星座饰品Unit 1 Ways of Learning
I. Teaching Planning
Objectives
Students will be able to:
1.grasp the main idea (that it would be ideal if we can strike a balance between the Chine and the Western learning styles) and structure of the text(introduction of topic by an anecdote elaboration by comparison and contrast-conclusion by a suggestion);
2.appreciate the difference between comparison and contrast, as well as different ways to compare and contrast(point-by-point method or one-side-at-a-time method);
3.master the key language points and grammatical structures in the text;
4.conduct a ries of reading, listening, speaking and writing activities related to the theme of the unit.
Time allotment
1st period | 2nd period | 曾经有你的森林>梦想起飞的地方3rd period | 4th period |
Pre-reading; While-reading (Paras 1-5) | While-reading (Paras 6-13) | While-reading (Paras 6-13 continued; Para 14) | Post-reading (Debate; Exercis) |
| | | |
Warming-up tasks
1. How much do you know about the difference between Chine learning style and western one?
2. Which one do you back up? Plea state your reasons.
While-reading tasks
1. Skimming
1)加油加油 Ss skim the passage and answer the Content Questions on Page 9:
2)T tells Ss that there are many ways of introducing a topic (e Text Analysis). Ss will decide which way is adopted by Howard Gardner.
3)T guides Ss through the directions for Text Organization Exerci 2 and Writing Strategy. Then Ss scan the first ntence of both Para 6 and Para 7, and decide what method of comparison and contrast is ud here (one-side-at-a-time method). Ss sc夜访吸血鬼五月天>政论片an from Para 11 to Para 13, then decide what method of comparison and contrast is ud here? (point-by-point method)
2.Ss sum up the contrast between Chine and Western ways to learn to fulfil a task (the Chine show a child how to do something, or teach by holding his hand; Westerners teach a child to rely on himlf for solutions to problems).
3.Ss sum up the contrast between the Chine and the Western attitudes toward creativity and basic skills. (The Chine give priority to developing skills at an early age, believing that creativity can be promoted over time; Westerners put more emphasis on fostering creativity in young children, thinking that skills can be picked up later.)
4.T tells Ss that there are many ways of concluding an essay (e Text Analysis). Ss decide which way is ud in this essay.
5.T explains language points and gives Ss practice (e Language Study).
Post-reading tasks
1.Debate: Should we develop children’s creativity first or train them in basic skills first?
1)Ss divide into two groups, one taking the side of creativity first, another taking the side of basic skills first.
2)In each group, Ss further divide into smaller groups of three to four, brainstorming argu
ments \ examples \ statistics \ quotes \ etc. in support of their viewpoint, as well as tho that could be ud to refute the other side.
3)Debate begins, with T acting as moderator.
2.T guides Ss through veral after-text exercis.
3.T checks on Ss’ home reading (Text B).
4.灵太后Ss do Part IV: Theme-Related Language Learning Tasks. (1 period)
5.T asks Ss to prepare the next unit:
1)do the pre-reading task;
2）preview Text A.
百雀羚护肤品哪款最好Ⅱ. Text Analysis
An essay is usually made up of three parts: a beginning where the topic is introduced; the
body part where the topic is elaborated on, and a conclusion.
Besides stating the topic directly, there are many other ways to introduce a theme. In this text, an anecdote or an incident is ud. The author of Text A, Unit 6, Book 1 (What Animals Really Think) introduces his topic by posing a question: “Do animals all have thoughts, what we call consciousness?” Text B, Unit 3, Book 1 (How to Make Sen out of Science) begins by quoting newspaper headlines:
“New Drugs Kill Cancer
Devastation by El Nino — a Warning
6: October 26, 2028: Could This Be the Deadline for the Apocalyp?”
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. Discover other forms of introduction as you read on. However, the more important point is that you should learn to vary your own writing by adopting various types of topic introduction.
Without a conclusion, an essay lacks a n of completeness. A conclusion may be a restatement of the main points previously mentioned, a propod solution, a quotation from some book or person, a prediction of future developments, a suggestion for further study, etc. Text B, Unit 3, Book 1 ends by giving a simile, comparing scientific rearch to mountain climbing, “a process filled with disappointments and revers, but somehow we keep moving ahead.” In this text, Howard Gardner makes a suggestion in the form of a question.
