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Module 10 Unit 4
Learning efficiently
I. Teaching contents(教学内容)
To learn unit 4 and talk about how to learn efficiently.
II. Teaching goals(教学目标)
1. Language points and skills（语言知识与技能）
1) Words and expressions(词汇)
efficient, frequent, adopt, assess, preview, consult, acute, shabby, currency, resemble, tend, apply
to sth., play sports, become a good musician, of course, play a part in…, improve one’s
performance, be up to…to…, get frustrated, at the right level, the percentage of…, on the
Internet, practice reading, as well as…,
become a champion high jumper, be all wrong, for a
long time, become good at…, the same with…, know sth. about…, recall one’s knowledge
about…, ask sb. to do., glance at…, such as…, tell sb. look up the unknown words, cut it in half,
scoop out…, achieve one’s purpose, sort of…, plenty of…,
develop reading skills, take a quiz,
hear a book on a cassette, in the background, on my memory, see pictures in my mind, like
reading stories, talk on the phone,
2) Patterns（功能）
For example, suppose in biology you were studying how plants reproduce, then you could find an
English text about this on the Internet.
The texts you choose to practice with should not be too difficult or you will soon get frustrated
and bored.
However, you can guess from the context that a tamarillo is some sort of fruit and its pulp is
something nice to eat.
All it requires is plenty of practice using the right techniques.
3) Grammar（语法）
Revise the Subjunctive Mood.
2. Study strategies(学习策略)
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1）pair work & group work
2）inquiry and cooperative learning
3. Emotion（情感态度价值观）
本单元的话题是“学习效率”，学生将了解到：在单位时间内完成任务的量的多少，就
是效率。 对于学生来说，效率是指比自己以前，或比别人学得更快、效果更好。任何学生，
任何班级都有改善效率的潜力。
III. Analysis of the textbook( 教材分析和重组)
Period 1
将预习整个单元和词汇整合到一起上一节语言知识课。
Period 2
将 Learning about language 和 Workbook 中 的
USING WORDS AND
EXPRESSIONS 整合在一起上一节语言技能课
Period 3 将 Warming Up、 Pre-reading、Reading 整合在一起上一节听说阅读课。
Period 4 Reading 和 comprehending 整合成阅读练习课。
Period 5 将 Using language 设计为一节包括听说读写单项技能或组合技能训练的综合技能
课。
IV. Main points(教学重点)
1. Words and expressions
2. Reading comprehension
3. Grammar
V. Difficult points (教学难点) and breakthroughs(突破)
1. How to improve the Ss’ reading ability.
2. How to make the Ss use their language skills freely.
We can reach the goal by giving the Ss proper directing questions and enough practice.
VI. Teaching methods(教学方法)
Task-based teaching method & cooperative learning.
VII. Teaching aids(教具)
Multimedia facilities & tape-recorder.
Period
One
New words and expressions
I. Scene creation (情境创设)
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Hello, everyone! How are you getting along with your studies of English? Do you have any
effective habits for effective study? In this unit we will learn how to learn efficientlyt.
II. Teaching procedures(教学过程)
Step 1 Previewing the whole unit
Make the Ss know what to learn in this unit.
Step 2 Reading aloud
Read the new words in this unit with the Ss.
Step 3 Listening
Listen to the tape of the words of this unit.
Step 4 Explanation
Explain the usage of some important words and expressions.
1. digest
v. 消化
1. It took me some time to digest what I had heard. 我花了一些时间才把听到的东西弄明白。
2. This rich food doesn't digest easily.
这种油腻的食物不易消化。
3. Fish is easy to digest when you're ill. 生病时吃鱼容易消化。
4. It takes hours for a meal to digest.
一顿饭要几小时才能消化掉。
5. Have you digested the report yet? 这个报告你吃透了吗?
2. adopt
v. 采用,收养,接受
1. As they had no children of their own, they adopted an orphan.
他们没有亲生儿女，就收养了一个孤儿。
2. She has been adopted as Labour candidate for York. 她被提名为约克郡的工党候选人。
3. He is their adopted son. 他是他们的养子。
4. Having no children of their own they decided to adopt an orphan.
他们因没有亲生儿女, 所以决定领养一个孤儿。
5. Paul's mother had him adopted because she couldn't look after him herself.
保罗的母亲因为自己无力抚养他, 便将他送给别人收养了。
6. Congress has adopted the new measures. 国会通过了新的议案。
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7. Most countries adopt metric system.
