21世纪大学新英语3 Unit1.ppt

1、Unit 1 Teaching and Learning,Proverbs and Quotations,Its not what is poured into a student that counts, but what is planted. Am. Linda Conway 重要的不是往学生的头脑里输入了什么，而是培养了什么。 美 琳达康威 Tell me and Ill forget. Show me, and I may not remember. Involve me, and Ill understand. (Native American Saying) 告诉我，我会忘记。演

2、示给我看，我也不一定能记住。让我参与，我才能理解。 (美国谚语),Outline,Teaching Objectives,Part 1 Lead-in,Part 2 Reading FocusText A,Part 3 Integrated Exercises,Part 4 Reading FocusText B,Part 5 Intranet Assignments,Teaching Objectives,The task of an excellent teacher is to stimulate apparently ordinary people to exert unusual e

3、fforts. The tough problem is not in identifying winners: it is in making winners out of ordinary people. The two texts in this unit center on teaching and learning. Text A tells the story of how a teacher of creative writing kindles the students interest in writing. Text B touches upon the age-old q

4、uestion of whether it should be recommended to know more about less or less about more.,By learning this unit, students will be able to grasp the main idea and structure of the texts, master the key language points, new words, grammatical structures and translation skills. And students will also be

5、able to improve their oral communication skills and reading competence through performing the relevant tasks. Writing Focus in this unit deals with note writing. With the aid of the instructions and practices in this part, students will be able to produce correct writing about notes.,Look at the pic

6、ture and discuss with your partner the following questions.,Lead-in,What do you think will be the topic of this unit? Describe and comment on the cartoon.,Lead-in,B. Listening Practice Listen to the short passage about teaching style. Pre-listening Task,List teaching styles as many as possible, acco

7、rding to your experience in high schools and colleges.,Lead-in,B. Listening Practice Post-listening task Answer the following questions.,1. Why should a good teacher develop a variety of teaching styles? 2. Why do teachers need to help students to link what they are learning to daily living experien

8、ces?,Because students have different learning styles, and different subjects require different teaching styles.,_ _,Because they will keep students engaged and motivated in the learning process.,_ _,3. Do teachers have to stick to one particular teaching method in a single class period? 4. What effe

9、ct will you get if you vary the style used? 5. Whats the conclusion of this talk?,No, teachers can resort to different teaching methods depending on the activity.,_ _,You are more likely to effectively teach students according to the style that works best for them.,_ _,A portfolio of teaching styles

10、 is recommended.,_,【Script】,What is a good teaching style? Because we all have different learning styles, it should be fairly evident that a variety of teaching styles is needed. Also, different subjects clearly require more or less direction from the teacher, and some subjects more easily lend them

11、selves to student centered activities than do others. Therefore, a good teacher should know which styles they work best with, but should work at developing a variety of styles. Helping students to link what they are learning to daily living experiences keeps them engaged and motivated in the learnin

12、g process. The effective teacher is constantly making decisions about how to present information to achieve this, as well as monitoring and adjusting presentations to accommodate individual differences and enhance the learning of all students.,【Script】,Even in a single class period, a teacher can de

13、sign different phases of the class to correspond to different teaching methods where the teacher takes on more or less involved roles depending on the activity. According to Felder and Solomon, who developed an index for learning styles, “when planning and developing instructional material, strive f

14、or a balance of teaching styles to match the various learning styles.” If you vary the styles used, you are more likely to effectively teach students according to the style that works best for them. When you are using a style that does not exactly match some students particular learning preference,

15、it will still help them learn how to adapt to a reality they will have to face in life (not everyone will adapt to their needs), and the variety will ensure that at some point you are using the best style for everyone. “It is recognized that it is difficult to match with every learning style and the

16、refore, a portfolio of teaching styles is recommended.”,Reading Focus-Text A,First Reading Read the text and then answer the questions in the left margin.,Note 1Frank McCourt: Born on Aug. 19, 1930 in Brooklyn, New York, to Irish immigrant parents. Upon graduation from New York University, he went t

17、o work for the New York City Public School System, where he taught for 27 years. After years of teaching creative writing to young people, McCourt determined to write his own life story Angelas Ashes, which was an instant bestseller.,Excuses Frank McCourt1,Chinese学生们伪造假条。我却把它们变为一个课堂教学计划。,My students

