1、UNIT 7 Text A Thinking, a neglected artI.Teaching Objectives1. Understand the audio materials of this unit.2. Grasp the key words , phrases and structure.3. Master the skills of writing and reading in this unit.1) Developing an argumentative passage with viewpoint+reasons2) Identifying false logic i
2、n reading materials.II. Teaching Content1. Lead-in Activities2. Text Organization3. Skill Learning in Writing and Reading4 .Language Points (key words, phrases and difficult sentences)5. Grammar Focus ( “what if pattern” and “It is + v-ed that pattern” )6 .Guided Practice ( exercises, oral practice
3、and group work )III. Teaching Process1. Warm-up Questions/Activity1) General Introduction: Your brain is the greatest “personal computer” youll ever have. Consider the huge variety of activities its capable of: observing, learning, dreaming, wondering, feeling, imagining, comparing, calculating, cre
4、ating, remembering (and forgetting!). But how often do you think about thinking? The three texts in this unit invite you to do just that. While the author of the first article argues that we dont value thinking and thinkers highly enough, the second offers some ideas for teaching children or ourselv
5、es to think more critically, creatively and effectively. 2) Introduce the discussion questions:How would you define thinking?When was the last time you “took some time to think“ ?How often is the case that when a friend asks you “what are you thinking?“ and you answer “nothing“ ?3) Break Ss into gro
6、ups; and have them discuss for about five minutes; and after the group presentation, sum up the discussion and get down to the text.2. Text OganizationThis text can be divided into 3 parts:Part I (Para 1-3) Introduction: Americans education system is in deep trouble because Americans neglect the art
7、 of thinking.Part II (Para 4-10) Details: Many examples show that society has a great prejudice against thinking, which affects the childrens attitudes towards study. Part III ( Para 11-12) Conclusion.: Americans should revive interest in the art of thinking in order to solve the problems of schools
8、 and nation.3. Skill Learning in Writing and Reading1) Writing Skill: There are four types of writingdescription , narration , argumentation and exposition.This text is a piece of argumentative writing and follows usual patterns of an argumentation or meet the following requirements:viewpoint+reason
9、sTrain Ss the ability of developing a passage with viewpoint+reasons. Ask Ss to write a viewpoint+reasons paragraph on one of the topics suggested on P204, making a reference to the sample paragraph on this page.2) Reading skill: Identifying false logicNot everything you read is true, and not every
10、writers arguments make sense.One common mistake in logic is proceeding from a falses assumption: basing an argument on a statement that is unsupported, a matter of opinion or simply untrue. Sometimes writers may not realize that their assumptions are false; other times they use false assumptions del
11、iberately, because they want to promote an idea or make a point, and dont really care how they do it! You may , of course, agree with the authors aims and opinions, even though their arguments are false. But its only by questioning a writers arguments that we can formulate our own viewpoint, come to
12、 our own conclusions, choose to agree or disagree. This kind of intraction with the ideas in a text is crucial to real comprehension.4.Language Points1) But possibly the problem lies not in our institutions as in our attitudes.institution n. a long established custom, law, or system of a particular
13、societyeg: the institution of marriageDrinking tea at 4 p.m. is a popular British institution.They adopted western culture, institutions, and even clothing.2 ) It is sad that although most of us claim that we believe in education, we place no value on intellectual activity .(para2)believe in : have
14、faith in; trust ineg: Christians believe in God and Jesus.Do you believe in ghosts?I never believed in the heresy that the earth would come to an end on Aug 18,1999. It was sheer nonsense.3) We Americans are a charitable and humane people.(para4)paraphraseWe Americans are a kind and giving people.4)
15、 But what have we done to promote the art of thinking? (para4)the art of thinking : the skill of thinkingart : n. a skill or ability that can be learned by practice, esp. contrasted with scientifictechniqueeg: the art of appearing confident at interviews; the art of letter-writing5) Certainly we mak
16、e no room for thought in our daily lives. (para4)paraphraseCertainly we are too busy with our daily lives to spare time for thought.make room for : find space/time foreg: There are two more people coming. Can you make room for them to sit down?Will you clear out the bookshelf to make room for the ne
17、wly-bought books?6) I need some time to myself.(para4)paraphrase I want to have some time to be left alone(all) to oneself: (all) alone; without any other people presenteg: With my parents away Ive got the house to myself.When he dines in a restaurant. Mark likes to have a table all to himself.7) Wh
18、at if a teenager were to say.? (para4)paraphraseWhat would happen if a young child should say?what if : what will/would be the outcome if; suppose thateg: What if he doesnt agree?What if I get stuck in traffic and miss the plane?8 ) His parents would immediately start looking in the Yellow Pages for
19、 a psychiatrist. (para4)paraphraseHis parents would think the boy had mental problems and immediately begin to look in the telephone directory for the number of a psychiatrist9 ) when his friends catch him in the act of reading a book .(para5)paraphrasewhen his friends unexpectedly find him reading
20、a bookcatch sb. doing sth. : find sb. doing sth. that they should not be doing10) a person who should know better. (para5)paraphrasea person who ought to have the experience and maturity to be able to act sensibly (i.e. not to feel guilty when doing readings thinking)know better (than to do sth.) :