大多数国家采用米制。
我们应该接受用户的建议。
8. We should adopt the consumers' suggestion.
3. preview
n. 事先查看,查阅
v. 事先查看,查阅
1. I showed the sales director a preview of the proposal to whet his appetite for the main
advertising campaign.
我给销售经理预先看所提的建议，以增加他对广告宣传运动的兴
趣。
2. After a sneak preview of the film they decided to shelve it.
该影片在试映后，他们决定把它搁置起来。
4. in detail
详细地
1. He told us the accident in detail.
他详细地把事故讲给我们听。
2. Please explain the arbitration clause in detail, will you?
请您把仲裁条款详细地解释一下好吗？
3. He describe the robbery in detail to us.
他向我们详细地描述了抢劫事件。
4. The most brilliant person may be mired in detail and confusion.
即使是最聪明的人也会陷入琐事与混乱之中。
4. We'll discuss the problem later in detail. 我们以后再详尽地讨论这一问题。
5. frequent
adj. happening or doing sth often: He is a frequent visitor to this country. Her calls became less
frequent. There is a frequent bus service into the centre of town. How frequent is this word (=
how often does it occur in the language)?
verb [vn] (formal) to visit a particular place often: We met in a local bar much frequented by
students. less frequented roads
6. shabby
adj. (shabbier, shabbiest)
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1. (of buildings, clothes, objects, etc.) in poor condition because they have been used a lot;
scruffy: The outside of the house was beginning to look shabby. She wore shabby old jeans and
a T-shirt. 2. (of a person) badly dressed in clothes that have been worn a lot; scruffy: The old man
was shabby and unkempt. 3. (of behaviour) unfair or unreasonable; shoddy: She tried to make up
for her shabby treatment of him. a shabby affair It was a shabby way to treat visitors.
7. shabbily adv.: shabbily dressed I think you were very shabbily treated.
8. acute
adj.
1. very serious or severe: There is an acute shortage of water. acute pain the world’s acute
environmental problems
Competition for jobs is acute.
The scandal was an acute
embarrassment for the President. 2. an acute illness is one that has quickly become severe and
dangerous: acute appendicitis 3. (of the senses) very sensitive and well developed: Dogs have
an acute sense of smell. 4. intelligent and quick to notice and understand things: He is an acute
observer of the social scene. Her judgement is acute.
9. currency
noun (pl. -ies)
1. [C, U] the system of money that a country uses: trading in foreign currencies a single
European currency You’ll need some cash in local currency but you can also use your credit card.
hard currency. 2. [U] the fact that sth is used or accepted by a lot of people: The term
‘post-industrial’ now has wide currency. The qualification has gained currency all over the
world.
10. acquisition
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noun
1. [U] the act of getting sth, especially knowledge, a skill, etc.: theories of child language
acquisition 2. [C] something that sb buys to add to what they already own, usually sth valuable:
His latest acquisition is a racehorse. The money will be spent on acquisitions for the university
library. 3. [C, U] (business) a company, piece of land, etc. bought by sb, especially another
company; the act of buying it: They have made acquisitions in several EU countries.
the
acquisition of shares by employees The group has announced its first overseas acquisition: a
successful software company.
Step 5
Consolidation（巩固）
Read the words again.
Step 6
Summary（小结）
Step 7
Homework（作业）
Learn the words by heart and finish the related exercises.
III． Design on the blackboard（板书设计）
Unit 4
Learning efficiently
language points and example sentences.
1.
2.
3.
4.
5…….
IV．Self-assessment(自我评价)
V. Feedback (教学反馈)
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Period Two
Words and practice
I. Scene creation (情境创设)
Make Ss say as much about Learning efficiently.
II. Procedures(教学过程)
Step 1 Revision
Revise what we have learned last period.
