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数值表示中,1.00E+00,2.3E-03怎么换算的来着?以前学过,忘记了……这2个数值换算就是1*(10^0）,2.3*（10^-3) 3.4E-1.5=3.4*(10^(-1.5))，
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E加上后面的数就是10的多少次幂的意思1.00E=1乘以10的0次方2.3E-0.3=2.3乘以10的-3次方希望能够帮你
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e表示10的多少次幂，+** 表示10的**次方，-**表示10的**的倒数。
e就是表示10的多少次幂_______________________是
1.00E+00，e为10次幂+ -号为+ -次幂1*10^02.3E-03同理2.3*10^(-3)
这是科学记数法……指数怎么能不是整数呢？不懂
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本帖最后由 Josephus_Landy 于
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地 图 名：BLEACH [Soul Ignition] 1.00E
地图类型：对抗
魔兽版本：1.24
地图作者：Josephus_Landy
地图语言：简体中文
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1.优化个别英雄技能
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3.步兵防御类型修改为无护甲类型 防御值为2
4.步兵和远程兵 最多增加1个
5.修复一护 E 伤害输出问题
6.修复春水 R 伤害输出问题
7.修改春水 W 伤害为 80*等级+敏捷 值
8.修改白哉 Q 伤害增加10
9.修改出兵游戏时间
10.加大了一护Q R的距离
11.减少了一护Q 的冷却
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感谢稀饭 Greed 两人的模型技术支持... 若使用该图模型请联系本人或者找琼黎 并在使用时署名 稀饭 和 Greed (经济BY 琼黎)
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顶个。。。好图&&不解释
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支持下&&白哉帅啊
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死神图不错的！
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星沉☆月落
& & 如使用模型 请注明作者。。 这是对模型师的尊重
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Josephus_Landy
楼上别误解了，我只是说模型作者模型做的好，并没有盗模的意思（PS：因为我也是做模型的）
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这个必须支持啊
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支持啊........
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& & SOGA =。= 其实盗模什么的&&我对这种事情已经放的开 反正也不是我自己出钱买的
& & 倒是为模型做贡献的模型师必须要尊重
& & 有你们动漫图才能做的完美
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ddddddddddddddddddddddddddd
[幸运之心]
Lucky heart
[快乐水滴]
网游Ⅰ级奖章
[幸运之草]
网游Ⅱ级奖章
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The owner of this website () has banned your access based on your browser's signature (3b51d-ua98).Unit1-全新版大学英语综合教程2(第二版)教案课件 最新版_甜梦文库
Unit1-全新版大学英语综合教程2(第二版)教案课件 最新版
Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Reading收集自网络，希望大家喜欢English Song ― Teach Your ChildrenDetailed ReadingAbout Education Warm-up QuestionsUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingEnglish Song ― Teach Your Children Introductory RemarksDetailed ReadingTeach Your ChildrenQuestions and Answers Crosby, Stills and NashUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingAbout Education A SurveyDetailed ReadingA Practical Experiment Education in the WestUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingIntroductory Remarks “Ways of learning” is the topic of this unit. It is also Detailed Reading the topic of the song you are about to listen to, called Teach Your Children sung by Crosby, Stills and Nash.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingDetailed ReadingUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingTeach Your ChildrenDirections: Listen to the song and fill in the blanks with what you hear. Detailed ReadingYou, who are __________ on the road , have a code that you can live by. Must __________ And so, become yourself, the past is just a goodbye. Because ― _______ Teach your children well, Their father’s hell did slowly go by. And feed them _____________ on your dreams , The one they picks, the one you’ll know by.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingDon’t 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, Detailed Reading know the fears that your elders grew by. Can’t ____________ And so please help them with your youth, seek the truth before they can die. They ____________ Teach your parents well, Their children’s hell will slowly go by. on your dreams , And feed them _____________ The one they picks, the one you’ll know by.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingDon’t you ever ask them why, if they told you, you will cry, So just look at them and sigh and know they love you.Detailed ReadingUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingQuestions 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 their 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?Detailed ReadingUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingCrosby, Stills and Nash The musical partnership of David Crosby (b. Aug. 14, 1941), Stephen Stills (b. Jan. 3, 1945), and Graham Nash (b. Feb. 2, 1942), was Detailed not only Reading 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 political and cultural upheavals (动荡，剧变) of the time ― it was the only American-based band to approach the overall societal (社会的) impact of the Beatles. The resulting trio (三人组) was characterized by a unique vocal blend and a musical approach that ranged from folk to pop to hard rock.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingCSN?s (initials of Crosby, Stills and Nash) debut album (首张 唱片), released in 1969, was perfectly in tune (合拍) with the times, and the group was an instant hit. Detailed Reading Song-list: Teach Your Children Southernman Ohio WoodstockUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingA Survey Do you agree with the following statements? 1. Play is the best way to learn. Detailed Reading 2. Children develop life skills best through formal programs. 