The lesson plan Part A How to Avoid Foolish Opinions Unit 7, Book IV Reading New English Course 1g Department of foreign Languages Tsinghua University June25,2003
1 The Lesson Plan Part A How to Avoid Foolish Opinions Unit 7, Book IV Reading New English Course Yang Li Department of Foreign Languages Tsinghua University June 25, 2003
Table of contents Teaching objectives Teaching Methods A Brief Description of the class anguage Points Teaching Procedures 333346 Evaluation Appendix
2 Table of Contents Teaching Objectives 3 Teaching Methods 3 A Brief Description of the Class 3 Language Points 3 Teaching Procedures 4 Evaluation 6 Appendix 9
Teaching objectives i to help students learn the important words in this text to familiarize students with some commonly used prefixes to prompt students to identify the topic statement and the flow of the details Teaching Methods New English Course(Reading)is a course designed to help the students with their English language integrative skills. Though, as the name implies, the focus is mainly on reading skills, students will be guided to use the other skills- listening speaking, writing and translating unconsciously A Brief Description of the class Unit Name: Unit 7 Part A How to Avoid Foolish Opinions(Book IV Reading Time: 90 minutes(2 sessions) Place: Language Lab Student Level: Lower intermediate Language Points Words and Expressions prone, fatal, cautious, dogmatic, conviction, maintain, as to, on one's guard warrant,rid of, diminish, seek out, compare, subject to, conceal, seeing that, short of, cocksure wary of, superior, adjust to, conceit Prefixes super-, sub-, uni-, un-, in, de Grammar Subjunctive mood: Aristotle could have avoided..(L5) if I were writing a book ..(Ll1) he would have liked to undo the whole of.(L51)
3 Teaching Objectives ➢ to help students learn the important words in this text ➢ to familiarize students with some commonly used prefixes ➢ to prompt students to identify the topic statement and the flow of the details Teaching Methods New English Course (Reading) is a course designed to help the students with their English language integrative skills. Though, as the name implies, the focus is mainly on reading skills, students will be guided to use the other skills – listening, speaking, writing and translating unconsciously. A Brief Description of the Class Unit Name: Unit 7 Part A How to Avoid Foolish Opinions (Book IV Reading) Time: 90 minutes (2 sessions) Place: Language Lab Student Level: Lower Intermediate Language Points: Words and Expressions: prone, fatal, cautious, dogmatic, conviction, maintain, as to, on one’s guard, warrant, rid of, diminish, seek out, compare, subject to, conceal, seeing that, short of, cocksure wary of, superior, adjust to, conceit Prefixes: super-, sub-, uni-, un-, in-, deGrammar: Subjunctive mood: Aristotle could have avoided … (L5) if I were writing a book …(L11) he would have liked to undo the whole of … (L51)
by considering what Gandhi might have said.(L58-59) Paraphrases(sentences that students may find difficult) I should not commit myself until I had seen one.(L12) If an opinion. . that is a sign that you are subconsciously aware of having no good reason for thinking as you do. (L2 1-24) The most savage controversies are those about maters as to which there is no good evidence either way.(L27-29) I found this very profitable in diminishing the intensity of insular prejudice (L39-40) This reflection should generate a certain caution. (L44-45) It is more difficult to deal with the self-esteem of man as man, because we cannot argue out the matter with some non-human mind.(L78-79) an guage skills to be Developed Scan texts Find topic statements Follow the sequencing of reasons Summarize and evaluate main points Brainstorm and learn prefixes to enlarge vocabulary bank Teaching Procedures: Narm-up Activities(8 min) Step 1: Ask students to discuss four statements with their partners(on ppt Append ix A)and work out What are foolish opinions according to them? What are the causes of people's foolish opinions? How to avoid foolish opinions? In this section students will be involved in their active communication with others, since the statements are light, they would not realize this activity is a TASK. If their answers are exactly the same with those in the text, I would