Step 2 New words & expressions
1. consult
v. 商讨,向...请教,查阅
1. I have consulted a number of law books in the British Museums.
我查阅了大英博物馆里许多法律书籍。
2. I consulted with a friend on a matter. 我和朋友商量一件事。
3. If you wish good advice, consult an old man. 若要主意好，老人须请教。
4. Please consult the relevant entry to find the correct word for the item concerned.
查阅与物品搭配用的确切量词，请参考有关词条。
5. I will have to consult my principals before I can give you an answer on that.
我必须同我的委托人磋商后才能就这个问题给你答复。
6. I want to consult with my pillow before I take a decision.
在我做出决定前，我要好好考虑一下。
7. He paused to consult his notes, and then proceeded with his questions.
他停下来看了看笔记，然后继续提问。
8. You had better consult a doctor soon.
你最好快点去看医生。
2. resemble
v. 相似,类似,像
1. The situation closely resembles that of Europe in 1940. 这种形势与 1940 年的欧洲十分相似。
2. She resembles her sister in appearance but not in character.
她和她姐姐外貌相似，但性格不同。
3. Any one of various other instruments, such as the electronic organ, that resemble a pipe organ
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either in mechanism or sound.
电子风琴任何一种在机械装置或声音上类似管风琴的其它各类乐器，例如电子风琴。
4. The cap of a jester, decorated to resemble the comb of a rooster.
小丑的帽子小丑的帽子，装饰得像公鸡的肉冠。
3. tend
v. 有某种的倾向,易于,移向
1. I tend to go to bed earlier during the winter. 我在冬天常睡得较早。
2. Recent laws have tended to restrict the freedom of the press.
新法例有限制新闻自由的趋势。
3. It tends to rain here a lot in summer. 这里夏天较为多雨。
4. Women tend to live longer than men. 女人多比男人长寿。
5. The track tends upwards. 这痕迹是朝着上方的。
6. Weeds tend to displace other plants.
杂草越来越多，有取代其他植物之势。
7. Does he tend to lose? 他常常输吗?
8. He's a good salesman, but his offhand manner does tend to put people off.
他是个很好的推销员，可是他那随便的态度容易使人产生反感。
4. messy
adj. (messier, messiest)
1. dirty and/or untidy: The house was always messy. The children got really messy playing in the
woods. 2. making sb/sth dirty and/or untidy: It was a messy job. 3. (of a situation) unpleasant,
confused or difficult to deal with: The divorce was painful and messy.
5. tiresome
adj. making you feel annoyed annoying: Buying a house can be a very tiresome business. The
children were being very tiresome. I developed a tiresome cough that kept me awake all night.
6. vague
adj. (vaguer, vaguest)
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1. not clear in a person’s mind: to have a vague impression / memory / recollection of sth They
had only a vague idea where the place was. 2. ~ (about sth) not having or giving enough
information or details about sth: She’s a little vague about her plans for next year.
The
politicians made vague promises about tax cuts. He was accused of being deliberately vague.
We had only a vague description of the attacker. He outlined the policy in vague terms. 3. (of a
person’s behaviour) suggesting a lack of clear thought or attention; absent-minded: His vague
manner concealed a brilliant mind. 4. not having a clear shape; indistinct: In the darkness they
could see the vague outline of a church.
7.. concrete
adj.
1. made of concrete: a concrete floor 2. based on facts, not on ideas or guesses: concrete
evidence / proposals / proof ‘It’s only a suspicion,’ she said, ‘nothing concrete.’ It is easier to
think in concrete terms rather than in the abstract.
noun [U] building material that is made by mixing together cement, sand, small stones and water:
a slab of concrete The pathway is formed from large pebbles set in concrete.
verb [vn] ~ sth (over) to cover sth with concrete: The garden had been concreted over.
Step3
1)
Consolidation & Practice
Read the words again and finish the related Exx in this unit.
2) A selected English passage for recitation 英文精选背诵
Learn to learn
Learning is a very personal matter. There isn't one study/learning skill or strategy that works for
every person in every situation. Therefore, learning to learn strategies are about learning what
you know, learning what you don't know, and learning what to do about it. Your repertoire of
study/learning strategies will:
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＊ enable you to take more responsibility for your own learning
＊ allow you to spend your time effectively and stay on task
＊ help you select the best approach(s) for each assignment or task
＊ provide you with the knowledge and skills needed to begin, follow through, and
complete assignments/tasks
＊ present you with access to a variety of content and reference materials
give you the confidence to know when and who to ask for help (125 words)
Step 4
Summary
Step 5
Homework
Learn the words by heart and finish the related exercises.
