1、攀登英語網(wǎng)提供 Unit Seven Learning StrategiesI. Task-based Design for Six Contact Hours Session No.Unit Content InvolvedFocal PointsTask-based activitiesSession 1(90-100 minutes)1. Listen and TalkLead inPassage listening practiceDialogue SamplesCommunicative Tasks1. Why should we improve our study skills2.

2、 Key words and expressions related to the topicimprove; learning strategy; get better grades; expand ones mind; tip; from different viewpoints; a master student Expressions and sentences for consulting someone on learning strategies( See Communicative Tasks)The same as the above.Talking about how to

3、 improve your English with the help of the pictures given after the passage Doing the communicative tasks according to the situations provided2. Read and explorePassage ANot Just a Job, anAdventure: Undergraduate ResearchLexical preparationKey words and expressionsoriginal; intensive; constitute; sp

4、ur; mode; plug; constantly; demonstrate; independent; passively; onbasis; transform into; point out; be beneficial to; on ones own Picking out sentences from Passage A containing the key words and expressions in the left column and making up new sentences with themSession 2(90-100 minutes)2. Read an

5、d explorePassage ANot Just a Job, anAdventure: Undergraduate ResearchReadingPassage understanding on the basis of the analysis of the passage structureSpeakingPresentation of learning strategiesWritingExpository writing1.Analyzing the passage Structure2. Picking out the topic sentence of each paragr

6、aph3. Understanding the title of the passageTalking about the topic “How I learn EnglishWriting a paragraph about the topic: How I learn (English; sciences; to play a piano etc)Session 3(90-100 minutes)2. Read and ExplorePassage BThe Best Way to Learn: Creative Emulation 3. Write and ProduceGeneral

7、WritingPractical WritingReadingPassage understandingReading SkillsMajor Supporting Details Word consolidation convert; purchase; utilize; clue; minor; attain; significant; bloominto; for good; play backSubjunctive Mood How to write a notice Doing fast reading of Passage B and discussing the question

8、s in Ex. 11 & 12 in groupsDiscussing the definition of the skill in groupsMaking up sentences with the words on the left column with the help of the related sentences in the passage.7&18 to have general understanding about subjunctive moodWriting a notice Unit Group project work: Talking abo

9、ut “How I Learn English Through Experiencing?II. Suggested teaching procedures and class activitiesSession 1 (90-100 minutes)Listen and Talk1. Lead inTask1 Listen to the following passage and try to fill the missing words in the blanks. Step 1 Lead-in questionWhy should we improve study skills?(Get

10、better grades, get a better job, expand your mind, have more free time and so on.)Step 2 Listening practice The students listen to the passage for three times and fill in the missing words in the blanks. Teacher: Listen to the passage for three times and fill in the missing words in the blanks.Step

11、3 Word studyThe teacher lays emphasis on the following words and expressions related to the topic: improve; learning strategy; get better grades; expand ones mind; tip; from different viewpoints; a master student Teacher: Can you pick up the words and expressions related to the topic? What are they?

12、Task 2 Picture descriptionThe students talk about the pictures provided in the textbook with the words and expressions they have learned from the listening passage in groups. Teacher: Work in groups to talk about the pictures with the help of the words and expressions youve learned from the listenin

13、g passage. Five minutes later you will be expected to do class presentation. 2. Dialogue SamplesDialogue 1: Consulting a Foreign Teacher on Learning Strategies.Step 1 Lead in questionTeacher: Do you know what to say if you want to consult someone?(I wonder if you could tell meWould you please tell m

14、e)Step 2 Dialogue Samples studyThe students read the first dialogue in pairs and speak out the following sentences for consulting someone in the dialogue.Teacher: Please read the first dialogue in pairs and speak out the sentences for consulting someone. Several minutes later.Teacher: Can you speak

15、out the sentences youve summarized?(Could you give me some advice on how to improve my writing?Could you give me some tips, so that I can improve my writing rapidly?)And then the teacher asks the students to give more examples. Teacher: Can you give us some more examples? (I would appreciate if you

16、could tell me Would you kindly)Step 3 Listening and role-playing The students listen to the dialogue and then role-play it in pairs.Dialogue 2: Consulting a Foreign Friend on Learning EnglishStep 1 Lead-in questionTeacher: Do you know how to advise someone?(If I were you, Id justI think you shouldI

17、think maybe you ought to tryYou ought to think aboutYoud better )Step 2 Dialogue Samples studyThe students read the second dialogue and speak out the following sentences that are used for advising someone in the dialogue. Teacher: Please read the second dialogue in pairs and speak out the sentences

18、useful for advising someone in the dialogue.Several minutes later.Teacher: Now, can you speak out the sentences youve summarized?(I think it might be a good idea to take every opportunity to speak English and speak as much as you can.)The teacher asks the students to speak out the sentences that are

