全新版大学英语综合教程2U

全 新 版 大 学 英 语 综 合 教 程 2 Unit 1 Before Reading 1. English Song - Teach Your Children Introductory RemarksTeach Your ChildrenQuestions and AnswersCrosby, Stills and Nash2. About EducationA SurveyA Practical ExperimentEducation in the West3. Warm-up Questions Introductory Remarks “Ways of learning” is the topic of this unit. It is also the topic of the song you are about to listen to, called Teach Your Children sung by Crosby, Stills and Nash. II Teach Your ChildrenListen to the song and fill in the blanks with what you hear. You, who are , Must that you can live by. And so, become yourself,Because - is just a goodbye.Teach your children well,Their fathers hell did slowly go by.And feed them , The one they picks, the one youll know by.Dont you ever ask them why, if they told you, you will cry,So just look at them and sigh and know they love you.on the road_have a code_the past_on your dreams_ II Teach Your ChildrenListen to the song and fill in the blanks with what you hear. And you, of tender years,Cant that your elders grew by. And so please help them with your youth,They before they can die. Teach your parents well,Their childrens hell will slowly go by.And feed them , The one they picks, the one youll know by.Dont you ever ask them why, if they told you, you will cry,So just look at them and sigh and know they love you.know the fears_seek the truth_on your dreams_ Questions and Answers 1. What is a code that you can live by?A set of rules to guide you on the road of life. 2. Is the song only about how parents should teach their children?No. The first part of the song is about how parents can teach their children through sharing with them their dreams. And in the second part, we are told that children also have something to teach their parents - help them with your youth. 3. Do you know anything about the singers? Crosby, Stills and Nash The musical partnership of David Crosby (b. Aug. 14, 1941), Stephen Stills (b. Jan. 3, 1945), and Graham Nash (b. Feb. 2, 1942), was not only one of the most successful touring and recording acts of the late 1960s, 1970s, and early 1980s - with the colorful, contrasting nature of the members characters and their connection to the political and cultural upheavals (动 荡 ， 剧 变 ) of the time - it was the only American-based band to approach the overall societal (社 会的 ) impact of the Beatles. The resulting trio (三 人 组 ) was characterized by a unique vocal blend and a musical approach that ranged from folk to pop to hard rock. CSNs (initials of Crosby, Stills and Nash) debut album (首 张 唱 片 ), released in 1969, was perfectly in tune (合 拍 ) with the times, and the group was an instant hit. II Song-list : Teach Your ChildrenSouthernman OhioWoodstock Song-list : Teach Your ChildrenSouthernman OhioWoodstock II Song-list : Teach Your ChildrenSouthernman OhioWoodstock II Song-list : Teach Your ChildrenSouthernman OhioWoodstock II Song-list : Teach Your ChildrenSouthernman OhioWoodstock II A Survey Play is the best way to learn.Children develop life skills best through formal programs.Children are naturally curious, inspired, motivated learners, but enjoyment of learning can get lost in the pressure to “succeed” in formal education.Parents are the most important instructors to the children, so they should give as much guidance as possible.1.2.3.4.Do you agree with the following statements? Angela is given a hula hoop with instructions on how to use it.Jonathan is given a hula hoop but no instructions.What kind of outcomes do you expect? A Practical Experiment Two children are given hula hoops, a toy they are unfamiliar with. Angela learns to keep the hula hoop in motion by moving her body in certain ways.Jonathan explores the hoop and discovers its big enough to step through. He then balances the hoop between two objects and practices kicking a ball through the hoop.How do you comment on these two outcomes? A Practical Experiment Two children are given hula hoops, a toy they are unfamiliar with. Both outcomes are good. Angela learns a useful play skill.Jonathan uses his hoop in a different, but equally playful way.Which one do you think is better in developing the childrens creativity? A Practical Experiment Two children are given hula hoops, a toy they are unfamiliar with. Angela, because she followed the directions given, will have a skill she can use anytime she wants to move her body in that specific way. The outcome is limited to having followed directions and mastered a particular skill.Jonathan, on the other hand, had the experience of exploring and discovering an item he was unfamiliar with. He used what he learned about this circular-shaped object to solve a problem of his own and incorporated (结 合 ) the hula hoop as an innovative solution to help him do something that he wanted to do - kick a ball through a target. Jonathan learned he could use his own observation and exploration to learn about new objects.What conclusion