3. Children are naturally curious, inspired, motivated learners, but sometimes the enjoyment of learning can get lost in the pressure to “succeed” in formal education. 4. Parents are the most important instructors to the children, so they should give as much guidance as possible.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingA Practical Experiment Two children are given hula hoops, a toy they are unfamiliar with.Detailed ReadingAngela 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?Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingA Practical Experiment Two children are given hula hoops, a toy they are unfamiliar with.Detailed ReadingAngela learns to keep the hula hoop in motion by moving her body in certain ways. Jonathan explores the hoop and discovers it's big enough to step through. He then balances the hoop between two objects and practices kicking a ball through the hoop. How do you comment on these two outcomes?Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingA Practical Experiment Two children are given hula hoops, a toy they are unfamiliar with.Detailed ReadingBoth outcomes are good. Angela learns a useful play skill. Jonathan uses his hoop in a different, but equally playful way. Which one do you think is better in developing the children?s creativity?Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingA Practical ExperimentTwo children are given hula hoops, a toy they are unfamiliar with.Reading the directions given, will Angela, because she Detailed followed 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 an item he was unfamiliar with. He used what he learned about this circular-shaped object to solve a problem of his own and incorporated (结合) the hula hoop as an innovative solution to helpUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readinghim do something that he wanted to do ― kick a ball through a target. Jonathan learned he could use his own observation and exploration to learn about new objects. What conclusion can you draw Detailed Readingfrom this experiment?Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingEducation in the West Much of the current debate over education surrounds the extent to which learning should be teacher-based or Detailed student-based. Which ofReading the two 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 teachers 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Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readingchildren have complete freedom to decide what they are going to learn and which lessons they will attend. If they Detailed Reading 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-centered approach, as both teachers and students find the pressure of time leaves less opportunity for an exploratory approach to learning.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingWarm-up Questions 1. If you find a two-year-old boy is trying to put a key into a box, will you help him immediately? Detailed Reading 2. Can you recall how your parents taught you in your childhood? Did they like to teach you by holding your hand? 3. 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?Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingScanningPart Division of the TextFurther UnderstandingUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingFurther Understanding Questions and AnswersQuestions and AnswersMultiple ChoiceUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingScanningScan Text A and decide whether the following statements are true or false.1. Benjamin was worried that he couldn?t put the key ( F ) into the box. Benjamin was not bothered at all. 2. In the Chinese staff?s opinion, the parents should guide Benjamin to insert the key. ( T )Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Reading3. The author and his wife didn?t care whether Benjamin succeeded in inserting the key into the slot. ( T ) 4. For the Westerners, learning should take place by ( F ) continual careful shaping and molding.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. ( T )Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingPart Division of the Text Parts 1 Para(s). 1~5 Main Ideas The text begins with an anecdote. The author?s thoughts are mainly about different approaches to learning in China and the West. The author winds up the text with a suggestion in the form of a question.26~13314Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingQuestions and Answers1. How does the author introduce the topic in Text A?In this text, the author introduces the topic by the key-slot anecdote (轶事). There are several ways to introduce a theme. 1. 2. 3. 4. Stating the topic directly. Posing a question. Quoting a famous saying. Relating an anecdote or an incident.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Reading2. Sum up the contrast between the attitude of the couple and that of the hotel staff toward Benjamin?s efforts in inserting the key into the slot. 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. The couple: let him explore and enjoy himself. The hotel staff: held his hand and taught him how to insert the key correctly.