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UNIT I Ways of Learning Text A Learning, Chinese-style Unit 1 Text A Learning, Chinese-Style Aim: Find out the differences between Chinese and Western attitudes toward learning. Objectives: 1. grasp the main idea and the structure of

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unit i ways of learning
UNIT IWays of Learning

Text A

Learning, Chinese-style

unit 1 text a learning chinese style
Unit 1 Text A Learning, Chinese-Style
  • Aim: Find out the differences between Chinese and Western attitudes toward learning.
  • Objectives:

1. grasp the main idea and the structure of

the text;

slide3
2. Appreciate the differences between

comparison and contrast, as well as ways

to compare and contrast;

3. Master the key language points and grammatical structures in the text.

part i pre reading activities
Part I Pre-reading activities
  • Discuss the song Teach Your Children.
  • Listen to the following quotation from 《文汇读书周报》,take notes and summarize in English how Chen Yuhua’s parents handle her education.
slide5
3. Discuss the history of education in the west.

---What’s Socrates’ influence on Western education?

---What’s the current debate over education ?

4. Discuss the different educational systems in China and America.

slide6
B. Comparison Vs Contrast

A comparison brings out the similarities between two or more things of the same kind.

A contrast brings out the differences between two or more things of the same kind.

slide7
Ways to compare & contrast

1. Subject-by-Subject

First compare/contrast all the points on the one side, then compare/contrast those on the other side.

2. Point-by-Point

First discuss the point on both sides, then the second point, then the third…

slide8
Differences in approaches to learning between the Chinese and Americans:

(do exercise 2 on p.11)

part ii while reading activities
Part II While-reading Activities
  • Paras 1 – 5

Writing strategies:

Ways of introducing a theme:

---by posing a question

---by quoting newspaper

---by beginning with an imagined argument

---by using an anecdote or an incident

slide10
language study:

Attach (line 7): fasten,connect or join (one thing to another )

Pattern:

Attach sth. to sth.

e.g.

Attach a recent photograph to your application form.

slide11
Collocation

Attach importance/significance etc to sth:

(believe sth is very important)

Attach blame to sb. for sth.

(sb. should be responsible for sth. bad that happens)

slide12
…to position the key just so(line 14):

be just/exactly so: to be arranged tidily, with everything in the right place.

e.g.

Everything had to be just so,or Edward would make us do it again.

‘so’ here refers to ‘the key had to be positioned carefully to fit into the narrow key slot.’

slide13
Not in the least/not the least/not the least bit

(line 15) : not at all

e.g. I tried to convince them, but they weren’t the least interested.

I’m not in the least afraid of you any more.

slide14
Phenomenon (pl.phenomena)(line20):

collocation

natural/historical/social phenomenon

e.g.

Language is a social and cultural phenomenon.

slide15
Assist(line 22): help

pattern:

assist sb. with/in doing sth

e.g.

You will be employed to assist in the development of new equipment.

slide16
Word choice:

help, assist, give sb. a hand, lend a hand,

help out

Help: the most general word

Assist: formal, means help someone by doing part of the work for them, especially the things that are not very important.

Give sb a hand, lend a hand and help out: informal

slide17
Give sb a hand: to help someone, especially by carrying or lifting things
  • Lend a hand/help out: to help someone, especially when there are not enough people to do something
slide18
Relevant (line 28): directly connected with the subject

Opposite: irrelevant

Pattern:

Relevant to

e.g.

What experience do you have that is relevant to this position?

slide19
Investigate (line 29): try to find our information about

pattern: investigate sth.,

investigate + wh clause

slide20
Paras 6 – 10
  • Scan the first sentence of both Para 6 and Para 7, and decide what method of comparison and contrast is used here.
  • (hints: Subject-by-Subject method)

The writer discusses the Chinese attitude toward learning first and then discuss the Western/American attitude toward learning)

slide21
Exception (line 34): something or someone that is not included in a general statement or does not follow a rule or pattern:

collocation:

with the exception of sb/sth

Without exception

e.g.

We all laughed, with the exception of Maggie.

Each plant, without exception, contains some kind of salt.

slide22
He may well get frustrated…(line 39):

may well: fairly likely

e.g.

Your job may well involve traveling.

= It is fairly likely that your job involves traveling.

slide23
Desired action (line 38)
  • Desired direction (line 65)
  • Desirable outcome (line 39)

Something that is desirable is worth having or doing;

Something this is desired is sth you want very much

e.g. a desirable house/job/neighbourhood

The ability to speak a foreign language is highly desirable.

His remarks had the desired effect.

slide24
Principal

Cf: principle

(See Confusable Words on p.16)

slide25
…whether it be placing a key in a key slot,

(line 52)

In formal English, the subjunctive mood is used occasionally in whether-clause.

slide26
Paras 11 – 13
  • Scan from Para 11 to Par 13, then answer the following questions:

---Can you find words like “Chinese” and “Westerner” or “American” or “the West in each paragraph?

---What method of comparison and contrast is used here?(hint: Point-by-Point)

slide27
So much so that (line 68): to such an extent

e.g.

Americans treat their children as separate individuals, so much so that someone who remains dependent on their parents longer than the norm may be thought to be “immature.”

Some parents spoil their children, so much so that they never ask them to do any studying.

slide28
Continual (line 70):
  • Cf: continuous (see confusable word on p.16
slide29
Apply (line 71):
  • Be relevant (to sb./sth.); having an effect

Pattern: apply to sb/sth.

e.g.

Do the same rules apply to part-time workers?

The offer only applies to flights from London and Manchester.

slide30
2) Write a letter or fill in a form in order to ask formally for sth.

Pattern: apply for sth., apply to do sth.)

e.g.

She applied for a job with the local newspaper.

slide31
Work on (line 76): try very hard to improve or achieve something:

e.g.

Sophia needs to work at/on her typing speed.

John came back ahead of time to continue working on his thesis.

slide32
Evolve (line 83): develop gradually

Pattern:

Evolve into/from

e.g.

The story evolves into a violent tragedy.

Popular music evolved from folk songs.

slide33
Assuming (that) (line 98)(conjunction): used when talking about an event or situation that might happen, and what you will do if it happens:

e.g.

Assuming that you get a place at university, how are you going to finance your studies?

slide34
Superior(line 101)(no comparative): better, more powerful, more effective than a similar person or thing, especially one that you are competing against;

Opposite: inferior

Pattern: be superior to

e.g.

Your computer is far superior to mine.

slide35
Ways of concluding an essay

---by restating the main points previously mentioned;

---by proposing a solution;

---by using a quotation from some book or person;

---by predicting future developments

---by giving a simile

---by making a suggestion (in the form of question)

part iii summary of text a
Part III Summary of Text A
  • Text Analysis

--Basic structure of the text

--Ways to introduce a theme

--Ways to argue(comparison & contrast)

--Ways to conclude an essay

slide37
Key vocabulary & structure

Words & phrases:

attach

not in the least

phenomenon

assist

relevant

investigate

exception

slide38
Principal

Continual

Apply

Work on

Evolve

superior

slide39
Key structure

assuming (that)

slide40
The End

THANK YOU!