can you draw from this experiment? A Practical Experiment Two children are given hula hoops, a toy they are unfamiliar with. Education in the West Much of the current debate over education surrounds the extent to which learning should be teacher-based or student-based. Which of the two should decide what should be learned, how it should be learned, and when it should be learned? Comparing Western and Asian methods of learning it is generally true that Western methods are more student-centered, expecting students to discover things for themselves rather than relying on their teachers to tell them. An extreme version of the student-centered approach can be seen at Summerhill, a school in England established by the educationalist A. S. Neill. There children have complete freedom to decide what they are going to learn and which II Education in the West lessons they will attend. If they wish they need not attend any at all. Mainstream education in England is far more strict, demanding that children attend lessons and follow a national curriculum. This curriculum and the importance of achieving good exam results tend to reinforce a more teacher-centered approach, as both teachers and students find the pressure of time leaves less opportunity for an exploratory approach to learning. Warm-up Questions If you find a two-year-old boy is trying to put a keyinto a box, will you help him immediately? Can you recall how your parents taught you in your childhood? Did they like to teach you by holding your hand?Which way did you prefer when you were in trouble with one of your toys in your childhood, turning to your parents for help, or exploring by yourselves?1.2.3. Global Reading1. Scanning2. Part Division of the TextFor Part 1 Questions and AnswersFor Part 2 Questions and AnswersFor Part 3 Multiple Choice3. Further Understanding ScanningScan Text A and decide whether the following statements are true or false. 1. Benjamin was worried that he couldnt put the key into the box. 2. In the Chinese staffs opinion, the parents should guide Benjamin to insert the key. 3. The author and his wife didnt care whether Benjamin succeeded in inserting the key into the slot. Benjamin was not bothered at all. ( ) ( )T ( )F T 4. For the Westerners, learning should take place by continual careful shaping and molding. 5. Chinese teachers hold the opinion that skills should be acquired as early as possible, while American educators think that creativity should be acquired early. a The Chinese think that learning should take place by continual careful shaping and molding.a ( ) F( ) T Part Division of the TextParts Lines Main Ideas 1 2 3 132339798102 An anecdote: the Chinese staff helped Benjamin to place the key. The authors thoughts about different approaches to learning in China and the West. In the form of a question, the author gives a suggestion of a more rational approach to fostering creativity and basic skills. Questions and Answers 1. How does the author introduce the topic in Text A? In this text, the author introduces the topic by the key-slot anecdote (轶 事 ). 1. Stating the topic directly.2. Posing a question.3. Quoting a famous saying.4. Relating an anecdote or an incident. There are several ways to introduce a theme. 2. Sum up the between the attitude of the couple and that of the hotel staff toward Benjamins efforts in inserting the key into the slot. Contrast and comparison: A contrast brings out the differences between two or more things of the same kind, while a comparison the similarities between them. 1) The couple: let him explore and enjoy himself.2) The hotel staff: held his hand and taught him how to insert the key correctly. contrast Questions and Answers 1. Read the first sentence of both Para 6 and Para 7, and decide what is used here. method of comparison and contrastOne-side-at-a-time method. Comparison and contrast can be organized in two major ways:1. One-side-at-a-time method: examine one subject thoroughly and then start the other. 2. Point-by-point method: examine two subjects at the same time, discussing them point by point. 2. Sum up the contrast between Chinese and Western ways to learn to fulfill a task. 3. Read from Para 11 to Para 13. Which method of comparison and contrast is used here? The Chinese: show a child how to do something, or teach by holding his hand.The Westerners: teach a child to rely on himself for solutions to problems. Point-by-point method. 