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingQuestions and Answers 1. Read the first sentence of 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 two subjects at the same time, discussing them point by point.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Reading2. 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 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.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Reading4. The following are two types of attitudes toward creativity and basic skills. Which one belongs to the Chinese and which one belongs to the Westerners? A) giving priority to developing skills at an early age, believing that creativity can be promoted over time. The Chinese.B) putting more emphasis on fostering creativity in young children, thinking that skills can be picked up later.The WesternersUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingMultiple Choice 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.E) making a suggestion in the form of a question.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingMultiple Choice There are many ways to conclude an essay. How does the author end this text? A A) Restating the main points previously mentioned. B) Proposing a solution.C) Quoting from some book or person. D) Predicting future developments.E) making a suggestion in the form of a question.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingMultiple Choice There are many ways to conclude an essay. How does the author end this text? B A) Restating the main points previously mentioned. B) Proposing a solution.C) Quoting from some book or person. D) Predicting future developments.E) making a suggestion in the form of a question.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingMultiple Choice There are many ways to conclude an essay. How does the author end this text? C A) Restating the main points previously mentioned. B) Proposing a solution.C) Quoting from some book or person. D) Predicting future developments.E) making a suggestion in the form of a question.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingMultiple Choice There are many ways to conclude an essay. How does the author end this text? D A) Restating the main points previously mentioned. B) Proposing a solution.C) Quoting from some book or person. D) Predicting future developments.E) making a suggestion in the form of a question.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingMultiple Choice There are many ways to conclude an essay. How does the author end this text? E A) Restating the main points previously mentioned. B) Proposing a solution.C) Quoting from some book or person. D) Predicting future developments.E) making a suggestion in the form of a question.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingLEARNING, CHINESE-STYLERussell BakerFor 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 elementary 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.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingThe key to our room was attached to a 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 to carry the key around, shaking it vigorously. He also liked to try to place it into the slot. Because of his tender age and incomplete understanding 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.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingNow 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 interesting 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 Benjamin?s hand and, gently but firmly, guide it directly toward the slot, reposition it as necessary, and help him to insert 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.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingI soon realized that this incident was directly relevant to our assigned tasks in China: to investigate 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 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 achieved by having him struggle?Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingHe 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 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 exploring, 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.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingSuch self-reliance is a principal value of child rearing in middle-class America. So long as 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 which one has to learn to think for oneself, to solve problems on one?s own and even to discover new problems for which creative solutions are wanted.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingTEACHING 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 important differences in the educational and artistic practices in our two countries. When our well-intentioned Chinese observers came to Benjamin?s 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 in precisely the desired direction. I came to realize that these Chinese were not just molding and shaping Benjamin?s 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.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingThe 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 and co 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.