19、 used for accepting someones advice in the dialogue or more sentences theyve learned outside class. Teacher: Please find the sentences that are used for accepting someones advice in the dialogue. What are the sentences? (Thats true.)Teacher: Do you know more youve learned outside class?Standby examp

20、les: Thats an excellent idea. Thatll be fine. I think you are absolutely right. Thats quite true. Yes, I couldnt agree more. Step 3 Listening and role-playing The students listen to the dialogue and then role-play it in pairs.3. Communicative TasksTask 1: Consulting about the ways to improve English

21、Roles: Zhou Ping- a Chinese student Sandra- a foreign friendSituation: Zhou Ping talks to her foreign friend Sandra about how she can improve her English.The students are given 5 minutes to work in pairs according to the situation given and then role-play the task. Some students make comments on the

22、ir performance, which should involve their presentation of the real-life situation and the English they use for consulting someone.Teacher: Work in pairs to do Task 1. Five minutes later some pairs of you are expected to role-play the task, and then the others will be invited to make comments on you

23、r performance. The comments should involve the presentation of the real-life situation and the English you use for consulting someone. Task 2: Consulting on how to improve listening comprehension The students do the task after class in pairs. 4. Read and ExploreLexical preparation for Passage AStep

24、1 Word studyKey words and expressions:be beneficial to; intensive; passively; constantly; point out; spur; independent; on ones own mode; plug; original; constitute; transform into; onbasis; demonstration; Students are given 7 minutes to pick up the sentences containing the words and expressions fro

25、m Passage A which are displayed on PPT. The teacher may assign each group two or three words or expressions.Teacher: Please do fast reading of Passage A and pick up the sentences containing the words and expressions displayed on PPT. Group 1 are responsible for the first two words, Group 2Sentences

26、to be picked up: 1. Students and professors agree that an undergraduate research project can be uniquely beneficial to both parties.(Para.1)2. Ideally, undergraduate research is an opportunity for the kind of intensive study that can expand the mind in ways traditional courses cant. )3. To really un

27、derstand a discipline you have to get the feeling that knowledge isnt just out there and you passively have to absorb it, but rather that its constantly being created and were constantly rethinking things. (Para.2)4. He points out that research can be exciting because “a research project really give

28、s students an opportunity to answer real-life questions that we dont know the answers to.(Para.2)5. Research also spurs independent thinking and intellectual confidence in students.(Para.3)6. You had to go out and learn on your own. (Para.3)7. Arthur Hannah, a political science graduate of Columbia

29、College says undergraduate research "felt like a whole new mode of learning."(Para.4)8. It's a process of looking for holes and trying to plug them, which is completely different from the classroom experience of learning what others already know.(Para.4)9. He also describes how creatin

30、g a piece of original research instilled a "pride of authorship" in his work, something he hadn't found in his regular classes. (Para.4)10. In some departments a research project might constitute an honors thesis. (Para.5)11. Stella says, "I need some kind of income, and I'd r

31、ather work here than in the cafeteria" paid research work gives her an opportunity to transform a work-study job into an engaging aspect of her education. (Para.6)12. Other students do research not for credit or for money but simply on a volunteer basis. (Para.7)13. Usually, these are students

32、pursuing a career that requires some demonstration of altruistic commitment, such as medicine. (Para.7)Step 2 Sentence makingThe students make sentences with the following words and expressions in pairs. original; intensive; constitute; plug; transforminto; be beneficial to Teacher: Lets do more pra

33、ctice. Make sentences with each of the words and expressions displayed on PPT. Three minutes later youll read us your sentences.Step 3 Further studyWords for further study:original; intensive; spur; independent; demonstrate The teacher demonstrates the special usage of the words.Teacher: Now, lets h

34、ave a look at the special usage of some of the key words.1. original adj. new and different, unlike others e.g. The original owner of the house moved out. The original picture is in the British Museum.2. intensive adj. giving a lot of attention or action to a small amount of something e.g. This pati

35、ent requires intensive care. Do you have an intensive reading of English this term? Ahead of us lay ten days of intensive training.3. spur v. to encourage to grow or develop e.g. What spurred her to do that?He was constantly spurred on by a fear of failure. n. thing that urges a person on to greater

36、 activity; incentivee.g. the spur of povertya spur to greater efficiencyAmbition is an excellent spur for the young.4. independent adj. not needing other things or people e.g. She is so independent that she refused all pecuniary aid. Now that you are a college student, you should learn to be indepen

37、dent of your parents' help. Cats and dogs have quite different natures dogs like company, cats are independent.5. demonstrate v. to show, describe clearly e.g. Please demonstrate how the machine works. She demonstrated that 2 and 2 are four.Assignment for this session1. Pair task Role-plaingy Co