4. The following are two types of attitudes toward creativity and basic skills. Which one belongs to the Chinese and which one belongs to the Westerners?A) Giving priority to developing skills at an early age, believing that creativity can be promoted over time. B) Putting more emphasis on fostering creativity in young children, thinking that skills can be picked up later. The Westerners.The Chinese. Multiple Choice There are many ways to conclude an essay. How does the author end this text? ( ) A) Restating the main points previously mentioned.B) Proposing a solution.C) Quoting from some book or person.D) Predicting future developments.E) Making a suggestion in the form of a question. Multiple Choice A There are many ways to conclude an essay. How does the author end this text? ( ) A) Restating the main points previously mentioned.B) Proposing a solution.C) Quoting from some book or person.D) Predicting future developments.E) Making a suggestion in the form of a question. Multiple Choice B There are many ways to conclude an essay. How does the author end this text? ( ) A) Restating the main points previously mentioned.B) Proposing a solution.C) Quoting from some book or person.D) Predicting future developments.E) Making a suggestion in the form of a question. Multiple Choice C There are many ways to conclude an essay. How does the author end this text? ( ) A) Restating the main points previously mentioned.B) Proposing a solution.C) Quoting from some book or person.D) Predicting future developments.E) Making a suggestion in the form of a question. Multiple Choice D There are many ways to conclude an essay. How does the author end this text? ( ) A) Restating the main points previously mentioned.B) Proposing a solution.C) Quoting from some book or person.D) Predicting future developments.E) Making a suggestion in the form of a question. Multiple Choice E There are many ways to conclude an essay. How does the author end this text? ( ) A) Restating the main points previously mentioned.B) Proposing a solution.C) Quoting from some book or person.D) Predicting future developments.E) Making a suggestion in the form of a question. LEARNING, CHINESE-STYLE For a month in the spring of 1987, my wife Ellen and I lived in the bustling eastern Chinese city of Nanjing with our 18-month-old son Benjamin while studying arts education in Chinese kindergartens and elementary schools. But one of the most telling lessons Ellen and I got in the difference between Chinese and American ideas of education came not in the classroom but in the lobby of the Jinling Hotel where we stayed in Nanjing. The key to our room was attached to a large plastic block with the room number on it. When leaving the hotel, a guest was encouraged to turn in the key, either by handing it to an attendant or by dropping it through a slot into a box. Because the key slot was narrow, the key had to be positioned carefully to fit into it. Benjamin loved to carry the key around, shaking it vigorously. He also liked to try to place it into the slot. Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail. Benjamin was not botheredin the least. He probably got as much pleasure out of the sounds the key made as he did those few times when the key actually found its way into the slot. Now both Ellen and I were perfectly happy to allow Benjamin to bang the key near the key slot. His exploratory behavior seemed harmless enough. But I soon observed an interesting phenomenon. Any Chinese staff member nearby would come over to watch Benjamin and, noting his lack of initial success, attempt to assist. He or she would hold onto Benjamins hand and, gently but firmly, guide itdirectly toward the slot, reposition it as necessary, and help him to insert it. The “teacher” would then smile somewhat expectantly at Ellen or me, as if awaiting a thank you - and on occasion would frown slightly, as if considering us to be neglecting our parental duties. I soon realized that this incident was directly relevant to our assigned tasks in China: to investigate the ways of early childhood education (especially in the arts), and to throw light on Chinese attitudes toward creativity. And so before long I began to introduce the key-slot anecdote into my discussions with Chinese educators. TWO DIFFERENT WAYS TO LEARN With a few exceptions my Chinese colleagues displayed the same attitude as the staff at the Jinling Hotel. Since adults know how to place the key in the key slot, which is the ultimate purpose of approaching the slot, and since the child is neither old enough nor clever enough to realize the desired action on his own, what possible gain is achieved by having him struggle? He may well get frustrated and angry - certainly not a desirable outcome. Why not show him what to do? He will be happy, he will learn how to accomplish the task sooner, and then he can proceed to more complex activities, like opening the door or asking for the key - both of which accomplishments can (and should) in due course be modeled for him as well. We listened to such explanations sympathetically and explained that, first of all, we did not much care whether Benjamin succeeded in inserting the key into the slot. He was having a good time and was exploring, two activities that did matter to us. But the critical point was that, in the process, we were trying to teach Benjamin that one can solve a problem effectively by oneself. Such self-reliance is a principal