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingCREATIVITY FIRST? In terms of attitudes to creativity there seems to be a reversal of priorities: young Westerners making their boldest departures first and then gradually mas 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 in terms of the fears we both harbor. Chinese teachers are fearful that if skills are not acquired early, they m there is, on the other hand, no comparable hurry to promote creativity.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingAmerican educators fear that unless creativity has been acquired early, on the other hand, skills can be picked up later. However, I do not want to overstate my case. There is enormous creativity to be found in Chinese scientific, technological and artistic innovations past and present. And there is a danger of exaggerating creative breakthroughs in the West. When any innovation is examined closely, its reliance on previous achievements is all too apparent (the “Standing on the shoulders of giants” phenomenon).Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingBut assuming that the contrast I have developed is valid, and that the fostering of skills and creativity are both worthwhile goals, the important question becomes this: Can we gather, from the Chinese and American extremes, a superior way to approach education, perhaps striking a better balance between the poles of creativity and basic skills?Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingBecause of his tender age and incomplete understanding of the need to position the key just so, he would usually fail. Paraphrase the sentence.Because he was so young and didn?t quite know that he should position the key carefully to fit into the narrow key slot, he would usually fail.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingBenjamin was not bothered Paraphrase the sentence. Benjamin was not bothered at all. Translate the sentence into Chinese. 本杰明一点也不在意。Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Reading… and to throw light on Chinese attitudes toward creativity. Paraphrase this part of the sentence. And to help explain Chinese attitudes toward creativity.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Reading… since the child is neither old enough nor clever enough to realize the desired action on his own, what possible gain is achieved by having him struggle? What does the desired action refer to?Positioning the key carefully to fit into the slot.In your opinion, what possible gain can be achieved by having Benjamin struggle? Open-ended.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingHe may well get frustrated and angry. Paraphrase the sentence. He is likely to get frustrated and angry. You use “may well” when you are saying what you think is likely to happen.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingHe was having a good time and was exploring, two activities that did matter to us.What do the two activities refer to? Having a good time and exploring. Paraphrase two “activities that did matter to us”. Tow activities that were important to us.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Reading… whether it be placing a key in a key slot, drawing a hen or making up for a misdeed … Paraphrase the sentence. No matter whether it is placing a key in a key slot, drawing a hen or making up for some mistakes. Analyze the structure of the sentence. The subjunctive mood is used here.Whether he be present or absent, we shall have to do our part.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Reading… young Westerners making their boldest departures first and then gradually mastering the tradition … What does making their boldest departures mean? Doing sth. different from an established rule or tradition.Translate this part into Chinese.西方的年轻人先是大胆创新，然后逐渐深谙传统。Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingBut assuming that the contrast I have developed is valid, and that the fostering of skills and creativity are both worthwhile goals … Can you analyze the structure of this sentence? assuming + that-clause: 假定?? You use assuming that when you are considering a possible situation or event, so that you can think about the consequences. Assuming that we all work at the same rate, we should be finished by January.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingCan we gather, from the Chinese and American extremes, a superior way to approach education, perhaps striking a better balance between the poles of creativity and basic skills?Translate the sentence into Chinese.我们能否从中美两个极端中寻求一种更好的教育方式， 它或许能在创造力与基本技能这两极之间获得某种较 好的平衡? Do you think that we can find a better way to approach education, which strikes a better balance between the poles of creativity and basic skills?Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readingattach: vt. fasten or join (one thing to another)She attached an antenna to the radio. A tag was attached to each article. Pattern: attach sth. to sth. be attached to sth.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readinginitial: adj. of first最初的会谈是后来达成协议的基础。 The initial talks were the base of the later agreement.the initial letter of a word一个词的首字母Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readingawait: vt. wait forHe was anxiously awaiting her reply. 