1、,B R _ main,English Song Teach Your Children,About Education,Warm-up Questions,B R _ English Song,English Song Teach Your Children,Teach Your Children,Questions and Answers,Introductory Remarks,Crosby, Stills and Nash,B R _ About Education,About Education,A Survey,A Practical Experiment,Education in

2、 the West,B R _ 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.,Introductory Remarks,B R _ Introductory Remarks 2,B R _ Teach Your Children 1,Teach Your Childre

3、n,Directions: Listen 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.,on the road,

4、_ ,have a code,_,the past,_,on your dreams,_ ,B R _ Teach Your Children 2,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. And you, of tender years, Cant that your elders grew by. And so please help them with your youth, They before th

5、ey 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.,know the fears,_,seek the truth,_,on your dreams,_ ,B R _ Teach Your Children 3,Dont you ever ask them why, if they told you, you will cry, So just look at them and s

6、igh and know they love you.,B R _ Questions and Answers,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 thei

7、r 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?,B R _ Crosby, Stills and Nash 1,Crosby, Stills and Nash,The musical partnership of Davi

8、d 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 p

9、olitical and cultural upheavals (動蕩，劇變) of the time it was the only American-based band to approach the overall societal (社會的) impact of the Beatles. The resulting trio (三人組) was characterized by a unique vocal blend and a musical approach that ranged from folk to pop to hard rock.,B R _ Crosby, Sti

10、lls and Nash 2,CSNs (initials of Crosby, Stills and Nash) debut album (首張唱片), released in 1969, was perfectly in tune (合拍) with the times, and the group was an instant hit.,Song-list:,Teach Your Children Southernman Ohio Woodstock,B R _ A Survey,A Survey,Do you agree with the following statements?,1

11、. 2. 3. 4.,Play is the best way to learn. Children develop life skills best through formal programs. Children are naturally curious, inspired, motivated learners, but sometimes the enjoyment of learning can get lost in the pressure to “succeed” in formal education. Parents are the most important ins

12、tructors to the children, so they should give as much guidance as possible.,B R _ A Practical Experiment 1,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 g

13、iven 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

14、 do you comment on these two outcomes?,B R _ A Practical Experiment 2,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

15、think is better in developing the childrens creativity?,B R _ A Practical Experiment 3,A Practical Experiment,Two children are given hula hoops, a toy they are unfamiliar with.,B R _ A Practical Experiment 4,A Practical Experiment,Two children are given hula hoops, a toy they are unfamiliar with.,An

16、gela, 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 a

17、n item he was unfamiliar with. He used what he learned about this circular-shaped object to solve a problem of his own and incorporated (結(jié)合) the hula hoop as an innovative solution to help,B R _ A Practical Experiment 5,him do something that he wanted to do kick a ball through a target. Jonathan lea

18、rned he could use his own observation and exploration to learn about new objects. What conclusion can you draw from this experiment?,B R _ Education in the West 1,Much of the current debate over education surrounds the extent to which learning should be teacher-based or student-based. Which of the t

19、wo 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 tea

20、chers 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,Education in the West,B R _ Education in the West 2,children have complete freedom to decide what they are going to learn and wh

21、ich 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-

22、centered approach, as both teachers and students find the pressure of time leaves less opportunity for an exploratory approach to learning.,B R _ Warm-up Questions 1,Warm-up Questions,1. 2. 3.,If you find a two-year-old boy is trying to put a key into a box, will you help him immediately? Can you re

23、call 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?,G R _ main,Scanning,Part Division of the Text,

24、Further Understanding,G R _ Further Understanding,Further Understanding,Questions and Answers,Multiple Choice,Questions and Answers,G R _ Scanning1,Scanning,Scan 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.,F,B

25、enjamin was not bothered at all.,( ),2.In the Chinese staffs opinion, the parents should guide Benjamin to insert the key.,T,( ),G R _ Scanning2,3.The author and his wife didnt care whether Benjamin succeeded in inserting the key into the slot.,T,( ),4.For the Westerners, learning should take place

26、by continual careful shaping and molding.,F,The Chinese think that 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

27、.,T,( ),G R _ Part Division of the Text 1,Part Division of the Text,Parts,Para(s).,Main Ideas,1,15,2,613,The text begins with an anecdote.,The authors thoughts are mainly about different approaches to learning in China and the West.,3,14,The author winds up the text with a suggestion in the form of

28、a question.,G R _ Questions and Answers 1,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 (軼事).,There are several ways to introduce a theme.,1. Stating the topic directly. 2. Posing a question. 3. Quot

29、ing a famous saying. 4. Relating an anecdote or an incident.,G R _ Questions and Answers 2,2.Sum up the contrast between the attitude of the couple and that of the hotel staff toward Benjamins efforts in inserting the key into the slot.,The couple: let him explore and enjoy himself. The hotel staff:

30、 held his hand and taught him how to insert the key correctly.,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.,G R _ Questions and Answers 1,Questions and Answers,1. Read the first sentence o

31、f both Para 6 and Para 7, and decide what method of comparison and contrast is used here.,One-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 tw

32、o subjects at the same time, discussing them point by point.,G R _ Questions and Answers 2,2. Sum up the contrast between Chinese and Western ways to learn to fulfill a task.,The Chinese: show a child how to do something, or teach by holding his hand. The Westerners: teach a child to rely on himself

33、 for solutions to problems.,3. Read from Para 11 to Para 13. Which method of comparison and contrast is used here?,Point-by-point method.,G R _ Questions and Answers 3,4. The following are two types of attitudes toward creativity and basic skills. Which one belongs to the Chinese and which one belon

34、gs to the Westerners?,The Chinese.,B) putting more emphasis on fostering creativity in young children, thinking that skills can be picked up later.,A) giving priority to developing skills at an early age, believing that creativity can be promoted over time.,The Westerners,G R _ Multiple Choice1,Ther

35、e 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.,Multiple Choice,E) making a suggestion in the form of a question.,G R _ Multipl

36、e Choice1A,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.,Multiple Choice,E) making a suggestion in the form of a question

37、.,A,G R _ Multiple Choice1B,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.,Multiple Choice,E) making a suggestion in the f

38、orm of a question.,B,G R _ Multiple Choice1C,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.,Multiple Choice,E) making a su

39、ggestion in the form of a question.,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.,Multiple Choice,E) making a suggestio

40、n in the form of a question.,G R _ Multiple Choice1D,Multiple Choice,D,G R _ Multiple Choice1E,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 f

41、uture developments.,Multiple Choice,E) making a suggestion in the form of a question.,E,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 elementar

42、y 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.,D R _ Text 1,LEARNING, CHINESE-STYLE,Russell Baker,age and incomplete understan

43、ding of the need to position the key just so, he would usually fail. Benjamin was not bothered in 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.,D R _ Text 2,The key to our room was attached to a

44、 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

45、 to carry the key around, shaking it vigorously. He also liked to try to place it into the slot. Because of his tender,D R _ Text 3,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 i

46、nteresting 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 it directly toward the slot, reposition it as necessary, and help him to insert

47、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

48、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

49、 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 a

50、chieved by having him struggle?,D R _ Text 4,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

51、 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 e

52、xploring, 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.,D R _ Text 5,D R _ Text 6,Such self-reliance is a principal value of child rearing in middle-class America. So long a

53、s 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 out himself 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

54、 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 imp

55、ortant 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

56、 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.,D R _ Tex

57、t 7,D R _ Text 8,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 were,painting flowers, fish and animals with the skill a

58、nd 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 ter

59、ms 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 i