Chapter 2Language Learning

,Chapter2,LanguageLearning,Whataretheydoinginthephotos?,Chapter2:LanguageLearningOpener,Doyouliketostudyaloneorstudywithfriends?Whyorwhynot?WhatarethebestwaystolearnEnglishaccordingtoyourownexperience?Whatdoyouthinkthechapterwillbeabout?,Passage1Lead-in,Haveyoueverbeenabsentnotinclassforadayorafewdays?Whywereyouabsent?Ifastudentwasabsent,whatdoesthestudentneedtodo?,Fastreading,ReadthepassageandfinishtaskAonpage32.ThereisgoingtobeanexamonFriday.TheclassisinEducation.,6,Detailedreading,1.Whatisthepossiblerelationshipbetweenthepeopleineachemail?2.WhydidMariaemailDr.Snow?3.WhywasMariaabsent?4.Willtheexambeamultiple-choicetestoranessayexam?5.WhatareChapters4and11aboutinTeachingwiththeBraininMind?,1.Whatisthepossiblerelationshipbetweenthepeopleineachemail?Thefirstemailisbetweentwofriends;aprofessorandastudent.2.WhydidMariaemailDr.Snow?BecauseshewasabsentandshewantedtoknowwhetherDr.SnowassignedmorefortheexamonFriday.3.WhywasMariaabsent?Becauseshehadafamilyemergency.4.Willtheexambeamultiple-choicetestoranessayexam?Theexamwillbeanessayexam.5.WhatareChapters4and11aboutinTeachingwiththeBraininMind?Chapter4isabouttheinfluenceoftheclassroomenvironmentonstudents,andChapter11isabouttheroleofmemoryinlearning.,ReadingStrategy:UnderstandingTone,onpage32Whendoweuseaninformaltone?Aformaltone?Whataresomedifferencesbetweenthetwo?FinishtaskBonpage33,TaskBonpage33,1.Email2isthemostformalbecauseMariaiswritingtotheteacher,whoisabovehersocialposition.2.Email1isthemostinformalbecauseMariaiswritingtoafriend.3.Onecantellthattheemailisinformalbecauseitisusedwithafriend,withsomeoneofthesamesocialposition.Characteristicsofinformalstylefoundaretheuseofincorrectspellingandslang,thedisplayofemotion,andtheuseofmultiplepunctuationmarks.,informalstyle,incorrectspelling:gonna=goingtoprof.=professorwanna=wanttogotta=havegottoslang:stuffdisplayofemotion:(）multiplepunctuationmarks:Friday!,emoticonsInemails,usersshowemotionsthroughtheuseofsymbols(symbolsmbl符号，象征)orcombinationsofpunctuationmarks.Thesearecalledemoticons.Task:Guessthemeaningofthefollowingemoticon.,Listeningandwords-learning,SorryIdidntgetbacktoyoutillnow!Iwas_,too,soImafraidIcantansweryourquestions._Sara,theresanexamonFriday!Weregonnahavetostudyfast!Okay,heres_:theexamisgonna_allthestuff_fromChapters7&8,andweneedtoknowthose_fromChapter9-youknow,differentwaystoteach.Butoneofusneedstoemailtheprofessorbecausemaybeshe_more.Weneedtheclassnotes,too.,Iamsorrytoyou,butIneedalittlehelp.Dueto_,Iwasabsent_thelasttwomeetingsofyour9.00Education251class.NowImtryingto_theexamonFriday。