4 by considering what Gandhi might have said ... (L58-59) Paraphrases (sentences that students may find difficult): I should not commit myself until I had seen one… (L12) If an opinion …, that is a sign that you are subconsciously aware of having no good reason for thinking as you do. (L21-24) The most savage controversies are those about maters as to which there is no good evidence either way. (L27-29) I found this very profitable in diminishing the intensity of insular prejudice. (L39-40) This reflection should generate a certain caution. (L44-45) It is more difficult to deal with the self-esteem of man as man, because we cannot argue out the matter with some non-human mind. (L78-79) Language Skills to be Developed: ➢ Scan texts ➢ Find topic statements ➢ Follow the sequencing of reasons ➢ Summarize and evaluate main points ➢ Brainstorm and learn prefixes to enlarge vocabulary bank Teaching Procedures: Warm-up Activities (8 min) Step 1: Ask students to discuss four statements with their partners (on ppt1See Appendix A) and work out: What are foolish opinions according to them? What are the causes of people’s foolish opinions? How to avoid foolish opinions? In this section, students will be involved in their active communication with others, since the statements are light, they would not realize this activity is a TASK. If their answers are exactly the same with those in the text, I would
praise them for their careful prev iew; if not, that doesnt mean they did not preview, on the contrary, if theirs is different from those in the text, I would praise them for their independent thinking. Both will help me naturally lead the class into the next step Lesson Body (72 min Step 2: Summarize students' answers and introduce what we are going to study Russell,s How to Avoid Foolish Opinions Since Russell, the name, cannot be new to Chinese students, especially Tsinghua students, I will prompt to say what they know about the author, and then I will show them the ppt and summarize with a few word Step 3: Ask students to scan the text and find out the 5 rules to avoid foolish opinions First ask the whole class whether most of the paragraphs have topic statements. Since students are required to prev iew the text, this might not be difficult. Then ask them how many rules are suggested by russell and whai are they respective ly(in the text sequence). After that, I will affirm them by clicking the ppt If students did not tell in desired sequence, let it be and ask other students to say the missing one(s) Step 4: Extract examples and details for each paragraph/rule2 Have a careful study of Para. 2 to 6 (See Appendix A). Besides asking students to extract examples, ask them to identify language points such as useful words and expressions, useful yet somewhat new prefixes, difficult sentences, etc (See Appendix B for vocabulary and expressions and Append ix C fo prefixes). Be prepared to answer their questions on the text. If they fail to identify any above-mentioned points, I would point out the points myself and ask students to either make sentences with words and expressions or paraphrase Step 5: Identify the organization of the text Ask students to tell whether this essay is well organized and how they can demonstrate this
5 praise them for their careful preview; if not, that doesn’t mean they did not preview, on the contrary, if theirs is different from those in the text, I would praise them for their independent thinking. Both will help me naturally lead the class into the next step. Lesson Body (72 min) Step 2: Summarize students’ answers and introduce what we are going to study: Russell’s How to Avoid Foolish Opinions. Since Russell, the name, cannot be new to Chinese students, especially Tsinghua students, I will prompt to say what they know about the author, and then I will show them the ppt and summarize with a few words. Step 3: Ask students to scan the text and find out the 5 rules to avoid foolish opinions. First ask the whole class whether most of the paragraphs have topic statements. Since students are required to preview the text, this might not be difficult. Then ask them how many rules are suggested by Russell and what are they respectively (in the text sequence). After that, I will affirm them by clicking the ppt. If students did not tell in desired sequence, let it be and ask other students to say the missing one(s). Step 4: Extract examples and details for each paragraph/rule2 . Have a careful study of Para. 2 to 6 (See Appendix A).Besides asking students to extract examples, ask them to identify language points such as useful words and expressions, useful yet somewhat new prefixes, difficult sentences, etc. (See Appendix B for vocabulary and expressions and Appendix C for prefixes). Be prepared to answer their questions on the text. If they fail to identify any above-mentioned points, I would point out the points myself and ask students to either make sentences with words and expressions or paraphrase. Step 5: Identify the organization of the text. Ask students to tell whether this essay is well organized and how they can demonstrate this
