Unit One Ways of Learning Teaching Period : 10 (1-2) Reference Book: (New) Integrated Course 2 Student’s and Teaching’s Book Teaching Method: Combining explanation and practice Objective: To understand the reading material (Text A) Important Point: Understanding the reading material (Text A) Difficult Point: Training the Ss’ reading ability Processes: STEP ONE: Organization ( 1’ ) STEP TWO: Revision ( 0’ ) STEP THREE: Introduction ( 10’ ) a. Pre-reading task on P2 Who should teach whom? Is learning a one-way street? Should we share our dreams for a better life with our parents or keep them to ourselves? Can children ever understand their parents completely? From the song can you guess what the theme of the unit, way of learning, chiefly refers to? b. Theme of the unit: & Text A: Ways of learning STEP FOUR: New Lesson ( 80’ ) Text A on P2-P6 Comprehension a. Pre-reading Background Knowledge b. While-reading Go through the Text paragraph by paragraph Point out the important structures and long sentences for further explanation later c. Post-reading Text Organization & Questions (P9-11) Part One: (Para 1-5) Introduction Part Two: (Para 6-13) Body Part Three: (Para 14) Conclusion 2. Writing characteristics (1) an expository essay (2) comparison and contrast (P29 Writing Strategy) Discussion How do you think an American hotel attendant would respond to a very young Chinese child attempting to place a key into a slot? Would he or she behave differently from the Chinese attendant? What is the point the author wants to make in his essay? Does the key-slot narrative clearly establish his point? How successfully is it as an introduction to his essay? Do you agree that both Chinese and Americans take an extreme view of creativity? What do you think would be a more rational approach to fostering creativity and basic skills? 4. Main idea STEP FIVE: Consolidation ( 8’ ) Summary b. Practice STEP SIX: Homework ( 1’ ) a. Oral: 1. Review the understanding of the text and preview the language items of the text; Comprehension P9-11 Written: Nothing Teaching Period : 10 (3-4) Reference Book: (New) Integrated Course 2 Student’s and Teaching’s Book Teaching Method: Combining explanation and practice Objective: To grasp some useful words and phrases and have a better understanding of Text A Important Point: Grasping the useful words and phrases in the text Difficult Point: Putting the words and phrases into practical use Processes: STEP ONE: Organization ( 1’ ) STEP TWO: Revision ( 10’ ) Revising the understanding of Text A b. Check the homework STEP THREE: Introduction ( 1’ ) a. Tell the Ss that in these two periods, we are going to learn some useful words and phrases. STEP FOUR: New Lesson ( 80’ ) Text A **approach v. ① 接近，靠近 ② 着手处理（事物，难题等） n. 方法，途径 2. *attach v. attachment n. (1) 缚，系，连接，贴 (2) 使附属，成为一部分 (3) 使依恋，使喜爱 (4) 参加，参与，加入 (5) attach great/little/no importance/significance to …重视 (opposite)detach v. 拆开，分离 3. *not …in the least 一点也不 e.g. Ann didn’t seem in the least concerned about her study. 4. *find one’s way 达到，进入，流入 e.g. How did you find your way home that dark night? 5. *phenomenon n. e.g. common/natural/social/historical phenomenon 6. **staff n. 全体员工，全体职员 7. *initial adj. 开始的，最初的 (used only before n.) e.g. If a car suddenly pulls out in front of you, your initial reaction may include fear and anger. 8. *assist v. assistance n. 帮助 assistant n. 助手 (1) assist sb. with sth.=help sb. with sth. 帮着干，帮着 (2) assist sb. to do sth. =help sb. (to) do sth. 帮某人去干 (3) assist (sb.) in/into (doing) sth. 在某方面帮助 9. *insert v. 插入，嵌入 insertion n. insert sth. in/into/between sth. e.g. The doctor carefully inserted the needle into my left arm. 10. *somewhat adv. 有点，稍微 e.g. I was somewhat surprised. 11. *await v. 等待，等候; e.g. After I sent the letter asking for a job, I had nothing to do but await the answer. (2)将降临到…身上 e.g. No one knows for sure what awaits in life. Death awaits us all. 12. *occasion n. 场合，时候，时刻, 时机 e.g. This is not an occasion for laughter. A wedding is an occasion for celebration. I’ll speak to her if the occasion arrives. 13. *neglect vt. (1) 疏忽，忽略，忽视，玩忽 e.g. He gave too much attention to his career, working long hours and neglecting his wife. (2) 由于疏忽忘了做某事，忘记（接不定式或动名词） e.g. Don’t neglect locking (to lock) the door when you leave. 14. *relevant adj. 有关的，切题的，恰当的 e.g. While writing my term paper I was able to borrow all the relevant books from the school library. ] 15. *investigate v. 调查，探究 e.g. Police are still investigating how the car accident happened. 