他早就期待着这个时刻了。 He has long awaited this moment.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readingon occasion: now and then It has, on occasion, created trouble for the bank. 你有时使人们感到诧异。You have on occasion surprised people.CF: on occasion & on the occasion of 这两个词组非常相似，但意思不同。 on occasion 有时，间或。 on the occasion of 在?之际。on the occasion of sb.?s weddingUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readingneglect: vt. give too little attention or care to neglect one?s meals and sleep 离开时别忘了锁门。 Don?t neglect to lock the door when you leave. CF: neglect, ignore & omit 这几个词都有忽略、遗漏之意。 neglect 指对职责、义务或应做的事没有给予足够的注 意。这种忘记可能是有意的，也可能是无意的。例如： Those who neglect their duties should be punished. 玩忽职守者应受惩罚。 Why do they always neglect the traffic regulation. 他们为什么老是不注意遵守交通规则呢？Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readingignore 指疏忽、不顾，强调对某人或某物故意不理会， 有时还带有固执地拒绝的意味。例如： When I saw Tom, I stopped to greet him, but he ignored me and walked on. 当我看到汤姆时，我停下来和他打招呼，但他没 有理我继续往前走。 The teacher ignored my difficult questions. 老师对我的难题置之不理。Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readingomit 指因专注或疏忽而忘记某事，这种失误可能是有意或 无意的。该词还可指删除不利或不必要的东西。例如： She should not omit to visit the museum. 她不应忘了去参观博物馆。 The third part of the book may be omitted. 该书的第三部分可以删掉。Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readingrelevant: adj. directly connected with the subjectHis color is not relevant to whether he?s a good lawyer. 该证据与此案有关。 The evidence is relevant to the case. Pattern:be relevant toUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readinginvestigate: 1. vt. try to find out information aboutScientists are investigating how the plane crash occurred. If you hear such a rumor, investigate it thoroughly.2. vi. make a detailed inquiryinvestigate into an affair investigate into a rumorUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingCF: investigate, examine & inspect 这几个词都有调查、检查之意。investigate 较正式，指有条不紊地进行调查研究以发现事 实 真相，更常用以说明调查案件、情况、背景来历 等。例如： They investigated the cause of the accident.他们调查了事故的原因。 The police are investigating the murder. 警方正在调查这件谋杀案。Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readingexamine 是普通用语，指仔细地检查某人或物。该词还指 官 方主持的检查或医生进行的诊察，也表示对某种 They 观点的讨论研究，更指考试。例如： examined our passports very carefully. 他们仔细检查了我们的护照。 An optician is qualified to examine your eyes and prescribe glasses. 眼科医生有资格来检查你的眼睛并给你配眼镜。Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readinginspect 较正式，用得不如examine广泛，指对某人或某物 进行检查、查问，带有揭示其差异或缺陷的意思。 更常指官员们的视察以发现下属单位的缺点等，还 指检阅军队。例如： The firemen were inspecting the warehouse for potential fire hazards. 消防人员正在检查仓库以防火灾。 Every length of cloth is inspected before it leaves the factory. 出厂之前每寸布匹都检查过。Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readingthrow light on: help understandingThese facts throw new light on the matter.这些事实使人进一步了解此事。Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readingexception: n. sb./sth. that a comment or statement does not apply toThere is an exception to this grammatical rule.这是那项规定的一个明显的例外。This is an apparent exception to the rule.Pattern:an exception toUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingCollocation：with many/few exceptions without exceptionwith the exception make an exception of有很多/很少例外毫无例外，一律 除??之外把??作为例外 不容许有例外；一视同仁make no exceptionsUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readingdesirable: adj. worth having as by being useful, advantageous, worth achievingMain Street is a very desirable location for a large department store. It is most desirable that he should attend the conference. NB: antonym: undesirableUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readingaccomplish: vt. manage to do (sth.)She?s accomplished a great deal in the last few weeks. 这项任务不是在一代人的时间里所能完成的。The task will not be accomplished in one generation.Collocation： accomplish one?s object/goal accomplish one?s mission达到目的完成使命Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingCF: accomplish, complete & finish 这三个词都含“完成”的意思。 accomplish 通常接task, aim, journey, voyage等名词，有时 兼有取得效果之意。例如： I don?t feel our visit really accomplished anything. 我不认为我们的访问真正取了什么结果。 complete 比 accomplish 具体，可接建筑、工程、书籍等名 词，指按预期目的把未完成的工作经过进一步的努 力 使之完成，主要涵义是补足缺少的部分。例如： The building will be completed by the end of this month. 这座楼于本月底建成。Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readingfinish 在许多情况下可与complete换用, 但不及 complete正式，常含有认真仔细地完成工作的 最后阶段的精工修饰，使之完美的意思。例如： Finish the work off before you leave for your holiday. 你去度假前应先把工作做完。Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readingin due course: eventuallyBe patient. You?ll get your promotion in due course.Your book will be published in due course.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readingcritical: adj. 1. very importantA second income is critical to the family?s well-being. 接下来的两个礼拜对于公司来说是至关重要的。 The next two weeks will be critical for the company.Collocation：a critical decision critical moment 重大的决定 紧要关头，关键时刻Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Reading2. very serious or dangerous 严重短缺食物a critical shortage of food Collocation：critical condition a critical illness危险状态重病Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readingprincipal adj. chiefthe principal food of the people of India the principal rivers of Europe CF: principal & principle principal和 principle的意思完全不同，但常常被混淆。 