Very apparently, this essay is well organized: The first paragraph tells us what to expect in this essay, and the remaining five paragraphs describe one rule each, with examples. Besides, the author has arranged his"simple rules"in a particular order-from the simplest and most concrete to the hardest and most abstract This sequencing (from the most general to the most specific)is quite commonly used to attain the logical order of a piece of writing. Give students a set of sentences which are out of the logical order and ask them to discuss them and rearrange them in this order. (See Appendix D) Point out students can apply this style of flow of text to their own writing Lesson Closure(10 min) Step 6: Make a summery of the essay Identify the style of the text-exposition Ask students to retell the five rules by russell Refer to the ppt again for useful words and expressions Re-point out the characteristic organization of the text and the merits of such a sequence Point out the human significance of the essay: how to apply what we have learned from the essay and daily life to avoid foolish opinions though"To err is human"everyone is prone to foolish opinions. Step 7: Assign homework Finish all the exercise in Part A Get ready for the Quiz(See Appendix e) Step 8: Point out that owing to the limitation of time in class, students should refer to the uploaded materials in the Internet Classroom for the stuff we cannot cover in class Evaluation: Students will be evaluated through the quiz(See Append ix E)and the assignment
6 Very apparently, this essay is well organized: The first paragraph tells us what to expect in this essay, and the remaining five paragraphs describe one rule each, with examples. Besides, the author has arranged his “simple rules” in a particular order – from the simplest and most concrete to the hardest and most abstract. This sequencing (from the most general to the most specific) is quite commonly used to attain the logical order of a piece of writing. Give students a set of sentences which are out of the logical order, and ask them to discuss them and rearrange them in this order. (See Appendix D) Point out students can apply this style of flow of text to their own writing. Lesson Closure (10 min) Step 6: Make a summery of the essay. ➢ Identify the style of the text – exposition ➢ Ask students to retell the five rules by Russell ➢ Refer to the ppt again for useful words and expressions ➢ Re-point out the characteristic organization of the text and the merits of such a sequence ➢ Point out the human significance of the essay: how to apply what we have learned from the essay and daily life to avoid foolish opinions, though “To err is human”—everyone is prone to foolish opinions. Step 7: Assign homework ➢ Finish all the exercise in Part A ➢ Get ready for the Quiz (See Appendix E) Step 8: Point out that owing to the limitation of time in class, students should refer to the uploaded materials in the Internet Classroom3 for the stuff we cannot cover in class. Evaluation: Students will be evaluated through the quiz (See Appendix E) and the assignment
1. ppt: Microsoft PowerPoint. A software by Microsoft which is designed to create and show slides on computer 2. paragraph/rule: In this text, one paragraph contains one rule to avoid foolish inions 3. the Internet Classroom: where Tsinghua students can communicate with teachers or among themselves after class. See Appendix F
7 Notes: 1. ppt: Microsoft PowerPoint. A software by Microsoft which is designed to create and show slides on computer. 2. paragraph/rule: In this text, one paragraph contains one rule to avoid foolish opinions. 3. the Internet Classroom: where Tsinghua students can communicate with teachers or among themselves after class. See Appendix F
Appendix B: Words and expressions be prone to: tending to suffer from an illness or show a particular negative characteristic You're more prone to illnesses when you're tired and your body is run-down You have to bear in mind that Angela is rather prone to exaggeration I'm prone to forget names. / to infinitive/ LIABLE, PRONE mean being by nature or through circumstances likely to experience something dverse. LIABLE implies a possibility or probability of incurring something because of position, nature, or particular situation *liable to get lost*. PRONE stresses natural tendency or propensity to incur something"prone to procrastination count: to calculate the number of units in a group If you don't do as I tell you by the time I've counted(up) to three, there'll be trouble-one two. three The teachers counted the students as they got on to the coach /T/ There'll be eight for dinner, counting(=including) ourselves. / T7 To count down is to count backwards to zero, esp. before sending a spacecraft into space to consider or be considered fformal) I count myself fortunate to have had such a good education. /T7 I've had three jobs in the last five years, but one of them was unpaid, so that doesn't count I 've ahvays counted Lucy among my closest friends. T/ Ive always believed that happiness counts more than money n body counts I people spoil their voting papers, their votes don t count(=they ored) fatal: very serious and having an important bad effect in the future or(of illness, accidents, etc. He made the fatal mistake of believing what they told hi This illness is in almost all cases fatal DEADLY, MORTAL, FATAL, LETHAL mean causing or capable of causing death. DEADLY applies to an established or very likely cause of death *a deadly disease*. MORTAL implies that death has occurred or is inevitable *a mortal wound*. FaTAL describes conditions circumstances or events that have caused or are destined inevitably to cause death or dire consequences, and stresses the inevitability of what has in fact resulted in death or destruction*fatal consequences* LETHAL applies to something that is bound to cause death or exists for the destruction of life * lethal gas*.