16. **throw/cast/shed (new) light on 使某事物清楚些，揭示 e.g. These facts throw light on the matter. His reaction to this event threw (new) light on his possible involvement in it. 17. *exception n. 例外 e.g. There is an exception to every rule. 18. *on one’s own e.g. You needn’t give me any help. I am able to manage on my own. *accomplish v. 完成,实现 accomplishment n. e.g. Considering their capacity, the possibility of accomplishing the task is not high. 20. **proceed to =go on to 继续，尤指停顿之后 e.g. Let’s proceed to the next item on the contract. 21. *in due course 在适当时机 e.g. Be patient. You will get your promotion in due course. 22. *critical adj. critically adv. e.g. It took years to develop one’s critical ability. Have you read critical opinions on this latest play in today’s newspaper? 23. **effectively adv. effect n. 有效的，能产生预期效果的 e.g. They have taken effective measures to boost output. The medicine is an effective cure for a headache. 生效的，起作用的 become effective e.g. The agreement will become effective from March 24. *principal (1) adj. 主要的，首要的 e.g. The couple’s principal concern is to earn enough money to send their children to school. (2) n. 校长 e.g. Complaints from the students began arriving at the principal’s office. STEP FIVE: Consolidation ( 7’ ) Summary b. Practice STEP SIX: Homework ( 1’ ) a. Oral: Review … and preview the second part of the words and phrases Language Focus P13-20 Written: 1. P14 1 Teaching Period : 10 (5-6) Reference Book: (New) Integrated Course 2 Student’s and Teaching’s Book Teaching Method: Combining explanation and practice Objective: To grasp some useful words and phrases and have a better understanding of Text A Important Point: Grasping the useful words and phrases in the text Difficult Point: Putting the words and phrases into practical use Processes: STEP ONE: Organization ( 1’ ) STEP TWO: Revision ( 10’ ) a. Review the first part of the words and phrases b. Check the homework STEP THREE: Introduction ( 1’ ) a. Tell the Ss that in these two periods, we are going to learn some useful words and phrases. STEP FOUR: New Lesson ( 80’ ) Text A 25. *make up for 补偿，弥补 e.g. Her husband bought her a present to make up for quarreling with her the day before. 26. **figure out 计算 e.g. Please figure out the total cost. 想明白，理出头绪 e.g. I cannot figure out why he said that. 27. **view v. (1) (fml) 观看，仔细看；看待，考虑，评估 e.g. Several possible buyers have come to view the house. We must view the possible difficulties beforehand. Has the matter been viewed from their standpoint? (2) view…as… 把…看作 e.g. The attack on the ship was viewed as an act of war. 28. **solution n. 解决问题的方法 e.g. What is the solution to your trouble? This is the only practicable solution to your trouble. 29. *in retrospect 回顾 e.g. The young man knew in retrospect that he should have married his first love Emily. 30. **point to 体现出，有…的迹象 e.g. All the signs at the moment point to an early resumption of the fighting. 31. **come/go to sb’s /the rescue 给予某人帮助 e.g. Our car wouldn’t start, and fortunately a stranger came to our rescue and drove us home. 32. *extreme extremely adv. adj. 极度的，极端的 e.g. The girls were afraid of snakes and walked along the mountain trail with extreme caution. His political ideas are rather extreme. n. 极端，过分 e.g. Joy and grief are extremes. Love and hate are extremes of passion. 33. *performance n. perform v. 成绩，表现 e.g. The athlete was awarded $10,000 for his good performance in the Olympics. (2) 执行，履行 e.g. He is faithful in the performance of his duties. 34. *continual adj. continue v. e.g. The construction of the airport continued despite continual complaints from local residents. 35. *apply v. applicant n. 申请者 application n. 申请，应用 36. *work on/at 从事，致力于 e.g. Sophia needs to work at/on her typing speed. John came back ahead of time to continue working on his thesis. 37. **in terms of 从…方面(角度)来说; 按照,依据 e.g. In terms of salary, the job is terrible. 38. *priority n. 优先考虑/做的事 e.g. Being a qualified teacher is her first priority. 39. **departure n. depart v. (1) 离开，出发 (arrival) e.g. The departure of the train was delayed. a departure lounges/hall/platform take one’s departure 背离，违反 departure from sth. e.g. The new policy is a departure from the previous one. a departure from old custom 40. *evolve v. (使)逐步发展 evolution n. 进化，发展 evolve into/from e.g. The story evolves into a violent tragedy. 41. *summarize v. summary n. sum v./n. e.g. Basically, the article can be summarized in three sentences. 42. *contrast (1) v. 对比 (2) n. 