III． Design on the blackboard（板书设计）
Unit 3
Learning efficiently
language points and example sentences.
1.
2.
3.
4.
5.
……
IV．Self-assessment(自我评价)
V. Feedback (教学反馈)
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Period
Three
HOW TO BECOME A SUCCESSFUL READER (I)
I. Scene creation (情境创设)
Ask Ss if they know how to be a successful reader.
II. Teaching Procedures(教学过程)
Step 1 Revision
Revise the words and expressions in this unit.
Step 2 Warming up by learning about “Effective Habits for Effective Study ”
1. Try to develop and appreciate the following habits:
▲ Take responsibility for yourself
▲ Center yourself around your values and principles
▲ Put first things first
▲ Discover your key productivity periods and places
▲ Consider yourself in a win-win situation
▲ First understand others, then attempt to be understood
▲ Look for better solutions to problems
▲ Look to continually challenge yourself
2. A quiz.
1. Your routine for homework and study can be described as_____
A. Flexible B. Somewhat pre-planned but no fixed pattern. C. Fairly regular and fixed in
structure.
2. In what ways do you optimize your study environment, _____
A. Your study environment varies day by day.
B. You know the best study environment for yourself.
C. You are careful about your study environment. You have tried things like background music
and different types of lighting.
3. When you have not fully understood something in class do you_____
A. Make it a priority to gain complete understanding ASAP.
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B. For reasons of efficiency, let these issues cumulate and deal with them at a later date.
C. Catch it up when going over the work prior to exams.
4. When you have fully understood something do you_____
A. Move on to the next challenge and revise it at a later date.
B. File it away and revise it next week.
C. Both summarize the information and revise it within a day.
5. When you study do you_____
A. Do quite a lot of writing, and re-read the text book a few times.
B. Only go over summarized or highlighted notes and do problem exercises.
C. Allow the information to fade somewhat, and then "re-learn" by re-reading the information.
6. How careful are you to optimize the learning that takes place in the classroom?
A. Do you strive to gain an uninterrupted and clear view of what the teacher does and says?
B. The classroom is just where you find out what to learn, and most of the learning takes place
elsewhere.
C. Do you not worry too much as the learning environment elsewhere is much better than the
classroom?
7. What is the source of information for your course?
A. Teacher hand outs, class notes and/or school owned text books only.
B. Includes various sources which are combined to provide a varied learning resource.
C. Includes a write-on problems exercise book, and only a limited number of other sources.
8. Three weeks out from exams - what is the state of your preparedness?
A. Not well prepared, but three weeks is adequate to go over everything.
B. Most information is in summarized or highlighted form, and now it is close to exams I can go
over everything.
C. All information is in summarized or highlighted form and has been revised a few times
already.
Step 3 Pre-reading by learning to read
Consider these five types of reading, and write an occasion when you have used them:
1. Scanning
This is looking over a text quickly to get a specific piece of information.
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On a piece of paper, complete this "I have used scanning to read..."
2. Skimming
Looking over the text quickly to get a general idea of the content. Your eyes move quite fast,
taking in titles of chapters, their beginnings and ends, and the first sentences of paragraphs. "I
have skim read when...".
3. Sub-vocalisation
This is reading very slowly and methodically, either saying the words out loud or at least with a
‘voice’ in your head. It is painstaking but very slow. We tend to use it when trying out a recipe for
the first time, or carrying out instructions as to how to assemble something we’ve bought.
"I have used sub vocalisation when...".
4. Light Reading
This is reading fairly quickly without concentrating too hard or worrying about every single word.
We often use it when reading an enjoyable novel.
"I have used light reading when..."
5. Study Reading
Study reading involves thinking about what is being read so that it is understood and
can be recalled. It needs to be worked at, with time for reflection, thought, analysis,
criticism, comparison, notes made, points highlighted and emphasized, arguments
followed and evaluated, the whole summarized.