确定的死亡原因,可能为谋杀而策划的 commit: People might be said not to commit themselves if they refuse to express an opinion on a We don' t want to commit ourselves to a financial plan until more details are known I can't commit myself on that subject until l've taken legal advice n to a particular principle, person or plan of action I think I can come tonight but /won't commit myself till I know for sure./T7
9 Appendix B: Words and expressions be prone to: tending to suffer from an illness or show a particular negative characteristic You’re more prone to illnesses when you’re tired and your body is run-down. You have to bear in mind that Angela is rather prone to exaggeration. I’m prone to forget names. [+ to infinitive] LIABLE, PRONE mean being by nature or through circumstances likely to experience something adverse. LIABLE implies a possibility or probability of incurring something because of position, nature, or particular situation *liable to get lost*. PRONE stresses natural tendency or propensity to incur something *prone to procrastination*. count: to calculate the number of units in a group If you don’t do as I tell you by the time I’ve counted (up) to three, there’ll be trouble - one, two, three. The teachers counted the students as they got on to the coach. [T] There’ll be eight for dinner, counting (= including) ourselves. [T] To count down is to count backwards to zero, esp. before sending a spacecraft into space. to consider or be considered as (formal) I count myself fortunate to have had such a good education. [T] I’ve had three jobs in the last five years, but one of them was unpaid, so that doesn’t count. [I] I’ve always counted Lucy among my closest friends. [T] to have value or importance; to matter I’ve always believed that happiness counts more than money. In our university/class, everybody counts. If people spoil their voting papers, their votes don’t count (= they are ignored). fatal: very serious and having an important bad effect in the future or (of illness, accidents, etc.) causing death He made the fatal mistake of believing what they told him. This illness is in almost all cases fatal. DEADLY, MORTAL, FATAL, LETHAL mean causing or capable of causing death. DEADLY applies to an established or very likely cause of death *a deadly disease*. MORTAL implies that death has occurred or is inevitable *a mortal wound*. FATAL describes conditions, circumstances, or events that have caused or are destined inevitably to cause death or dire consequences, and stresses the inevitability of what has in fact resulted in death or destruction *fatal consequences*. LETHAL applies to something that is bound to cause death or exists for the destruction of life *lethal gas*. 确定的死亡原因, 可能为谋杀而策划的. commit: People might be said not to commit themselves if they refuse to express an opinion on a subject. We don’t want to commit ourselves to a financial plan until more details are known. I can’t commit myself on that subject until I’ve taken legal advice. to promise or give (your loyalty or money) to a particular principle, person or plan of action I think I can come tonight but I won’t commit myself till I know for sure. [T]
Lots of women complain that the problem with men is that they won t commit themselves to cautious: a cautious person takes care to avoid risko @ving health care. /T7 The government claimed to commit itself to impi He's a cautious driver sth which is described as cautious is careful. well considered and sometimes slow or a cautious approach/ cautious criticism CAUTIOUS, WARY, mean prudently watchful and discreet in the face of danger or risk CAUTIOUS implies the exercise of forethought usually prompted by fear of danger*a cautious driver*. WARY emphasizes suspiciousness and alertness in watching for danger and cunning in escaping it *keeps a wary eye on the competition*. CAREFUL stresses attention, care and concern medieval: of or from the Middle Ages(= the period from about 1000 Ad to 1500 AD, or from about 600 AD to 1500 AD), when the power of kings, people of high rank and the Christian Church was strong a medieval building/painting/town dogmatic: the imposing of one's will or opinion as though these were beyond challenge dh br B 教条的 Theirs is one of the most dogmatic political parties in Europe conviction: a determined belief or fixed opinion Pauls a man of strong convictions. /C/ She had a deep/firm/lifelong conviction(that there would be a better life afier death /C+ (that) clause/ You can t do this kind of work f you don' t have conviction(- did not sound) about what you're doing/U/ maintain: to express firmly your belief that something is true Throughout his prison sentence Dunn has ahvays maintained his nce He maintained that he had never seen the woman before. /+ that to keep(a road, machine, building, etc. )in good condition A large country house costs a lot to maintain The roads around the town have been very poorly maintained to continue to have keep in existence, or not allow to become less Despite living in different countries, the no families have maintained close links. / T7 as to: as to/as for means to change the subject to As to where we'llget the money from, we'l talk about that later I cant answer questions as to how long this will last He was uncertain as to which road to take on ones guard: be careful and aware because a situation might be dangerous It's wise to be on your guard against people who are trying to con you warrant: [formal to promise that(something) will be done or will happen The retailer warranted that he would take back any faulty goods
10 Lots of women complain that the problem with men is that they won’t commit themselves to a relationship. [T] The government claimed to commit itself to improving health care. [T] cautious: a cautious person takes care to avoid risks. He’s a cautious driver. sth which is described as cautious is careful, well considered and sometimes slow or uncertain. a cautious approach/ cautious criticism CAUTIOUS, WARY, mean prudently watchful and discreet in the face of danger or risk. CAUTIOUS implies the exercise of forethought usually prompted by fear of danger *a cautious driver*. WARY emphasizes suspiciousness and alertness in watching for danger and cunning in escaping it *keeps a wary eye on the competition*. CAREFUL stresses attention, care and concern. medieval: of or from the Middle Ages (= the period from about 1000 AD to 1500 AD, or from about 600 AD to 1500 AD), when the power of kings, people of high rank and the Christian Church was strong. a medieval building/painting/town dogmatic: the imposing of one’s will or opinion as though these were beyond challenge 独断的， 教条的 Theirs is one of the most dogmatic political parties in Europe. conviction: a determined belief or fixed opinion Paul’s a man of strong convictions. [C] She had a deep/firm/lifelong conviction (that) there would be a better life after death. [C + (that) clause] You can’t do this kind of work if you don’t have conviction (= did not sound) about what you’re doing. [U] maintain: to express firmly your belief that something is true Throughout his prison sentence Dunn has always maintained his innocence. [T] He maintained that he had never seen the woman before. [+ that clause] to keep (a road, machine, building, etc.) in good condition A large country house costs a lot to maintain. The roads around the town have been very poorly maintained. to continue to have; keep in existence, or not allow to become less Despite living in different countries, the two families have maintained close links. [T] as to: as to/as for means to change the subject to. As to where we’ll get the money from, we’ll talk about that later. as to means about. I can’t answer questions as to how long this will last. He was uncertain as to which road to take. on one’s guard: be careful and aware because a situation might be dangerous. It’s wise to be on your guard against people who are trying to con you. warrant: [formal] to promise that (something) will be done or will happen The retailer warranted that he would take back any faulty goods
rid.of: to make(a person or place) free of someone or something unpleasant or harmful (rid Our aim is to rid this government of corruption. usually of I didn t enjoy doing the assignments and l was glad to be rid of them. /usually of diminish to reduce or be reduced in size or importance I don' t want to diminish her achievements, but she did have a lot of help./T7 The memory of them will not be diminished by time. /T7 We have seen the value of our house diminish greatly/sharply/substantially in value over the last six months. 