18、 forged the notes. I turned them into a lesson plan.,I was in my third year of teaching creative writing at Ralph McKee Vocational School in Staten Island2, New York, when one of my students, 16-year-old Mikey, gave me a note from his mother. It explained his absence from class the day before:,Chine

19、se借口,1,Note 2Staten Island: A borough of New York City situated primarily on the island of the same name. It is separated from New Jersey by the Arthur Kill and the Kill Van Kull, and from the rest of New York by New York Bay. With a population of about 477,377, Staten Island is the least populated

20、of the five boroughs but is the third largest in area.,Chinese这是我在纽约州斯塔腾岛的拉尔夫麦金职业学校教授写作的第三年，一个16岁名叫米克的学生交给我一张他母亲写的条子。该条子解释了米克前一天缺课的原因：,2,“Dear Mr. McCourt, Mikeys grandmother who is eighty years of age fell down the stairs from too much coffee and I kept Mikey at home to take care of her and his bab

21、y sister so I could go to my job at the ferry terminal. Please excuse Mikey and hell do his best in the future. P.S. His grandmother is ok.”,Language Point fell down the stairs from too much coffee: “From” here is a preposition indicating “because of sth.” e.g. Her hair was still damp from her walk

22、in the rain. Shes been suffering badly from stress.,Chinese“亲爱的麦考特先生，米克八十高龄的祖母由于喝了过多的咖啡，从楼梯上摔了下来。我让米克留在家里照顾他的祖母和小妹妹，这样我就能脱开身去轮渡站点上班。请原谅米克的缺席，他以后一定会努力学习。又及：米克的祖母并无大恙。”,I had seen Mikey writing the note at his desk, using his left hand to disguise his handwriting. I said nothing. Most parental-excuse

23、notes I received back in those days were penned by my students.3 Theyd been forging excuse notes since they learned to write, and if I were to confront each forger Id be busy 24 hours a day.,3,Note 3Most parental-excuse notes I received back in those days were penned by my students: Back in those da

24、ys, most of the excuse notes which were supposed to be written by parents were actually written by students themselves.,Language PointI had seen Mikey writing the note : Generally speaking, active verbs pertaining to the senses can be followed by a plain infinitive or a present participle. There is

25、some disagreement regarding the use of these two grammatical forms. Some say that if the reference is to the entire action, a plain infinitive is to be preferred. Otherwise, a present participle is to be preferred.,e.g. Before we realized it, we saw a deer run across the road just in front of our ca

26、r. Thankfully, he got to the other side safely, because we could not have avoided hitting him. Before we realized it, we saw a deer running across the road, right in front of us. We put on our brakes quickly and just missed hitting him by an inch, as he leapt quickly out of the path of the car. The

27、first sentence describes a completed action; the observer saw the entire action of the deers running across the road. The second sentence describes an incomplete action; the deer was in the middle of running across the road when we saw him. This sentence could be paraphrased to read: “ we saw a deer

28、 while he was running across the road.”,Chinese其实，我是看见米克扒在桌上写这张条子的，是用左手写的，以掩饰他的字体。我什么也没说。那时，我收到的大多数号称父母写的条子都是学生自己写的。他们从学会写字的时候就开始伪造请假条了。如果我要直面每一个伪造者，我将24小时不得歇了。,Because he knew only too well that most excuse notes were forged by students themselves, and if he were to confront each forger hed be busy

29、 all day long.,Why didnt the author scold Mikey when he caught him forging an excuse note?,I threw Mikeys note into a desk drawer along with dozens of other notes. While my classes took a test, I decided to read all the notes Id only glanced at before. I made two piles, one for the genuine ones writ

30、ten by mothers, the other for forgeries. The second was the larger pile, with writing that ranged from imaginative to lunatic.,4,Language Pointalong with: along with dozens of other notes “Along with” is used for mentioning additional people or things that are also included or involved in something.