Step 4 Reading
1. On page 32 there is an article entitled "HOW TO BECOME A SUCCESSFUL READER "
You are going to read it aloud to the recording first.
2. Reading again to identify the type of writing and make a summary of HOW TO BECOME A
SUCCESSFUL READER.
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Type
A descriptive writing
Part 1
Part 2
Most people agree that the best way to
The same principle applies to competent readers.
improve your skills in any endeavour is to
Reading will also be more enjoyable if the
practise, practise and then practise some
subject interests you or you believe it is useful.
more.
↓
Part 3
If you wanted to become a champion high jumper but your jumping technique was all wrong,
even if you practised for a long time, you would probably never become really good at it. It is
the same with reading.
It is much easier to
While reading, a good
Think about the way
As your purpose for
understand a text if
reader thinks about
you
reading
you already know
the content and asks
types of text in your
was
something about the
questions or makes
own language.
questions, you can
subject or the
comments in his or
organization of the
her head.
read
different
sentences
to
answer
achieve
your
purpose even though
you probably don’t
text before you start.
know what some of
the words mean.
↓
Part 4
We can all improve our reading. All it requires is plenty of practice using the right techniques.
Step 5 Consolidation
Read the text again.
Step 6 Homework
Finish off the Exx in reading comprehension.
III. Design of the Bb:
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HOW TO BECOME A SUCCESSFUL READER(I)
I.
II.
III.
Warming up
Pre-reading
Reading
IV. Self-assessment(自我评价)
IV．Self-assessment(自我评价)
V. Feedback（课后反思）
Period
Four
HOW TO BECOME A SUCCESSFUL READER (II)
I. Scene creation (情境创设)
Make Ss talk about the tips of learning efficitently
II. Teaching Procedures(教学过程)
Step 1 Revision
Revise some words and expressions in this unit.
Step 2 Expressions and difficult sentences
1) Expressions:
in any endeavour, apply to sth., play sports, improve one’s performance, be up to…to…, get
frustrated, at the right level, the percentage of…, on the Internet, practice reading, be all wrong,
know sth. about…, recall one’s knowledge about…, glance at…, make comments, agree with…, be
swallowed, be chewed and digested, for some purposes, slow down, keep in mind sth., cut it in
half, scoop out…, achieve one’s purpose, sort of…, develop reading skills, help sb. with…,
2) Patterns:
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1．The texts you choose to practise with should not be too difficult or you will soon get
frustrated and bored. 你选择练习的文本不应该太困难否则你将会很快失望的和乏味的。
句中get frustrated and bored是特殊形态的被动语态动词。get,come,go之后接过去分词，表示
被动意义。get的这种用法局限于口语和非正式的书面语言，更强调动作的结果而非动作本
身，并常用来表示突发性的、出乎意料的偶然事件。而come和go常接含否定意义的过去分
词。例如： After working selflessly in here for several years,Mr Li got promoted at last.李先生
在此地无私地干了好几年，终于得到提升。 They got delayed because of the holiday traffic.
由于节日交通阻塞，他们被耽误了。The buttons on my coat came undone.我上衣的扣子松开
了。The woman's complaints went unnoticed.那位女士的投诉无人理睬。
2．However, you can guess from the context that a tamarillo is some sort of fruit and its pulp is
something nice to eat. 然而，你能从上下文猜测，tamarillo 是某种水果，而且它的果肉很
好吃。
HOW TO GUESS WORDS IN CONTEXT
Example sentence: The snake slithered through the grass. He was hunting.
You must discover what slithered means by using logic. Here are your choices, and the analysis: A)
stopped moving INCORRECT: the sentence above says THROUGH the grass. 'Through' means
there is some movement. B) slept in the grass INCORRECT: the sentence above says he is
hunting. Snakes don't sleep when they hunt. C) ate something INCORRECT: the sentence above
says he is hunting. Snakes don't eat when they are hunting. They eat AFTER they hunt. D) moved
or traveled
CORRECT ANSWER: the sentence above says THROUGH the grass. 'Through' means that there is
movement.