principle 仅作名词用，其主要意义指基本的东西或规则 和标准。 principal 既是名词又是形容词。作为名词，它一般指居于 高位或担任重要角色的人。例如：a meeting among all the principals in the transaction。作 为形容词，它有主要的或首要的的意思。Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readingrear: 1. vt. B look after (animals)rear children 饲养家禽 rear poultry 2. n. back part 后部；背面 The kitchen is in the rear of the house. 停车场在这建筑物的后边。The parking lot is at the rear of the building.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readingmake up for: repay with sth. compensate forI didn?t travel much when I was younger, but I?m certainly making up for lost time now. 他们加速进行以补回失去的时间。They hurried on to make up for lost time.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readingin retrospect: on upon reflection There are some things that you only become totally conscious of in retrospect. In retrospect, what I have done is clearly absurd.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readingfacility: n. 1. ability to do sth. easily and wellplay the piano with facility有学习语言的天才 have great facility in learning languages2. (pl.) equipment, aids, etc. which make it easy to do things sports facilitiesThere are facilities for cooking in the kitchen. 娱乐设施 entertainment facilitiesUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readingapply: vi. 1. have an effect Pattern:apply to sb./sth.What I have said does not apply to you. 教授的这条建议只适用于一些大学生。 The advice given by the professor only applies to some of the college students.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Reading2. write a letter or fill in a form in order to ask formally for sth. Pattern: apply (to sb.) for sth. apply to do sth. We applied to the authorities for assistance.他决定申请参加学生会。He decided to apply to join the Student Union.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readingpriority: n. sth. that one must do before anything else Study is not on his list of priorities. 道路建设应是予以优先考虑的事。 Road building is a first priority.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readingevolve: vi. develop graduallyPattern:evolve into 进化成，发展成，逐步形成 evolve from/out of 由??演化而成；从??发展而来 The early fish have evolved into some 30,000 different species.这一简单的计划逐步形成为一项复杂的规划。The simple plan evolved into a complicated scheme.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingSome people believe that we evolved from the apes. 这整个想法是从信口说出的一句话发展而来的。 The whole idea evolved from a casual remark.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readingcontrast: 1. v. compare (two people or things) so that differences are made clear Pattern: contrast A with/and B In her speech she contrasted the government?s optimistic promises with its dismal achievements.我忍不住把她的态度和她朋友的态度作了对比。I cannot help contrasting her attitude with that of her friends.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingCollocation：contrast sharply/strikingly contrast startlingly/strongly形成鲜明的对比形成惊人的/强烈的对比2. n. difference between things compared The atmosphere of the Second World War in London was a complete contrast to that of the First. There is a marked contrast between the group?s actions and its principles.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingCollocation：constitute/form a sharp contrast to 与??形成鲜明的对照 intensify/sharpen the contrast reveal/show a contrast加强对比 显示出差别Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readingharbor: 1. vt. keep (sth.) secretly in one?s mind He might be harboring a death wish. harbor thoughts of revenge 2. n. place of shelter for ships The navy has constructed an artificial harbor. All the ships stayed in the harbor during the storm.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readingpromote: vt. help to grow or develop new efforts to promote the world peace 促进经济发展 promote economic growth 牛奶增进健康。 Milk promotes health.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingCF: promote & further 这两个词都可指促使某事物朝着预期的目标发展。 promote 用于事物发展的各个阶段，包括起始阶段。例如： promote the understanding between the two countries 促进两国之间的相互了解The audiolingual method should be promoted.应当推广听说法。 further 则用于除了起始阶段以外的各个发展阶段。例如： Getting a scholarship will further her education. 获得奖学金可以使她继续深造。Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readingemerge: vi. come out Eventually the truth of the matter emerged. Large scale industry emerged gradually as technology evolved. Pattern: emerge from/out of 太阳从云层背后出现。 The sun emerges from behind the clouds. New evidence emerged from the investigation. It emerges that … It later emerged that the driver of the car had been drunk.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readingvalid: adj. based on truth or sound reasoning This is a valid argument against economic growth. They have valid reasons for refusing to do it.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readingworthwhile: adj. worth the trouble taken Here is some worthwhile advice to any young businessman. 太阳从云层背后出现。 It?s a worthwhile book.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readingsuperior: better than average or than others of the same type Pattern: be superior to be superior in 敌军在数量上占优势。 