21、be wise and sensible enough (hot to do sth.)eg: She is only six, but she knows better than to run out into the traffic.Im surprised at you behaving so badly you ought to know better.11) I found myself feeling vaguely guilty whenever I sneak off to the library to read.(para5)feel vaguely guilty :feel
22、 somewhat guilty for an unclear reason vaguely :ad. slightly; not preciselyeg: I was feeling vaguely lost.There was something vaguely familiar about him.sneak off/away to: leave secretly foreg: How did he sneak off in the middle of the lecture without the knowledge of the professor?13.) refuse to ta
23、ke their studies seriously(para5)paraphraseDo not think their studies are important and worth serious attention14) If Americans ever become convinced of the importance of thought(para11)be/become convinced of/that : feel/become certain that sth. is true; be made certain by persuasioneg: She was conv
24、inced of my innocence.No matter how far away Bob was, his parents were convinced that he would come back to see them on their fiftieth wedding ceremony.15) Ill wash the dishes tonight because I know you want to catch up on your thinking. (para11)catch up on :spend time doing (sth. which has been lef
25、t undone or neglected); do(sth.) so that one is no longer behindeg: Dont bother me this afternoon. I have some work to catch up on.Kevin promised me that he would help me catch up on my homework.They went to the office to catch up on their reports.16) because regardless of what some advertisers have
26、 led us to believe, (para12)regardless of: in spite of; without worrying abouteg: The plan for a new office building went ahead regardless of local opposition. Anyone can enter for the competition regardless of age, race, and profession.5. Grammar Focus1) The “what if ”patternProcedures:A) Explain t
27、o Ss that “what if ”pattern is used in spoken language to ask what will happen, usually when an unpleasant or frightening situation happens;Examples:What if we run out of fresh water?What if you were ten years younger?What if the world goes without electric power?B) Ask Ss to drill this pattern in p
28、airs y making sentences of their own;C) For more practice, do Structure Exercise VIII attached to the text,2) The “It is + V-ed that”patternProcedures:A) Explain to Ss that in the “It is + V-ed that”pattern, it is the formal subject while the “that” clause the real subject. As the subject clause is
29、long, it is placed at the end of the sentence to achieve sentence balance. This pattern is often found with verbs such as believe, think, consider, announce, arrange, recommend, stress, decide, claim, etc.Examples:It is generally agreed that the American education system is in deep trouble.It was re
30、ported that there had been an earthquake registered 7.5 on the Richter scale in that region.It is commonly believed that exercising does good to ones health.It is expected that the monitor will take the lead.B) Ask them to translate the examples into Chinese.6. Guided Practice ( exercises, oral prac
31、tice and group work)1) SummaryA) Ask several students to retell the text by using their own words.B) Talk about the main idea or theme of the text.2) ExerciseEX. II , p196-197(Comprehension of the Text)EX. III, IV,V, p197-198 (Vocabulary Revision)EX.VI, VII, p199-200 ( Word Building: suffix ity , -a
32、ble , prefix un-)EX.VIII, p201 (“What if ”pattern)7. After-class Assignments1) EX.IX, X, P201-202 ( Translation)2) EX.XI, p202 ( Cloze) 3) Writing ( Write an argumentative paragraph, giving reasons for your viewpoint, p204)Text B How to Teach Your Children to ThinkLanguage Points 1. the abilityhas n
33、ever been more important (para1)paraphrasethe abilityhas become all the more important2. But how many of us devote any time to nurturing habits of serious, critical though in our children? (para1) paraphraseBut how many of us spend any time helping our children form habits of serious, critical think
34、ing?nurture: vt. Care for; help developExample:It is important to nurture childrens emotional well-being as well as their physical health.3. But how many of us devote any time to nurturing habits of serious, critical though in our childrenor in ourselves, for that matter? (para1)(or)for that matter:
35、 used to emphasize that a statement one has made is also in another situation, for another, etc.Example:Ben never touched beer, or any kind of alcohol for that matter.4. How can we help kids sharpen their minds for a highly competitive future? (para1)sharpen their minds: make them quicker at thinkin
36、g and noticing things5. Most people mistake quick answers for intelligence. (para2)paraphraseMost people think wrongly that the ability to make quick answers is intelligencemistakefor: identify (sth./sb) wrongly as (sth. or else)Example:You mustnt mistake lack of formal education for lack of wisdom.
37、6. Nothing could be more unture. (para2)paraphraseThis is completely contrary to fact.The pattern “cannot/could notmore” is used in informal English to indicate the highest degree of a state or condition7 often have deeper insights than their “brighter” counterparts (para2)their “brighter” counterpa
38、rts: those of their peers who are considered brighter8. Youd be surprised at the thoughts that bubble up.(para3)paraphraseYoud be surprised by the number of ideas they come up with.9. Thow out questions. Challenge the kids imaginations(para5)paraphraseAsk the kids questions. Make them think and brin
39、g their imagination into play.10. A formal curriculum isnt necessary. (para6)paraphraseThere is no need to arrange formally a regular time for instruction.11. Look at all sides. (para9)paraphraseView thing from different perspectives; observe from every angle.12. The PMI method is easy enough to recreate at home. (para11)paraphrase. The PMI method is very easy to practice in a home environment.recreate: vt. reproduce; bring back into existence13. Its fun to let all family members take turns proposing questions(para11)take turns proposing questions: ask questions one after another