3．All it requires is plenty of practice using the right techniques. 需要的一切就是使用正确的
技术进行大量的练习。
it requires是定语从句，前面省略了that，也只能用that。定语从句在下列情形下只能用that，
而不能用which。1)序数词或最高级形容词修饰先行词时：a. The first English novel that I read
was the Tale of Two Cities by Charles Dickens. b. Tom is the most diligent students that I have
ever known. 2) 先行词是不定代词或被All, everything, nothing, anything, something等不定代
词修饰先行词时：a. Mr. Green had told us something that we should do in the summer vocation.
b. I heard all that she told to her mother.
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4．One way to know what techniques to use is to study the techniques that good readers use
and then adopt them in your own reading. 了解使用什么技巧，只要看看高效读者使用的技
巧然后应用于你自己的阅读即可。
不定式短语作to know what techniques to use在句中作定语修饰，不定式短语作to study the
techniques作表语。⑴动词不定式做主语： To mast a language is not an easy thing. 掌握一门
语言不是一件容易的事情。To teach English is my favorite. 教英语是我的爱好。 It's my
pleasure to help you. 很乐意帮助你。 动词不定式做主语时可以放在后面，而用 it 作形式
主语放在原主语的位置上。 It's very kind of you to have given us much help. 你给了我们那么
多的帮助真是太好了。 It's necessary to find the witness. 必要找到目击者。 ⑵ 动词不定式
作宾语：某些及物动词可以用动词不定式作宾语，这些动词有decide, begin, help, begin, want,
wish, like, forget, learn, ask. What I wish is to learn English well. 我所希望的是把英语学好。 I
like to help others if I can. 如果有可能的话，我喜欢帮助别人。 ⑶ 动词不定式作宾语补语 。
We expect you to be with us. 我们希望你和我们在一起。 Please ask him to come here quickly.
请叫他快过来。⑷ 动词不定式作表语 ： What I should do is to finish the task soon. 我应该
做的是赶快完成任务。 The most urgent thing is to find the boy immediately. 当务之急是马上
去找孩子。 ⑸ 动词不定式作定语： There are many ways to solve the problem. 有许多方法
能解决这个问题。I have something important to tell you. 我有重要的事情要告诉你。 ⑹ 不
定式作状语：We went to the hospital to see our teacher. 我们去医院看了我们的老师。She is
making a test to get a kind of useful medicine from a Tibet flower.
Step 3 Practice & consolidation (巩固练习)
Closing down by doing reading comprehension questions
1. The primary purpose of this passage is to_______.
A. compare playing sports with reading English
B. teach us how to make reading enjoyable
C. tell us how to practice reading using right techniques
D. present us ways to read different types of text in our native language
2. In what way is the second paragraph related to the first?
A. It provides examples to support the first paragraph.
B. It focus on the ideas of the first paragraph.
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C. It uses the linking device “the same …” and repeat the word” technique”.
D. It uses the information in the first paragraph.
3. The word “competent” in the second paragraph means________.
A. properly or sufficiently qualified; capable: a competent typist
B. adequate for the purpose: a competent performance
C. law Legally qualified or fit to perform an act
D. capable of competing against others
4. According to the author, to become a successful reader, you need __________.
A. to practice, practice and then practice more
B. to make your reading interesting and useful
C. to exercise good reading techniques
D. to have plenty of reading practice using the right techniques
(Keys: CCAD)
Step 4 Useful structures（语法）
Revise all the tenses.
Step 5 Homework（作业）
Finish off the related Exx.
III. Design of the Bb:
Unit 4 HOW TO BECOME A
SUCCESSFUL READER (II)
I. Phrases
II. Useful structures
IV. Self-assessment(自我评价)：
IV. Self-assessment(自我评价)
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V. Feedback（课后反思）
Period Five Using Language
I. Scene creation (情境创设)
Make Ss watch the video.
II. Teaching Procedures (教学过程)
Step 1 Revision
Revise some expressions and sentence patterns in this unit.
Step 2 Reading
1. Warming up by learning about how to learn English
⒈ Motivation: Become a person who likes to learn English.
⒉ Dictionary: Get a good English dictionary.
⒊ No mistakes: Avoid mistakes. Try to use correct English from the beginning.
⒋ Pronunciation: Learn to pronounce English sounds. Learn to understand phonetic
transcription and the phonetic alphabet.
⒌ Input: Get English into your head by reading and listening to lots of English sentences.