Couldyoupleaseanswertwoquestions?1)Willitbe_or_?2)IstheexamgoingtocoveronlyChapters7,8,and9,orwilltherebesomethingelse?Iyourhelp.,Itwillbeanessayexam,andyes,therearetwomore_.YouneedtoreadChapters4and11intheotherbook,TeachingwiththeBraininMind.Onechapterisonthe_of_onstudents.Theotherchapterisabouttheroleof_inlearning.,Listeningandwords-learning,SorryIdidntgetbacktoyoutillnow!Iwas_,too,soImafraidIcantansweryourquestions._Sara,theresanexamonFriday!Weregonnahavetostudyfast!Okay,heres_:theexamisgonna_allthestufffromChapters7&8,andweneedtoknowthosefromChapter9-youknow,differentwaystoteach.Butoneofusneedstoemailtheprofessorbecausemaybeshe_more.Weneedtheclassnotes,too.,absent,Accordingto,cover,onthehumanbrain,differentteachingmethods,assigned,aforeignlanguage,whatIknow,Iamsorrytoyou,butIneedalittlehelp.Dueto_,Iwasabsent_thelasttwomeetingsofyour9.00Education251class.NowImtryingto_theexamonFriday。Couldyoupleaseanswertwoquestions?1)Willitbe_or_?2)IstheexamgoingtocoveronlyChapters7,8,and9,orwilltherebesomethingelse?Iyourhelp.,bother,afamilyemergency,for,preparefor,amultiple-choicetest,anessayexam,appreciate,Itwillbeanessayexam,andyes,therearetwomore_.YouneedtoreadChapters4and11intheotherbook,TeachingwiththeBraininMind.Onechapterisonthe_of_onstudents.Theotherchapterisaboutinlearning.,readingassignments,influence,theclassroomenvironment,theroleofmemory,Guessthemeaningsofthefollowingemoticons,:-),=smile,:-(,=sadness,:-O,=surprise,:-D,=greatjoy,:-P,=makingaface,:-(,=crying,8-),=Amanwhoiswearingglassesissmiling.,Passage2,TheBrain,Learning,andMemory,lead-in,1.Whatdeterminesintelligencegenesoreducationinyouropinion？2.Cantheadultbrainchangeandbecomebetter?3.Whatthingsareeasyforyoutoremember?4.Doyouhaveanygoodways/methodstohelpyourememberthings?,Words-learning:TaskBonpage33Task:readingstrategyonpage34Dash:Definition:is/are/meansExamples:suchas/forexample,Word-learning:readingstrategy,approachneuronstimulationchallenginggiveupsolution,problem-solvingexerciseslinguisticmemorychunksbitsphysicalactionsmnemonic,sometimesyoudonotneedadictionarytoguessthemeaningofanewword.Sometimesthemeaningisafteradash.Youcanalsolookfordefinitionsafteris,areormeans,andlookafterthewordssuchasorforexample.,TrueorFalse,1.Educationandlifeexperiencedetermine30-60percentoftheconnectionsinourbrain.,F,Genes,2.AccordingtoJensen,thebestwaytogrowabetterbrainistoeatmorenutritiousfood.,F,havethechallengeofanewproblemtoworkon.,3.Abitisagroupofwords,asentence,orasong.,F,Achunk,4.Bodylearningisakindofmemorywhichlastsaverylongtime.,T,5.TeachingwiththeBraininMindisgoodforbothnewteachersandexperiencedteachers.,T,FastReading:T/F,EricJensensnewbooktellsthereaderthebestteachingapproaches.30percentofconnectionsinhumanbrainaredeterminedbyeducationandlifeexperience.Visitinganewmuseumcouldpossiblyarousestudentsinterest.Findingarightsolutionisveryimportanttogrowabetterbrain.Mnemonicscouldhelppeopletorememberinformation.Bodylearningwilllastonlyashortperiodoftime.EricJensensbookcanonlyberecommendedtoteachers.,T,F,T,F,T,F,F,Question&Answer,1.Whatsthenameofthisbook?,2.Whatquestionsdoesthisbooktrytoanswer?,3.Whatdeterminestheconnectionsinthebrain?4.Whatsthemaincharacteristicofarichenvironment?5.Whatisstimulation?Canyougivemesomeexamples?6.Whatarethetwodifferentkindsofmemory?,Question&Answer,1.Whatsthenameofthisbook?,TeachingwiththeBraininMind.,2.Whatquestionsdoesthisbooktrytoanswer?,Whichwaysofteachingarebest?Howcanstudentslearnfastandwell?,3.Whatdeterminestheconnectionsinthebrain?,Genesandeducation/lifeexperience.,4.Whatsthemaincharacteristicofarichenvironment?,Stimulation.,5.Whatisstimulation?Canyougivemesomeexamples?,Stimulationreferstosomethingnewtoexperiencesuchasanewmovie,anewfriend,newinformation,anewplace.,6.Whatarethetwodifferentkindsofmemory?,Linguisticmemoryandbodylearning.,Fillinthechartwithexamplesfromthereadingonpages34-35.,wordgames,puzzles,discussion,realproblems,groupofwords,asentence,orasong,oneletter,onword,onenoteofmusic,sports,dance,movingaroundtheclassroom,MainIdea,TaskAonpage36,Details:writenomorethan3wordsforeachblank,Part1：Introduction1._changeovertime.2._wroteTeachingwiththeBraininMindaboutthebrainandlearning.Part2:LearningandtheBrain3._determine30-60percentoftheconnectionsinourbrain.Educationandlifeexperiencedetermine40-70%of4._.Thebraincellsofbothchildrenandadultsgrownewconnectionsin5._.,32,Part3:Whatisarichenvironment?6._isthemaincharacteristicofarichenvironment.Stimulationshouldbe7._.8._(puzzles,discussions,wordgames)stimulatesthebrain.9.Neuronsgrowwhenthe_works.,Part4:TheBrainandMemoryTherearedifferenttypesofmemory,including10._and11._.Werememberbestin12._,orgroupsofwords.Mnemonicsareagoodwaytoremember13_.Bodymemory,suchas14._,lastsalongtime.The15._remembertogether.Part5:16._Thisbookisgoodforstudentsandteachers.,Details:writenomorethan3wordsforeachblank,Part1：Introduction1._changeovertime.2._wroteTeachingwiththeBraininMindaboutthebrainandlearning.Part2:LearningandtheBrain3._determine30-60percentoftheconnectionsinourbrain.Educationandlifeexperiencedetermine40-70%of4._.Thebraincellsofbothchildrenandadultsgrownewconnectionsin5._.,Teachingmethods/,EricJensen,Genes,brainconnections,arichenvironment,35,Part3:Whatisarichenvironment?6._isthemaincharacteristicofarichenvironment.Stimulationshouldbe7._.8._(puzzles,discussions,wordgames)stimulatesthebrain.9.Neuronsgrowwhenthe_works.,Stimulation,challenging,Problem-solvingexercises,brain,Part4:TheBrainandMemoryTherearedifferenttypesofmemory,including10._and11._.Werememberbestin12._,orgroupsofwords.Mnemonicsareagoodwaytoremember13_.Bodymemory,suchas14._,lastsalongtime.The15._remembertogether.Part5:16._Thisbookisgoodforstudentsandteachers.,linguisticmemory,bodylearning,chunks,chunks,ridingabicycle,brainandbody,Conclusion,Listening&sentenceslearning,Newwaysofteaching_.Forafewyears,one_ispopular,andmanyteachersuseit.Then_-method-appears,andeverythingchanges.Anewbooklooksatthe_toanswerthesequestions.EricJensensTeachingwiththeBraininMindisanimportantbookforany.,Scientistsarestudyingthehumanbrain.Theyknowthat_determine_oftheconnectionsinourbrain._determinetheother_.Inhisbook,Jensenshares_.Wenowknowthis:“_.”Thisisgoodnews.Inarichenvironment,neurons-_-grow_.Peoplecanbecomemoreintelligent._.,Themaincharacteristicofarichenvironmentis_-somethingnewtoexperience.Thestimulationneedstobe_-difficult,butnottoodifficult.,students_.Theybecome_.Withtoomuchstimulation,students.AccordingtoJensen,_istohavethechallengeofanewproblemto_.Itisntimportanttothebrainto_-ananswertotheproblem.Neuronsgrowbecause_,notbecausethesolutionisrightorwrong.,Jensendiscusses_.Onetypeis_ofwords,names,numbers,andtextbookinformation.Ournewunderstandingofthebraintellsusthisaboutlinguisticmemory:“_”notbits.Forexample,achunkisagroupofwords,asentence,orasong.Abitisoneletter,oneword,or_.Onewaytorememberinformationinchunksiswithmnemonics.Amnemonicis_.Mnemonicsarehelpfulbecausetheyarechunks.,Anothertypeofmemoryis_.Thiskindofmemory_.Forexample,mostadultscanstillrememberhowtorideabicyclemanyyearsaftertheyfirstlearned.Thereis_suchassports,dance,orsimplymovingaroundtheclassroom.Thebrainandbodyremembertogether.EricJensens_isimportantreadingforbothnewteachersand_teachers.Itisalsogoodforstudents_aboutthebrain,learningandmemory.,Listening&sentenceslearning,Newwaysofteaching_.Forafewyears,one_ispopular,andmanyteachersuseit.Then_-method-appears,andeverythingchanges.Anewbooklooksatthe_toanswerthesequestions.EricJensensTeachingwiththeBraininMindisanimportantbookforany.,comeandgo,educationalmethod,anewapproach,humanbrain,serious,creativereader,Scientistsarestudyingthehumanbrain.Theyknowthat_determine_oftheconnectionsinourbrain._determinetheother_.Inhisbook,Jensenshares_.Wenowknowthis:“_.”Thisisgoodnews.Inarichenvironment,neurons-_-grow_.Peoplecanbecomemoreintelligent._.,Educationandlifeexperience,genes,30-60percent,40-70percent,newdiscoveriesandtheirgoodnews,learningchangesthebrain,braincells,newconnections,Thisistrueofbothchildrenandadults.,Themaincharacteristicofarichenvironmentis_-somethingnewtoexperience.Thestimulationneedstobe_-difficult,butnottoodifficult.,students_.Theybecome_.Withtoomuchstimulation,students.AccordingtoJensen,_istohavethechallengeofanewproblemto_.Itisntimportanttothebrainto_-ananswertotheproblem.Neuronsgrowbecause_,notbecausethesolutionisrightorwrong.,stimulation,challenging,Withtoolittlestimulation,loseinterest,bored,giveup-stoptrying,thebestwaytogrowabetterbrain,workon,findasolution,thebrainisworkingtosolvetheproblem,Jensendiscusses_.Onetypeis_ofwords,names,numbers,andtextbookinformation.Ournewunderstandingofthebraintellsusthisaboutlinguisticmemory:“,”notbits.Forexample,achunkisagroupofwords,asentence,orasong.Abitisoneletter,oneword,or_.Onewaytorememberinformationinchunksiswithmnemonics.Amnemonicis_.Mnemonicsarehelpfulbecausetheyarechunks.,differenttypesofmemory,linguisticmemory,Werememberbestinchunks,onenoteofmusic,atechniquetohelpthememory,Anothertypeofmemoryis_.Thiskindofmemory_.Forexample,mostadultscanstillrememberhowtorideabicyclemanyyearsaftertheyfirstlearned.Thereis_suchassports,dance,orsimplymovingaroundtheclassroom.Thebrainandbodyremembertogether.EricJensens_isimportantreadingforbothnewteachersand_teachers.Itisalsogoodforstudents_aboutthebrain,learningandmemory.,bodylearning,lastsaverylongtime,aconnectionbetweenmemoryandphysicalactions,excellentbook,experienced,withamindopentonewdiscoveries,Passage3EssayExam,BeforereadingTaskAonpage38Words-learning:TaskBonpage39,Fastreading:Whatarethefivemethodsofteaching(orlearning)anewlanguage?Whatarethemainpointsofeachmethod?