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UNIT 1 Ways of LearningUNIT 1 Ways of Learning

• Part I New words & ExpressionsPart I New words & Expressions

• Part II Pre-readingPart II Pre-reading

• Part III While reading tasksPart III While reading tasks

• Part IV Debate:Part IV Debate:

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Part I New words and Part I New words and expressionsexpressions • 1. 1. attach:attach: fasten or join (one thing to another) fasten or join (one thing to another)

• attach sth.to sthattach 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 teg. In English learning, people attach great importance t

o five basic skills. Namely, they are listening, speaking, ro five basic skills. Namely, they are listening, speaking, reading, writing and translating as well.eading, writing and translating as well.

• e.g. Scientists measure wind speed by attaching a wind e.g. Scientists measure wind speed by attaching a wind meter to a kite and sending it up.meter to a kite and sending it up.– e.g. Attached to this letter you will find a copy of the e.g. Attached to this letter you will find a copy of the

document you asked for.document you asked for.• 2.not in the least2.not in the least: : not at allnot at all

– e.g. I am not in the least touched by the Marilyn Moe.g. I am not in the least touched by the Marilyn Monroe kind of beauty.nroe kind of beauty.

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– e.g. Ann didn' t seem in the least concerned aboe.g. Ann didn' t seem in the least concerned abo

ut her study.ut her study.• 3.find one' s way:3.find one' s way: reach a destination naturally; reach a destination naturally;

arrive atarrive at– e.g. Shanghai is not an easy city to find your wae.g. Shanghai is not an easy city to find your wa

y around.y around.• 4.phenomenon:4.phenomenon: (pl.phenomena) sth.that happe(pl.phenomena) sth.that happe

ns or exists and that can be seen or experienced.ns or exists and that can be seen or experienced.– e.g. Stress-related illness is a common phenomee.g. Stress-related illness is a common phenome

non in big cities.non in big cities.– e.g. Thunder and lightening are natural phenoe.g. Thunder and lightening are natural pheno

mena.mena.

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• 5.5.initial:initial: of or at the beginning, first(adj., used only befoof or at the beginning, first(adj., used only before n.)re n.)– e.g. Their initial burst of enthusiasm died down when te.g. Their initial burst of enthusiasm died down when t

hey realized how much work the job involved.hey realized how much work the job involved.• 6. 6. assist:assist: help(used in the pattern: assist sb. To do sth, ahelp(used in the pattern: assist sb. To do sth, a

ssist sb. with sth.) ssist sb. with sth.) – e.g. The professor was assisting his students to prepare.g. The professor was assisting his students to prepar

e their project.e their project. e.g. The college student decided to assist the boy with he.g. The college student decided to assist the boy with h

is study.is study.• 7.somewhat7.somewhat: : to some degree, a littleto some degree, a little

– e.g. It is reported that conditions in the village have ime.g. It is reported that conditions in the village have improved somewhat since November.proved somewhat since November.

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• 8.await:8.await: (fml) wait for(fml) wait for– AwaitAwait is a fairly common word in formal writing, is a fairly common word in formal writing,

but you do not usually use it in conversation. In but you do not usually use it in conversation. Instead you use “wait for.”stead you use “wait for.”

• 9.on occasion:9.on occasion: now and thennow and then– e.g. Steve spent almost all his time doing his rese.g. Steve spent almost all his time doing his res

earch, but, on occasion, he would take his son tearch, but, on occasion, he would take his son to see a film.o see a film.

– e.g. We must await the results of field studies ye.g. We must await the results of field studies yet to come.et to come.

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• 9.relevant:9.relevant: directly connected with the subject (followedirectly connected with the subject (followed by d by toto, opposite , opposite irrelevantirrelevant))– e.g. Only a few people feel the debate about the cloning oe.g. Only a few people feel the debate about the cloning o

f human beings is relevant to their daily lives.f human beings is relevant to their daily lives. • 10.on one’s own:10.on one’s own: a. without anyone’s helpa. without anyone’s help

– e.g. You needn’t e.g. You needn’t gg ive me any help, I’m able tive me any help, I’m able to manage on my own.o manage on my own.

• alonealone

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– e.g. I’d rather not go to dance on my own. I do e.g. I’d rather not go to dance on my own. I do wish you’d come with me.wish you’d come with me.

• 11.in due course:11.in due course: at the proper time; at the proper time; eventuallyeventually– e.g. Your book will be published in due course.e.g. Your book will be published in due course.

• 12. make up for: 12. make up for: compensate forcompensate for– e.g. Her husband bought her a present to e.g. Her husband bought her a present to

make up for quarreling with her the day before.make up for quarreling with her the day before.