6. SuperMemo is a computer program that you can use to learn English. We have used it for 8
years and it has helped us a lot.
2. Reading for forms and for the meaning
Read the text HOW DO YOU LEARN BEST? on page 36 to cut/ the sentence into thought groups,
blacken the predicative, darken the connectives and underline all the useful expressions.
3. Copying expressions and making sentences
take a quiz, hear a book on a cassette,
in the background, on my memory, see pictures in my
mind, like reading stories, talk on the phone, love working with…, express oneself, have trouble
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doing sth., learn about sth., write sth. down, concentrate on sth., prefer to do…, have a tendency
to…, sound sth. out, enjoy doing, add up, do experiments, make things
Step3. Writing
1. writing a passage entitled How to learn English best.
Next you are to write a short passage telling about your views on how to learn English best. You
may make use of the text on page 36.
A possible version
How To Learn English!
Speak without Fear
The biggest problem most people face in learning a new language is their own fear. They worry
that they won’t say things correctly or that they will look stupid so they don’t talk at all. Don’t do
this. The fastest way to learn anything is to do it – again and again until you get it right. Like
anything, learning English requires practice. Don’t let a little fear stop you from getting what you
want.
Surround Yourself with English
The absolute best way to learn English is to surround yourself with it. Take notes in English, put
English books around your room, listen to English language radio broadcasts, watch English
news, movies and television. Speak English with your friends whenever you can. The more
English material that you have around you, the faster you will learn and the more likely it is that
you will begin “thinking in English.”.
Watch English Films and Television
This is not only a fun way to learn but it is also very effective. By watching English films
(especially those with English subtitles) you can expand your vocabulary and hear the flow of
speech from the actors. If you listen to the news you can also hear different accents.
Study As Often As Possible!
Only by studying things like grammar and vocabulary and doing exercises, can you really
improve your knowledge of any language.
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2. Rewriting the text on page 39.
A possible version
An email
Hi,
Congratulations on your great grammar mark. I’m proud of you. I wish I were doing as well in
my grammar class. I try really hard but I just don’t seem to get any better. For example, we have
to the subjunctive mood today and the teacher tests us in class. I spend half an hour doing the test
trying to change the ordinary sentences into the subjunctive mood sentences, but I still get only
about 20 out of 40 correct in the test.
And I’m not much better at listening. I listen to the passage and half the time it doesn’t make
sense. It takes me ages to listen to understand because I keep working out the meaning of every
word in the listening material. Then I usually forget what I’m listening to. Have you got any
suggestions? I need HELP: -(
Best wishes,
Donghua
Step 4 Closing down by writing an email
You are to email back to Donghua, telling her your suggestions about learning English.
The following signs and shortened swords may be used in your email.
Shortened words used in emails
ASAP: as soon as possible
BTW: By the way
CU: See you (good-bye)
FAQs: Frequently Asked Questions
HTH: Hope this helps
TIA: Thanks in Advance
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Step5 Summary
Step 6 Homework
Finish and polish the writing task.
Go over the whole unit.
III. Design of the Bb:
Using language
HOW DO YOU LEARN BEST?
I. Phrases
II. Writing
IV. Self-assessment(自我评价)
V. Feedback（课后反思）
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附件
教学资源 1
1. Tips for studying English
●Learning English Grammar in Texts
How can you best study and remember certain aspects of English grammar (e.g. tenses)?
When reading English texts (lyrics, novels, news, textbooks) look out for the grammar aspect you
want to remember. Mark it and reflect on why it is used there.
To see whether you're right about a rule, look up the topic in an English grammar reference, your
English textbook.
●Doing English Gap-Filling Exercises
Make your own gap-filling exercises from English texts.
Choose a short, interesting English text that is not too difficult (e.g. lyrics, text from your textbook,
news, excerpt from a story/novel). Copy the text and delete some words in the copy, e.g.:
★ prepositions
★ adjectives
★ verbs in a certain tense
Try to fill the gaps correctly and then take the original text to check your answers.
This sure is more fun when doing it with friends. Everyone prepares a short text and gives a copy
to the others, who will try to fill the gaps correctly.
To make things a bit easier, you can provide the words in a different order or as a translation.