(taskAonpage41)Vocabularycheck(taskBonpage41).,TOEFL-relatedreading:1Sentenceinsertion,1)Thegrammar-translationmethodisawaytolearnanewlanguagebytranslatingit.2)Studentshaveareadingpassageinthetargetlanguage.3)Theyuseabilingualdictionaryandagrammarbook.4)Theycheckthegrammarbookforrules.5)Inthisway,theytranslatethereadingpassagefromthetargetlanguageintotheirownlanguage.Withthismethod,theyreadandlookupallnewwordsinthedictionary.,3)-4)指代，重复出现的名词,1)WithTPRtheteachergivescommandssuchas“Standup”,“Sitdown,”or“Openyourbook.”2)Theyrespondanswerphysically.3)Theystandup,opentheirbooks,orwhatevertheteachersays.4)Theylistenalot.Thestudentsshowthattheyunderstandbydoingtheseactions.,1)-2)指代,1)Inthelexicalapproach,studentsfocusonvocabulary,buttheydontmemorizelistsofwords.2)Studentslearntonoticegroupsofwords.3)Forexample,theynoticetheprepositiononaftertheverbfocus.4)Inthisway,studentslearnmorethannewwords.5)Theylearnhowtousethem.Instead,theystudywordsinphrasessuchasfocusonvocabularyorrespondphysically.,1)-2)转折过渡词,1)Withthecontent-basedapproach,studentsstudyacademicmaterial.2)Thismaterialisinthetargetlanguage.3)Studentslearnthevocabularyandgrammarnecessarytothecontent.4)Theylearnnewwordsbyseeingtheminreadings,practicingtheminexercises,andusingthemindiscussion.Theyalsolearnstrategies.,4)递进关系词,Criticalthinkingstrategy,Synthesizingtocombinethingsinordertomakesomethingnew.TaskDonpage42,ListeningandlanguagelearningWords,phrasesandsentences.,Thegrammar-translationmethodisawaytolearnanewlanguageby.Studentshaveareadingpassageinthe_.Theyuseandagrammarbook.Withthismethod,theyreadandallnewwordsinthedictionary.Theycheckthegrammarbookforrules.,theytranslatethereadingpassage.,Theylearnvocabularyby_.Theydontlearntolistenorspeak.WithTPRtheteacher_suchas“Standup”,“Sitdown,”or“Openyourbook.”Thestudentsshowthattheyunderstandby.They.Theystandup,opentheirbooks,or.Theylistenalot.Thentheybegintospeak.InaTPRclass,studentsarevery_.Theymovealot.,Inthe,students_,buttheydontmemorizelistsofwords.,theystudywordsinphrasessuchas.Studentsgroupsofwords.Forexample,theynoticetheprepositiononaftertheverbfocus.Inthisway,studentslearn.Theylearnhowtousethem.,Inthe_,studentsfocuson_.Theyreadorlistentopassagesin_.Thentheyrespond_or_otherstudents.Theylearnvocabularybyreadingalotand_._,therearenoexercisesingrammar,vocabulary,orspelling.Theteacherdoesnot_,Withthe,studentsstudy.(readingorlisteningpassagesoncontentsuchas_,_,or_.)Thismaterialisinthetargetlanguage.Studentslearnthevocabularyandgrammar.Theylearnnewwordsbyseeingtheminreadings,andusingthemindiscussion.Theyalsolearn.Thesearetohelpstudentswithnewwords,_,reading,writing,andsoon.Studentsspendalotoftime_and_.,ListeningandlanguagelearningWords,phrasesandsentences.,Thegrammar-translationmethodisawaytolearnanewlanguageby.Studentshaveareadingpassageinthe_.Theyuseandagrammarbook.Withthismethod,theyreadandallnewwordsinthedictionary.Theycheckthegrammarbookforr