• 13.view…as…:13.view…as…: regard…as…regard…as…

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• 14.in retrospect:14.in retrospect: on evaluating the past; upon ron evaluating the past; upon reflectioneflection– e.g. The young man knew in retrospect that he e.g. The young man knew in retrospect that he

should have married his first love Emily.should have married his first love Emily.• 15.apply:15.apply: a. be relevant (to sb./sth.); have an effea. be relevant (to sb./sth.); have an effe

ct (used in the pattern ct (used in the pattern apply to sb./sth.)apply to sb./sth.)– e.g. The new pension arrangements won’t appe.g. The new pension arrangements won’t app

ly to people born before 1960ly to people born before 1960

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– b. write a letter or fill in a form in order to ask formalb. write a letter or fill in a form in order to ask formally for sth. (used in the pattern: ly for sth. (used in the pattern: apply for sth., apply tapply for sth., apply to do sth.o do sth.))• e.g. We went to the sports club so often that we de.g. We went to the sports club so often that we d

ecided that we might as well apply to join.ecided that we might as well apply to join.

• 16.work at/on:16.work at/on: try hard to achieve or improve (sth.)try hard to achieve or improve (sth.) ；；从事于从事于 //致力于致力于

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– e.g. John came back ahead of time to continue wore.g. John came back ahead of time to continue working on his thesis.king on his thesis.

– at work:at work: 在工作在工作• 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 clb. sth. that holds a high place among competing cl

aimsaims• e.g. The school will give priority to English and ce.g. The school will give priority to English and c

omputer studiesomputer studies..

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• 17.evolve:17.evolve: (cause to) develop gradually (followe(cause to) develop gradually (followed by d by into/frominto/from) ) – e.g. The story evolves into a violent tragedy.e.g. The story evolves into a violent tragedy.– Ss make sentences by means of “evolve”: Ss make sentences by means of “evolve”: – 通俗歌曲是由民歌演变而来。通俗歌曲是由民歌演变而来。– Popular music evolved from folk songs.Popular music evolved from folk songs.

• 18.on the one hand…on the other hand…:18.on the one hand…on the other hand…: to introduce two contrasting circumstance to introduce two contrasting circumstancess

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– Ss make sentences by measn of this phrase:Ss make sentences by measn of this phrase: 一一方面，我们由足够的理由为我们的进步而感到高兴，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。另一方面我们也不能骄傲自满。

– On the one hand, On the one hand, to On to On the other hand, assuning (that):the other hand, assuning (that): you use you use assuming thatassuming that when you are considerin when you are considering a possible situation or event, so that you can tg a possible situation or event, so that you can think about the consequences.hink about the consequences.

we we havehave enough reason enough reasonfeel pleased with our progressfeel pleased with our progress..

we mustn’t get complacent.we mustn’t get complacent.

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– e.g. Assuming that this painting really is a Van Gogh, hoe.g. Assuming that this painting really is a Van Gogh, how much do you think it’s worth?w much do you think it’s worth?

– Ss do relevant exercises on page 18Ss do relevant exercises on page 18• 19.valid:19.valid: based on truth or sound reasoning based on truth or sound reasoning

– e.g. They put forward many valid reasons for not buildie.g. They put forward many valid reasons for not building the skyscraper.ng the skyscraper.

• 20.worthwhile:20.worthwhile: worth doing, worth the trouble taken worth doing, worth the trouble taken– e.g. A trip to the museum is always worthwhile.e.g. A trip to the museum is always worthwhile.

• superior: better than average or than others of the same tysuperior: better than average or than others of the same type (followed by pe (followed by toto))– e.g. The woman was greatly superior to her husband in e.g. The woman was greatly superior to her husband in

education.education.• 21. opposite:21. opposite: inferior (also followed by inferior (also followed by toto) )

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Part II Pre-readingPart II Pre-reading

• 1. Listen to the song and discuss two questi1. Listen to the song and discuss two questions: ons: – Who should teach whom? Is learning a onWho should teach whom? Is learning a on

e-way street?e-way street?– In your opinion, what is the best teaching In your opinion, what is the best teaching

the quotation from the quotation from 《文汇报》《文汇报》 (refer to (refer to methomethod?d?

• 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 thand summarize how the parents handle th

eir kid’s education. eir kid’s education.

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Part III While reading tasksPart III While reading tasks1.1. Ss skim Paras 1-5 and be ready to answer the follSs skim Paras 1-5 and be ready to answer the foll

owing questions:owing questions:-----Where and when did the incident take place? -----Where and when did the incident take place? -----Who are the main characters in this incident?-----Who are the main characters in this incident?

-----What is the attitude of the author and his wife -----What is the attitude of the author and his wife toward Benjamin' s efforts in inserting the key intoward Benjamin' s efforts in inserting the key into the slot?to the slot?