value of child rearing in middle-class America. So long as the child is shown exactly how to do something - whether it be placing a key in a key slot, drawing a hen or making up for a misdeed - he is less likely to figure outhimself how to accomplish such a task. And, more generally, he is less likely to view life - as Americans do - as a series of situations in which one has to learn to think for oneself, to solve problems on ones own and even to discover new problems for which creative solutions are wanted. TEACHING BY HOLDING HIS HAND In retrospect, it became clear to me that this incident was indeed key - and key in more than one sense. It pointed to important differences in the educational and artistic practices in our two countries. When our well-intentioned Chinese observers came to Benjamins rescue, they did not simply push his hand down clumsily or uncertainly, as I might have done. Instead, they guided him with extreme facility and gentleness in precisely the desired direction. I came to realize that these Chinese were not just molding and shaping Benjamins performance in any old manner: In the best Chinese tradition, they were ba zhe shou jiao “teaching by holding his hand” - so much so that he would happily come back for more. The idea that learning should take place by continual careful shaping and molding applies equally to the arts. Watching children at work in a classroom setting, we were astonished by their facility. Children as young as 5 or 6 werepainting flowers, fish and animals with the skill and confidence of an adult; calligraphers 9 and 10 years old were producing works that could have been displayed in a museum. In a visit to the homes of two of the young artists, we learned from their parents that they worked on perfecting their craft for several hours a day. CREATIVITY FIRST? In terms of attitudes to creativity there seems to be a reversal of priorities: young Westerners making their boldest departures first and then gradually mastering the tradition; and young Chinese being almost inseparable from the tradition, but, over time, possibly evolving to a point equally original. One way of summarizing the American position is to state that we value originality and independence more than the Chinese do. The contrast between our two cultures can also be seen in terms of the fears we both harbor. Chinese teachers are fearful that if skills are not acquired early, they may never be acquired; there is, on the other hand, no comparable hurry to promote creativity. American educators fear that unless creativity has been acquired early, it may never emerge; on the other hand, skills can be picked up later. However, I do not want to overstate my case. There is enormous creativity to be found in Chinese scientific, technological and artistic innovations past and present. And there is a danger of exaggerating creative breakthroughs in the West. When any innovation is examined closely, its reliance on previous achievements is all too apparent (the “Standing on the shoulders of giants” phenomenon). But assuming that the contrast I have developed is valid, and that the fostering of skills and creativity are both worthwhile goals, the important question becomes this: Can we gather, from the Chinese and American extremes, a superior way to approach education, perhaps striking a better balance between the poles of creativity and basic skills? The key to our room was attached to a large plastic block with the room number on it. When leaving the hotel, a guest was encouraged to turn in the key, either by handing it to an attendant or by dropping it through a slot into a box. Because the key slot was narrow, the key had to be positioned carefully to fit into it. Benjamin loved to carry the key around, shaking it vigorously. He also liked to try to place it into the slot. Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail. Benjamin was not botheredin the least. He probably got as much pleasure out of the sounds the key made as he did those few times when the key actually found its way into the slot.Paraphrase the sentence.Because he was so young and didnt quite know that he should position the key carefully to fit into the narrow key slot, he would usually fail. The key to our room was attached to a large plastic block with the room number on it. When leaving the hotel, a guest was encouraged to turn in the key, either by handing it to an attendant or by dropping it through a slot into a box. Because the key slot was narrow, the key had to be positioned carefully to fit into it. Benjamin loved to carry the key around, shaking it vigorously. He also liked to try to place it into the slot. Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail. Benjamin was not botheredin the least. He probably got as much pleasure out of the sounds the key made as he did those few times when the key actually found its way into the slot.1. Paraphrase the sentence.2.Translate