31、 e.g. Henry was arrested along with eleven other men. Along with many other people, Im very worried about the situation.,Language Pointdozens of: lots of e.g. I must have mentioned him dozens of times in my letters. Nine people were killed and dozens were injured in street clashes.,Chinese我把米克的条子连同许

32、多其他学生的一道扔进桌子的抽屉里。在学生们测验时，我决定读一读所有这些原本我只瞥了一眼的请假条。 我把它们分成两堆，一堆是真正由学生母亲写的，另一堆是伪造的。伪造的更多，有一大堆，有些极富想象力，有些则愚不可及。,I was having an epiphany.4,5,Note 4I was having an epiphany: I was suddenly becoming aware of the fact that the students, though whining about how hard it was to write 200 words on any subject,

33、 were brilliant at forging excuse notes.,Chinese我顿时悟出了点什么。,Isnt it remarkable, I thought, how the students whined and said it was hard putting 200 words together on any subject? But when they forged excuse notes, they were brilliant. The notes I had could be turned into an anthology of Great America

34、n Excuses. They were samples of talent never mentioned in song, story or study.,6,Language Pointforge: means “to make an illegal copy of something in order to cheat people” e.g. to forge a passport/banknote/cheque Hes getting good at forging his mothers signature.,Chinese如若让他们就某一主题写200字的作文，他们会抱怨说太难。

35、可是，当伪造请假条时，他们个个都是写作高手。 这一现象不值得我们注意吗？我收到的这些请假条可以汇编成一本杰出的美式请假条选集。其所折射出的天赋在任何歌曲、故事或学习中从未体现。,He thought the notes could be turned into an anthology, and they were samples of talent never mentioned before.,After the author read the forged excuse notes hed only glanced at before, what did he think of them

36、?,How could I have ignored these gems of fiction and fantasy? Here was American high school writing at its best5 raw, real, urgent, brief, and lying. I read:,7,Note 5How could I have ignored these gems of fiction and fantasy? Here was American high school writing at its best : How could I have ignor

37、ed these fictions and fantasies which were excellently written? Here was American high school writing in its best state. Here, in this sentence, the writer compares the fictions and fantasies his students wrote to gems to show that he actually valued them very highly.,Language PointNote that the rhe

38、torical device employed in the sentence is metaphor. A metaphor is an analogy between two objects or ideas. For example: Her eyes were glistening jewels. Here the author compares the students forged excuse notes to gems of fiction and fantasy.,Chinese对于这些虚构的亦或想象的宝石，我怎能视而不见？它们是绝佳的美国高中生写作范例青涩的，真实的，急切的

39、，简明的，然而又是撒谎的。 我读过这样一些：,The stove caught fire and the wallpaper went up and the fire department kept us out of the house all night.,8,Chinese炉子着火了，墙纸烧了起来，消防队让我们彻夜滞留屋外。,Arnold was getting off the train and door closed on his school bag and the train took it away. He yelled to the conductor who said ve

40、ry vulgar things as the train drove away.,9,Chinese阿诺德下火车时，车门夹住了他的书包，火车把书包带走了。他朝乘务员大叫，乘务员以粗话回击，火车飞驰而过。,His sisters dog ate his homework and I hope it chokes him.,10,Chinese他妹妹的狗咬了他的作业本，我希望作业本把狗噎死。,We were evicted from our apartment and the mean sheriff said if my son kept yelling for his notebook he

41、d have us all arrested.,11,Language Point hed have us all arrested: Note that a passive voice is used in this sentence, i.e. we would all be arrested. e.g. She had her tickets booked (the tickets were booked). I had everything taken care of by the gardener. (Everything had been taken care of by the

42、gardener.),Chinese我们被驱逐出公寓，刻毒的治安官说如果我的儿子不停地嚷着要他的笔记本，他就把我们统统拘留起来。,The writers of these notes didnt realize that honest excuse notes were usually dull: “Peter was late because the alarm clock didnt go off.”,12,Language Pointthe alarm clock didnt go off: Note that here “go off” has quite a few definiti

43、ons. Here it means “to start making a noise as a signal or warning”. e.g. I was just lying in bed waiting for the alarm to go off.,Chinese这些请假条的作者们不知诚实的请假条大多枯燥无味：“彼得迟到，因为闹钟没响。”,One day I typed out a dozen excuse notes and distributed them to my senior classes. The students read them silently, intent

44、ly. “Mr. McCourt, who wrote these?” asked one boy.,13,Language PointThe students read them silently : “Silent” means “not speaking”. e.g. to remain/stay/keep silent They huddled together in silent groups.,As the curtain rose, the audience fell silent. “Silent” can also be used to indicate “where the

45、re is little or no sound” or “making little or no sound”. e.g. At last the traffic fell silent. The streets were silent and deserted. cf. “quite” means “making very little noise”. e.g. Could you keep the kids quiet while Im on the phone? He went very quiet (= did not say much) so I knew he was upset