------What is the attitude of the hotel staff toward B------What is the attitude of the hotel staff toward B

enjamin' s efforts?enjamin' s efforts?

((Jinling Hotel in Nanjing, spring 1987)Jinling Hotel in Nanjing, spring 1987)

((author, his wife Ellen, their son Benjamin, hotel staff)author, his wife Ellen, their son Benjamin, hotel staff)

（（ They let him explore and enjoy himself.)They let him explore and enjoy himself.)

(They held his hand and taught him how to insert the key (They held his hand and taught him how to insert the key correctly.)correctly.)

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the ways of introducing a topic: the ways of introducing a topic:

• to state the topic directlyto state the topic directly• to introduce the topic by posing a question: to introduce the topic by posing a question:

e.g. Text A, Unit 6, Book 1 (What Animals e.g. Text A, Unit 6, Book 1 (What Animals Really Think) " Do animals all have thoughts, Really Think) " Do animals all have thoughts, what we call consciousness?"what we call consciousness?"

• to introduce the topic by quoting newspaper to introduce the topic by quoting newspaper headlines:headlines:

e.g. Text B, Unit 3, Book 1(How to Make Sense e.g. Text B, Unit 3, Book 1(How to Make Sense out of Science) " New Drugs Kill Cancerout of Science) " New Drugs Kill Cancer

Devastation by El Nino---a WarningDevastation by El Nino---a Warning 6:30p.m. October 26, 2028: Could This Be the 6:30p.m. October 26, 2028: Could This Be the

Deadline for the Apocalypse?"Deadline for the Apocalypse?"

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• to begin with an argument e.g. Text to begin with an argument e.g. Text B of this unit(Children and Money) bB of this unit(Children and Money) begins with an imagined argument begins with an imagined argument between a child and his parent over tetween a child and his parent over the control of pocket money.he control of pocket money.

• You will decide which way is adopteYou will decide which way is adopted by the author d by the author

• You are asked to learn to vary your You are asked to learn to vary your own writing by adoping various typown writing by adoping various types of topic introduction. es of topic introduction.

(an anecdote or an incident is used.)(an anecdote or an incident is used.)

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two major ways to organize comparison and contrasti 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).

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• Ss sum up the contrast between ChiSs sum up the contrast between Chinese and Western ways to learn to fnese and Western ways to learn to fulfil a task------ulfil a task------

• Ss scan from Para11 to Para 13, theSs scan from Para11 to Para 13, then decide what method of comparison decide what method of comparison and contrast is used here. n and contrast is used here.

the Chinese show a child how to do sth., or tthe Chinese show a child how to do sth., or teach by holding his hand; each by holding his hand; the Westerners teach a child to rely on himsthe Westerners teach a child to rely on himself for solutions to problems.elf for solutions to problems.

(point-by-point method)(point-by-point method)

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• Ss sum up the contrast between thSs sum up the contrast between the Chinese and the Western attitude Chinese and the Western attitudes: toward creativity and basic skiles: toward creativity and basic skills------ls------

• The Chinese give priority to develoThe Chinese give priority to developing skills at an early age, believinping skills at an early age, believing that creativity can be promoted g that creativity can be promoted over time;over time;

• The Westerners put more emphasiThe Westerners put more emphasis on fostering creativeity in young s on fostering creativeity in young children, thinking that skills can bchildren, thinking that skills can be picked up later.e picked up later.

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• main idea:main idea:

it would be ideal if we can strike it would be ideal if we can strike a balance between the Chinese a balance between the Chinese and the western learning stylesand the western learning styles

• Structure of the text:Structure of the text:

Para.1-5------introduction of the Para.1-5------introduction of the topic by an anecdote topic by an anecdote

Para.6-13------elaboration by Para.6-13------elaboration by comparison and contrastcomparison and contrast

Para14---------conclusion by a Para14---------conclusion by a suggestionsuggestion

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Ways of reaching a Ways of reaching a conclusionconclusion• a restatement of the main points previoua restatement of the main points previou

sly mentioned; sly 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 suggustioIn this text the author makes a suggustio

n in the form of( )n in the form of( )• You are asked to learn to use one of the wYou are asked to learn to use one of the w

ays mentioned above to make a conclusiays mentioned above to make a conclusion in your own composition. on in your own composition.

a question.a question.

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Part IV Debate: Part IV Debate:

Should we develop children’s Should we develop children’s creativity first or train them in creativity first or train them in basic skills first? (15 minutes)basic skills first? (15 minutes)

• (Ss divide into two groups, one (Ss divide into two groups, one taking the side of creativity taking the side of creativity first, another taking the side of first, another taking the side of basic sills first; then, debate basic sills first; then, debate begins.)begins.)