UNIT I Ways of Learning

1. UNIT IWays of Learning Text A Learning, Chinese-style

2. 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;

3. 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.

4. 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.

5. 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.

6. 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.

7. 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…

8. Differences in approaches to learning between the Chinese and Americans: (do exercise 2 on p.11)

9. 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

10. 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.

11. 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)

12. …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.’

13. 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.

14. Phenomenon (pl.phenomena)(line20): collocation natural/historical/social phenomenon e.g. Language is a social and cultural phenomenon.

15. 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.

16. 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

17. 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

18. 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?

19. Investigate (line 29): try to find our information about pattern: investigate sth., investigate + wh clause

20. 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)

21. 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.

22. 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.

23. 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.

24. Principal Cf: principle (See Confusable Words on p.16)

25. …whether it be placing a key in a key slot, (line 52) In formal English, the subjunctive mood is used occasionally in whether-clause.

26. 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)

27. 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.

28. Continual (line 70): • Cf: continuous (see confusable word on p.16

29. 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.

30. 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.

31. 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.

32. Evolve (line 83): develop gradually Pattern: Evolve into/from e.g. The story evolves into a violent tragedy. Popular music evolved from folk songs.

33. 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?

34. 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.

35. 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)

36. 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

37. Key vocabulary & structure Words & phrases: attach not in the least phenomenon assist relevant investigate exception

38. Principal Continual Apply Work on Evolve superior

39. Key structure assuming (that)

40. The End THANK YOU!