46、. “Be quiet,” said the teacher. She crept downstairs (as) quiet as a mouse.,Chinese有一天，我把十几张请假条打印出来，分发给高年级学生。学生们默默而专注地读着。“麦考特先生，这些是谁写的？”一个男生问道。,“You did,” I said. “I omitted names to protect the guilty. Theyre supposed to be written by parents, but you and I know the real authors. Yes, Mikey?”,14,La

47、nguage Point to protect the guilty: Note that “the + adj.” is commonly used to refer to a particular type of people bearing a certain characteristic. e.g. The rich get richer and the poor get poorer. The injured were carried away on stretchers. The old are more likely to catch cold than the young.,C

48、hinese“是你们写的，”我说道，“为了保护当事人，我删除了他们的名字。这些请假条是以你们父母的口吻写的，但是谁是真正的作者，你们和我心知肚明。米克，是不是？”,“So what are we supposed to do?”,15,Chinese“那么，我们该做什么呢？”,“This is the first class to study the art of the excuse note the first class, ever, to practice writing them. Youre so lucky to have a teacher like me who has ta

49、ken your best writing and turned it into a subject worthy of study.”,16,Language Pointworthy of: means “deserving something”. e.g. He had shown himself to be worthy of their respect. be worthy of note/attention/consideration etc.: The committee is voting on one or two initiatives that are worthy of

50、attention. be worthy of support/admiration/praise etc.: Local councillors decided the plan was worthy of support.,Chinese“今天是学习写请假条技巧的第一课是有史以来练习写请假条的第一课。我把你们最好的习作变为一门值得学习的课程，你们有我这样的老师实属幸运。”,Everyone smiled as I went on, “You didnt settle for the old alarm clock story. You used your imaginations.6 On

51、e day you might be writing excuses for your own children when theyre late or absent or up to some devilment. So try it now. Imagine you have a 15-year-old child who needs an excuse for falling behind in English. Let it rip.7”,Note 6You didnt settle for the old alarm clock story. You used your imagin

52、ations: You were not satisfied with the stereotyped alarm clock story. You used your imaginations. Here, the old alarm clock story refers to the stereotyped story about the alarm clock that doesnt go off, and as a result, the student who sets the alarm clock is late for school.,17,Note 7Let it rip:

53、Here in the text the author was asking his students to bring their imagination into full play and produce an excuse note as quickly as they could.,Chinese大家都笑了，我接着说：“你们不愿老拿闹钟说事了。你们发挥了想象力。有一天当你们的孩子迟到、缺课或想恶作剧时，你们会为他们写请假条。那么，现在来试一试吧。试想，你有一个15岁的孩子，英语不及格，需要一个籍口。快写。”,The authors purpose was to get student

54、s interestingly involved in creative writing. The students were happily and actively producing various excuses.,What was the authors purpose in asking his students to write excuse notes for their future children? What was the students reaction?,The students produced different excuses, ranging from a

55、 16-wheeler crashing into a house to a severe case of food poisoning blamed on the school cafeteria. They said, “More, more. Can we do more?”,18,Language Pointrange from something to something: means “to include a variety of things”. e.g. products ranging from televisions to computer software,Chines

56、e学生们编造的籍口可谓天花乱坠，从16轮大车撞进房子到由学校餐厅造成的一起严重食物中毒。他们嚷着：“再多些，再多些。我们能再多写些吗？”,So I said, “Id like you to write ” And I finished, “ An Excuse Note from Adam to God or An Excuse Note from Eve to God. ” Heads went down. Pens raced across paper.,19,Language Pointrace: means “to move very quickly”. e.g. She felt

57、her heart begin to race madly. The economy seems to be racing towards another slump. She tried to control the thoughts that were racing through her mind.,Chinese于是，我说：“我想请你们写亚当给上帝的请假条或者夏娃给上帝的请假条。” 学生们低下头，笔在纸上飞驰。,Before long the bell rang. For the first time ever I saw students so immersed in their w

58、riting they had to be urged to go to lunch by their friends:,20,Chinese很快，下课铃响了。我平生第一次看到学生们如此沉浸于写作，以至于他们的朋友不得不催促他们去吃午饭。,“Yo, Lenny. Come on. Finish it later.”,21,Chinese“唷，楞尼，快点儿。等会儿再写吧。”,Next day everyone had excuse notes, not only from Adam and Eve8 but from God and Lucifer9. One girl defended the seduction of Adam on the grounds that Eve was tired of lying around Paradise doing nothing, day in and day out. She was also tired of God sticking his nose into their business.