●Learning English through Films
Thanks to DVD, watching films in English has become an easy thing to do.
Choose your favourite film - you've watched that film a dozen times and probably know all the
dialogues off by heart in your native language. So following the story will be easy for you.
Have paper and pen ready as you may want to jot down useful words or phrases that you wish to
learn. English subtitles might be useful for that (although they might differ from what is actually
being said).
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If you are not used to watching films in English, choose a only few episodes - at the beginning it
isn't easy to concentrate on listening to the foreign language for a long time.
1. Ways to Learn Faster, Deeper, and Better
●Be engaged. Students should discuss with a teacher if they feel that the material being covered
is not challenging. Also consider asking for additional materials.
●Teach yourself. If you're not being challenged, challenge yourself.
●Collaborate. If studying by yourself isn't working, maybe a study group will help.
●Do unto others: teach something. The best way to learn something better is to teach it to
someone else. It forces you to learn, if you are motivated enough to share your knowledge.
●Write about it. An effective way to "teach" something is to create an FAQ or a wiki containing
everything you know about a topic. Or blog about the topic.
●Quiz yourself. Testing what you've learned will reinforce the information. Flash cards are one
of the best ways, and are not just for kids.
●Learn the right things first. Learn the basics. Try for yourself and see the difference.
●Plan your learning. Plan your time and balance your learning and living.
教学资源 2
1. What is learning?
learning, in psychology, the process by which a relatively lasting change in potential behavior
occurs as a result of practice or experience. Learning is distinguished from behavioral changes
arising from such processes as maturation and illness, but does apply to motor skills, such as
driving a car, to intellectual skills, such as reading, and to attitudes and values, such as prejudice.
There is evidence that neurotic symptoms and patterns of mental illness are also learned
behavior. Learning occurs throughout life in animals, and learned behavior accounts for a large
proportion of all behavior in the higher animals, especially in humans.
2. Models of Learning
Classical Conditioning
The first model, classical conditioning, was initially identified by Pavlov in the salivation reflex of
dogs. Salivation is an innate reflex, or unconditioned response, to the presentation of food, an
unconditioned stimulus. Pavlov showed that dogs could be conditioned to salivate merely to the
sound of a buzzer (a conditioned stimulus), after it was sounded a number of times in conjunction
with the presentation of food. Learning is said to occur because salivation has been conditioned to
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a new stimulus that did not elicit it initially. The pairing of food with the buzzer acts to reinforce
the buzzer as the prominent stimulus.
Operant Conditioning
A second type of learning, known as operant conditioning, was developed around the same time as
Pavlov's theory by Thorndike, and later expanded upon by B. F. Skinner. Here, learning takes
place as the individual acts upon the environment. Whereas classical conditioning involves innate
reflexes, operant conditioning requires voluntary behavior. Thorndike showed that an intermittent
reward is essential to reinforce learning, while discontinuing the use of reinforcement tends to
extinguish the learned behavior. The famous Skinner box demonstrated operant conditioning by
placing a rat in a box in which the pressing of a small bar produces food. Skinner showed that the
rat eventually learns to press the bar regularly to obtain food. Besides reinforcement, punishment
produces avoidance behavior, which appears to weaken learning but not curtail it. In both types of
conditioning, stimulus generalization occurs; i.e., the conditioned response may be elicited by
stimuli similar to the original conditioned stimulus but not used in the original training. Stimulus
generalization has enormous practical importance, because it allows for the application of learned
behaviors across different contexts. Behavior modification is a type of treatment resulting from
these stimulus/response models of learning. It operates under the assumption that if behavior can
be learned, it can also be unlearned.
Cognitive Learning
A third approach to learning is known as cognitive learning. Wolfgang Kohler showed that a
protracted process of trial-and-error may be replaced by a sudden understanding that grasps the
interrelationships of a problem. This process, called insight, is more akin to piecing together a
puzzle than responding to a stimulus. Edwar Tolman (1930)found that unrewarded rats learned the
layout of a maze, yet this was not apparent until they were later rewarded with food. Tolman
called this latent learning, and it has been suggested that the rats developed cognitive maps of the
maze that they were able to apply immediately when a reward was offered.
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