38、mmunicative task 2 according to the topic and the situation of the task. Performance in class is necessary in the next session.2. Individual tasks1) Learning the new words of Passage A by heart.2) Listening to and read Passage A aloud for at least two times.3. Group tasks1)Doing the pre-reading exer

39、cise of Passage A in groups.2) Analyzing the structure of Passage A in groups.Session 2 (90-100 minutes)1. Role-playing The students are given three minutes to role-play Communicative Task 2 in groups. Then some pairs give their performance in class. The other students make comments on the performan

40、ce according to their presentation of the situation, the language they use and the fluency they acquire. Teacher: For todays oral practice, first lets role-play Communicative Task 2. Id like to give you two minutes to rehearse it, and then youll give us your performance. Some pairs will be invited t

41、o make comments on your performance according to your presentation of the situation, your language and its fluency and pronunciation.2. Read and Explore Passage A Not Just a Job, an Adventure: Undergraduate Research Step 1 Warm-up questions 1. Some people say, “We learn more outside class. Do you ag

42、ree? Why or why not?2. According to the passage, what benefits can undergraduate students get by doing research at college?Step 2 Analyzing the passage structure The students are given five minutes to exchange their ideas of the structure of Passage A in groups. Teacher: Please work in groups for 5

43、minutes to see how many parts the passage might fall into.Structure of Passage ADivisionMain ideaPara. 1Introduction: Undergraduate research is beneficial to both students and professors.Paras. 2-4Undergraduate research, as a new way of learning, expands students minds and enhances their confidenceP

44、aras. 5-7The reasons why undergraduates undertake research.Para. 8Conclusion: Undergraduate research is a valuable part of higher educationStep 3 Picking out the topic sentence of each paragraph.The students work in pairs to pick out the topic sentence of each paragraph.Teacher: Please read the pass

45、age again and pick out the topic sentence of each paragraph Three minutes later. Tell us the topic sentence of each paragraph.Para.1 Students and professors agree that an undergraduate research project can be uniquely beneficial to both parties.Para.2 Ideally, undergraduate research is an opportunit

46、y for the kind of intensive study that can expand the mind in ways traditional courses cant.Para.3 Research also spurs independent thinking and intellectual confidence in students.Para.4 Undergraduate research likes a whole new mode of learning.Para.5 Most undergraduates doing research are working f

47、or credit.Para.6 Some students do research for pay.Para.7 Other students do research not for credit or for money but simply on a volunteer basis.Para.8 Undergraduate research can become a valuable part of education.Step 4 Understanding the details of each part The students are given ten minutes to h

48、ave a group discussion of the questions given on PPT according to the structure analysis of the passage. Teacher: Please work in groups for ten minutes to discuss the questions given on PPT according to the structure analysis of the passage weve done.Questions for discussion (Para. 1): 1. Who is Sop

49、hia Stella? (She is a sophomore at Columbias School of Engineering.)2. Who can benefit from doing undergraduate research? (Both students and professors.)Questions for discussion (Paras. 2-4): 1. What can undergraduate research do for students that traditional courses cant?(Expand the students minds

50、through intensive study of evolving knowledge.)2. Why does Professor Ralph Edison say that research can be exciting? (Because a research project gives students an opportunity to answer real-life questions.)3. Why does Arthur Hannah say that undergraduate research is a whole new mode of learning? (Be

51、cause research forces students to look for information they dont know, not for knowledge they already have.)4. What does “spoon-fed mean in the sentence “You were not going to be spoon-fed? (To be taught passively in every step.)5. What made Amelia return to Columbia to pursue further studies? (She

52、enjoyed her days as an undergraduate researcher at Columbia.)Questions for discussion (Paras. 5-7): 1. Why do the undergraduates undertake research? (Some do it for academic credit, some for money, some just for experience.)2. Why did Stella prefer to do research work rather than work in the cafeter

53、ia? (She believed that research could be another kind of learning.)3. Why do some students do research without caring for money or credit? (Because they work as volunteers, pursuing a career that requires altruistic commitment.)Question for discussion (Para. 8): Whats the passage mainly about? (The

54、various benefits of doing undergraduate research.)Step 5 Understanding the title of the passageThe students have a group discussion to answer the following question:Teacher: Please work in groups to answer my last question: why is the passage entitled “Not Just a Job, an Adventure: Undergraduate Res

55、earch? (It can not only expand the students minds in ways traditional course cant, but also spur independent thinking and intellectual confidence in students. Students participate in undergraduate research for credit, for money or just for experience. It is a whole new and creative mode of learning,

56、 and it is very valuable.) Step 6 Sentence writing The students do Exercise 8.Assignment for this session1. Group task Talking about the topic “The best way of learning in class or after class via PPT, which is to be presented in the next class. 2. Individual tasks1) Writing a paragraph about the topic: How I learn (English; sciences; to play a piano etc.)2) Doing Exercises 2-7.Session 3 (90-100 mi