7 DECREASE, LESSEN, DIMINISH, REDUCE, ABATE, DWINDLE mean to grow or make less DECREASE suggests a progressive decline in size, amount, numbers, or intensity *slowly decreased the amount of pressure*. LESSEN suggests a decline in amount rather than in number *has been unable to lessen her debt*. DIMINISH emphasizes a perceptible loss and implies its subtraction from a total *his visual acuity has diminished* REDUCE implies a bringing down or lowering *you must reduce your caloric intake*. ABATE implies a reducing of something excessive or oppressive in force or amount*the storm abated*. DWINDLE implies progressive lessening and is applied to things growing visibly smaller *their provisions dwindled slowly* insular: [disapproving] interested only in your own country or group and not willing to accept different or foreign ideas Theirs is a very insular culture, protected as it is from outside influences seek out: [ formal] If you seek someone or something out you look for them(and find them) Afier the meeting he sought out the person who had spoken about the plans./M/ While he was at the library he decided to seek some information out on the aging phenomenon perverse: [disapproving (of a person) intentionally acting in a way that is unreasonable or harmful,or( of an action or feeling) unreasonable or unexpected; Incorrect,, Improper刚愎的,执 拗的,逆反的,不正当的 wrongheaded, determined, or cranky opposition to what is reasonable or norn Jack was being perverse and refused to do anything the rest ofus wanted She took a perverse delight in hearing that her sister was getting divorced. The police investigating the case believed that the murderer was a person who took a perverse pleasure in violence. compare: to examine or look for the difference between( two or more things) He compared her to a summer day Compare some recent work with your older stuff and you'll see how much you've improved COMPARE implies an aim of showing relative values or excellences by bringing out characteristic qualities whether similar or divergent*compared the convention facilities of the two cities". CONTRAST implies an emphasis on differences *contrasted the computerized system with the old filing cards* subject to: subject to depending on the stated thing happening We plan to go on Wednesday, subject to your approval Any such settlement is subject to the court's permission Moving all the books should not take long, subject to there being(=if there are) enough helper 11
11 rid...of: to make (a person or place) free of someone or something unpleasant or harmful (rid/ ridded) Our aim is to rid this government of corruption. [usually + of] I didn’t enjoy doing the assignments and I was glad to be rid of them. [usually + of] diminish: to reduce or be reduced in size or importance I don’t want to diminish her achievements, but she did have a lot of help. [T] The memory of them will not be diminished by time. [T] We have seen the value of our house diminish greatly/sharply/substantially in value over the last six months. [I] DECREASE, LESSEN, DIMINISH, REDUCE, ABATE, DWINDLE mean to grow or make less. DECREASE suggests a progressive decline in size, amount, numbers, or intensity *slowly decreased the amount of pressure*. LESSEN suggests a decline in amount rather than in number *has been unable to lessen her debt*. DIMINISH emphasizes a perceptible loss and implies its subtraction from a total *his visual acuity has diminished*. REDUCE implies a bringing down or lowering *you must reduce your caloric intake*. ABATE implies a reducing of something excessive or oppressive in force or amount *the storm abated*. DWINDLE implies progressive lessening and is applied to things growing visibly smaller *their provisions dwindled slowly* insular: [disapproving] interested only in your own country or group and not willing to accept different or foreign ideas Theirs is a very insular culture, protected as it is from outside influences. seek out: [formal] If you seek someone or something out you look for them (and find them). After the meeting he sought out the person who had spoken about the plans. [M] While he was at the library he decided to seek some information out on the aging phenomenon. perverse: [disapproving] (of a person) intentionally acting in a way that is unreasonable or harmful, or (of an action or feeling) unreasonable or unexpected; incorrect, improper 刚愎的，执 拗的，逆反的，不正当的 wrongheaded, determined, or cranky opposition to what is reasonable or normal Jack was being perverse and refused to do anything the rest of us wanted to do. She took a perverse delight in hearing that her sister was getting divorced. The police investigating the case believed that the murderer was a person who took a perverse pleasure in violence. compare: to examine or look for the difference between (two or more things) He compared her to a summer day. Compare some recent work with your older stuff and you’ll see how much you’ve improved. COMPARE implies an aim of showing relative values or excellences by bringing out characteristic qualities whether similar or divergent *compared the convention facilities of the two cities*. CONTRAST implies an emphasis on differences *contrasted the computerized system with the old filing cards* subject to: subject to depending on the stated thing happening We plan to go on Wednesday, subject to your approval. Any such settlement is subject to the court’s permission. Moving all the books should not take long, subject to there being (= if there are) enough helpers