对照，对比 between, with, to 43. *on the one hand…on the other hand 一方面，另一方面 e.g. On the one hand her temper was likely to cause trouble, but on the other hand we needed her expertise. 44. **comparable adj. comparison n. compare v. (1) be comparable with 可相比的 e.g. A fire is comparable with the sun—both give light and heat. (2) be comparable to 比得上的 e.g. No horse has a speed comparable to that of his. 45. *promote v. promotion n. (1)促进，增进，发扬 e.g. You don’t have to sacrifice environmental protection to promote economic growth. The organization works to promote friendship between nations. promote growth/prosperity/understanding 46. *emerge v. 出现 from e.g. The magician emerged from behind the curtain. The sun emerged from behind the clouds. 试比较： emergence emergency emergence n. 出现 emergency n. 紧急情况 47. *pick up e.g. He picked up the book from the floor. 48. *enormous adj. 巨大的，极大的 e.g. Catherine inherited an enormous fortune from her parents. 49. *exaggerate v. 夸大，夸张 exaggeration n. e.g. In her resume, she has clearly exaggerated her talents a little. 50. **reliance n. 依靠，依赖; 信任 have/put/place reliance upon (on, in) e.g. No reliance is to be placed on his word. 51. *valid adj. (1)正当的，有根据的,站得住脚的 e.g. They put forward many valid reasons for not building the skyscraper. Illness is a valid excuse for being absent from work. 52. * worthwhile adj. 53. *superior adj. 优良的，较好的 be superior to e.g. They consider themselves the most superior race in the world. 54. **strike a balance STEP FIVE: Consolidation ( 7’ ) Summary b. Practice STEP SIX: Homework ( 1’ ) a. Oral: Review … and preview the structures and long sentences of the text; Language Focus P13-20 Written: 1. P16 2 Teaching Period : 10 (7-8) Reference Book: (New) Integrated Course 2 Student’s and Teaching’s Book Teaching Method: Combining explanation and practice Objective: To grasp some useful structures, understand some difficult sentences and check the exercises in Part II Important Point: Grasping some useful structures and understanding some difficult sentences Difficult Point: Practising the usage of the structures Processes: STEP ONE: Organization ( 1’ ) STEP TWO: Revision ( 7’ ) Revising the words and phrases of Text A (Usage) Check the homework STEP THREE: Introduction ( 1’ ) a. Tell the Ss that in these two periods, we are going to deal with some important structures and difficult sentences in Text A and check the exercises of Part II. STEP FOUR: New Lesson ( 80＇ ) Important structures in Text A 1. He may well get frustrated and angry. *may well do =be likely to do e.g. This afternoon it may well rain heavily. 2. In the best Chinese tradition, they were ba zhe shou jiao—“teaching by holding his hand”---so much so that he would happily come back for more. *We are so busy that we can’t take a holiday this year. ---We are very busy----so much as that we can’t take a holiday this year. 3. But assuming that the contrast I have developed is valid, and that the fostering of skills and creativity are both worthwhile goals, the important question becomes this:… Difficult sentences in Text A 1. But one of the most telling lessons Ellen and I got in the difference between Chinese and American ideas of education came not in the classroom but in the lobby of the Jinling Hotel where we stayed in Nanjing. 2. He probably got as much pleasure out of the sounds they key made as he did those few times when the key actually found its way into the slot. 3. Since adults know how to place the key in the key slot, which is the ultimate purpose of approaching the slot, and since the child is neither old enough nor clever enough to realize the desired action on his own, what possible gain is achieved by having him struggle? 4. So long as the child is shown exactly how to do something---whether it be placing a key in a key slot, drawing a hen or making up for a misdeed—he is less likely to figure out himself how to accomplish such a task. And, more generally, he is less likely to view life ---as Americans do---as a serious of situations in which one has to learn to think for oneself, to solve problems on one’s own and even to discover new problems for which creative solutions are wanted. 5. In terms of attitudes to creativity there seems to be a reversal of priorities: young Westerners making their boldest departure first and then gradually mastering the tradition; and young Chinese being almost inseparable from the tradition, but over time, possibly evolving to a point equally original. 