough reason feel pleased with our progress. we mustn’t get complacent.

13 – e.g. Assuming that this painting really is a Van Gogh, how much do you think it’s worth? – Ss do relevant exercises on page valid: based on truth or sound reasoning19.valid: based on truth or sound reasoning – e.g. They put forward many valid reasons for not building the skyscraper. 20.worthwhile: worth doing, worth the trouble taken20.worthwhile: worth doing, worth the trouble taken – e.g. A trip to the museum is always worthwhile. superior: better than average or than others of the same type (followed by to)superior: better than average or than others of the same type (followed by to) – e.g. The woman was greatly superior to her husband in education. 21. opposite: inferior (also followed by to) 21. opposite: inferior (also followed by to)

14 Part II Pre-reading 1. Listen to the song and discuss two questions:1. Listen to the song and discuss two questions: –Who should teach whom? Is learning a one-way street? –In your opinion, what is the best teaching the quotation from 《文汇报》 (refer to method? 2. Warm up2. Warm up 3. listen to Teacher’s Book,page2)3. listen to Teacher’s Book,page2) and summarize how the parents handle their kid’s education. and summarize how the parents handle their kid’s education.

15 Part III While reading tasks 1.Ss skim Paras 1-5 and be ready to answer the following questions: -----Where and when did the incident take place? -----Who are the main characters in this incident? 1.Ss skim Paras 1-5 and be ready to answer the following questions: -----Where and when did the incident take place? -----Who are the main characters in this incident? -----What is the attitude of the author and his wife toward Benjamin' s efforts in inserting the key into the slot? -----What is the attitude of the author and his wife toward Benjamin' s efforts in inserting the key into the slot? What is the attitude of the hotel staff toward Benjamin' s efforts? What is the attitude of the hotel staff toward Benjamin' s efforts? ( Jinling Hotel in Nanjing, spring 1987) ( author, his wife Ellen, their son Benjamin, hotel staff) （ They let him explore and enjoy himself.) (They held his hand and taught him how to insert the key correctly.)

16 the ways of introducing a topic: to state the topic directlyto state the topic directly to introduce the topic by posing a question: e.g. Text A, Unit 6, Book 1 (What Animals Really Think) " Do animals all have thoughts, what we call consciousness?"to introduce the topic by posing a question: e.g. Text A, Unit 6, Book 1 (What Animals Really Think) " Do animals all have thoughts, what we call consciousness?" to introduce the topic by quoting newspaper headlines:to introduce the topic by quoting newspaper headlines: e.g. Text B, Unit 3, Book 1(How to Make Sense out of Science) " New Drugs Kill Cancer Devastation by El Nino---a Warning 6:30p.m. October 26, 2028: Could This Be the Deadline for the Apocalypse?" 6:30p.m. October 26, 2028: Could This Be the Deadline for the Apocalypse?"

17 to begin with an argument e.g. 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.to begin with an argument e.g. 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. You will decide which way is adopted by the authorYou will decide which way is adopted by the author You are asked to learn to vary your own writing by adoping various types of topic introduction.You are asked to learn to vary your own writing by adoping various types of topic introduction. (an anecdote or an incident is used.)

18 two major ways to organize comparison and contrast i to examine one subject thoroughly and then start the other (one-side-at-a-time, or block comparison / contrast) ; ii to examine two subjects at the same time, discussing them point by point.( point by point, or alternating comparison /contrast) 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).

19 Ss sum up the contrast between Chinese and Western ways to learn to fulfil a task------Ss sum up the contrast between Chinese and Western ways to learn to fulfil a task Ss scan from Para11 to Para 13, then decide what method of comparison and contrast is used here.Ss scan from Para11 to Para 13, then decide what method of comparison and contrast is used here. the Chinese show a child how to do sth., or teach by holding his hand; the Westerners teach a child to rely on himself for solutions to problems. (point-by-point method)

20 Ss sum up the contrast between the Chinese and the Western attitudes: toward creativity and basic skills 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;The Chinese give priority to developing skills at an early age, believing that creativity can be promoted over time; The Westerners put more emphasis on fostering creativeity in young children, thinking that skills can be picked up later.The Westerners put more emphasis on fostering creativeity in young children, thinking that skills can be picked up later.

21 main idea:main idea: it would be ideal if we can strike a balance between the Chinese and the western learning styles it would be ideal if we can strike a balance between the Chinese and the western learning styles Structure of the text: Structure of the text: Para introduction of the topic by an anecdote Para elaboration by comparison and contrast Para conclusion by a suggestion

22 Ways of reaching a conclusion a restatement of the main points previously mentioned;a restatement of the main points previously mentioned; a proposed solution;a proposed solution; a quotation from some book of person;a quotation from some book of person; a prediction of future developments;a prediction of future developments; a suggestion for further study,etc.a suggestion for further study,etc. In this text the author makes a suggustion in the form of( )In this text the author makes a suggustion in the form of( ) You are asked to learn to use one of the ways mentioned above to make a conclusion in your own composition.You are asked to learn to use one of the ways mentioned above to make a conclusion in your own composition. a question.

23 Part IV Debate: Should we develop children’s creativity first or train them in basic skills first? (15 minutes) (Ss divide into two groups, one taking the side of creativity first, another taking the side of basic sills first; then, debate begins.)(Ss divide into two groups, one taking the side of creativity first, another taking the side of basic sills first; then, debate begins.)