6. But assuming that the contrast I have developed is valid, and that the fostering of skills and creativity are both worthwhile goals, the important question becomes this: Can we gather, from the Chinese and American extremes, a superior way to approach education, perhaps striking a better balance between the poles of creativity and basic skills? Exercises of Part II STEP FIVE: Consolidation ( 10ˊ ) Summary Part II. Text A b. Practice STEP SIX: Homework ( 1ˊ ) a. Oral: 1. Review the structures and difficult sentences and preview Part III & IV. b. Written: 1. P18 Structure 1, 2 Teaching Period : 10 (9-10) Reference Book: (New) Integrated Course 2 Student’s and Teaching’s Book Teaching Method: Combining explanation and practice Objective: To understand Text B To perform the theme-related language learning tasks . Practising the speaking and writing skills Important Point: Understanding Text B Difficult Point: .Practising the speaking and writing skills Processes: STEP ONE: Organization ( 1’ ) STEP TWO: Revision ( 7’ ) Review Part II (Text A) Check the homework STEP THREE: Introduction ( 1’ ) a. Tell the Ss that in these two periods, we are going to deal with Part III & IV: Text B and the theme-related language learning tasks STEP FOUR: New Lesson ( 80＇ ) Text B (Part III) 1. Words and phrases to learn (P21) (1) account (2) furthermore (3) intend (4) access (5) plus (6) devise (7) resource (8) keep track of (9) deposit (10) pace (11) annual (12) protest (13) fund (14) on demand (15) from one’s point of view (16) fall apart (17) end up (doing sth.) (18) undoubtedly (19) adopt (20) perspective 2. Comprehension (1) Explain the text (2) Summarize Text Organization Part One (Paras 1-3) The usual way to deal with Children’s money (to open an account) and its main defect. Part Two: (Paras 4-6) First National Bank of Dave and its attractive features and its success. Part Three: (Paras7-8) To give children more control and enough leeway in the way to help children become shrewd manager of their own finances. (3) Summarize General idea This text is about how to teach children to handle their own money in the right way. The author starts by including the usually way in which parents deal with this problem: to open an account for the children. Parents try to have children save all their money in order to prevent children from overspending. This saving scheme fails most of the time because children, who see no good for themselves, lose interest in it very quickly. After analyzing the cause of the failure of this scheme, the author goes on to introduce his own successful solution to this problem: open his own bank and give his children a high rate of interest and great freedom to use ort save their own money. Then the author tells us about one of his effective rules to prevent children from unwise spending: give children money before they go on vacation, but refuse to give them any during the vacation. As a result, his children spend money cautiously during the vacation, while one of his friends seemed to be much less shrewd in money-management. In the end, the author points out that as money is fun and children are born capitalists, we can teach them to become shrewd managers of their own money as long as we teach in the right way: to give them more control and enough leeway. 3. Long sentences Appalled by what their children spend on candy and video games (or, rather, appalled by the degree to which their children’s overspending seems to mimic their own,) parents devise ways to lock up their children’s resources. Compounded, that words out to an annual rate of more than 70 per cent. I give them unlimited access to their funds, no questions asked, and I provide printed statements on demand. The only way to teach kids to adopt a long-term perspective is to give them a short-term incentive for doing so. b. the theme-related language learning tasks (Part IV) 1. Group Discussion What was the most useful learning experience you gained at high school? Do you think some of the learning methods you used at high school are no longer applicable now? Are you employing new learning methods helpful to the study of college courses? If so, what are they? In what way are approaches to learning at high school different from those at college? 2. Essay Writing (1) P29 Writing strategy Titles for choice *Learning in high-school and college STEP FIVE: Consolidation ( 10’ ) Summary b. Practice STEP SIX: Homework ( 1’ ) a. Oral: 1. Review Text B and finish the exercises (P25-28) b. Written: Write an essay