The enemies were superior in numbers.这条地毯在质量上远远比那条好。This carpet is far superior to that one in quality.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingUseful Expressions Spot DictationDiscussion Comparison and Contrast Writing Practice Sentence TranslationProverbs and QuotationsUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingComparison and ContrastDefinition An ExampleUseful Expressions for Comparison and ContrastUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingWriting PracticeA Brief Introduction A SampleHomeworkUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingUseful Expressions 1. 被系在?上 2. 探索行为 3. 偶尔 4. 父母的责任 5. 揭示，阐明 6. 最终目的 7. 要做的动作 be attached to … exploratory behavioron occasionparental duties throw light on ultimate purpose desired actionUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Reading8. 所希望的结果9. 关键desirable outcome critical point value of child rearing making up for a misdeed in retrospect well-intentioned10. 育儿观11. 弥补某种错误行为12. 回想起来13. 善意的 14. 前来帮助某人come to sb.?s rescueUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Reading15. 极其熟练、温和地 with extreme facility and gentleness 16. 适用于 17. 发展到 18. 发展创造力 19. 值得追求的目标 apply toevolve topromote creativity worthwhile goalsUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingSpot Dictationtop student. You probably think you will never be a ___ This is not necessarily so, however. Anyone can become a better ______ scholar if he or she wants to. It is true that you may not be __________ enthusiastic about everything that you study, but by using your time properly you may improve your grades without additional ________ work. Here?s how: Plan your time carefully. 1. ____________ 2. Find a good place to study. ____ before you read. 3. ScanUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Reading4. ______________ Make good use of your time in class. 5. Study regularly _______. 6. Develop _____________ a good attitude about tests. There are other techniques _________ that might help you with your studying. Only a few have been mentioned here. You will probably discover many others after you have tried these.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingDiscussion 1. What do you think is more important, creativity or basic skills? 2. How do you comment on the learning methods you used in high school? 3. Are you employing new learning methods helpful to the study of college courses? What are they? 4. In your opinion, can we find a better way to approach education, which strikes a better balance between the poles of creativity and basic skills?Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingDefinitionComparison and contrast come in three different ways.1. Comparison: You are asked to explain how two or more things are alike. 2. Contrast: You are asked to explain how two or more things are different. 3. Comparison and contrast: You are asked to explain how two or more things are alike and different.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingAn ExampleHere are two different ways (T-Chart and Venn Diagram) to organize information. As an example, we will look at the Smilodon and the Caribou ― two animals that lived during the Ice Ages.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Reading1. The T-Chart:Characteristics environment diet weapons teeth animal group when it livedSmilodon the Arctic meat teeth, claws sharp, pointed mammal Ice AgesCaribou the Arctic plants antlers, hooves blunt, rounded mammal Ice Ages/presentUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Reading2. The Venn Diagram:Questions： 1. Compare: How were the caribou and the smilodon alike? 2. Contrast: How were the smilodon and caribou different?Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Reading2. The Venn Diagram:The caribou and the smilodon were both mammals. Questions ： The smilodon lived in the Arctic regions during the 1. Compare: How were the caribou and the smilodon alike? Ice Ages, as did the caribou. Like the smilodon, the 2. Contrast: How were the smilodon and caribou different? caribou was able to protect itself from predators.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Reading2. The Venn Diagram: Although the caribou and the smilodon were both mammals, they were very different in many ways. The caribou was a plant-eater, unlike the smilodon, which ate meat. The caribou had blunt, rounded teeth for eating plants, whereas the smilodon had sharp, pointed ones. The smilodon became extinct Questions： at the end of the Ice Ages, in contrast to the caribou, 1. Compare: How were the caribou and the smilodon alike? which still lives in the the smilodon Arctic regions today. different? 2. Contrast: How were and caribouUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingUseful Expressions for Comparison and Contrast Comparison like the same as alike similar likewise and, as well also, too just as, as do, as did, as does both Contrast unlike in contrast to different from less whereas however but as opposed to on the other handUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingA Brief Introduction What is a notice? As an effective means of written communication, a notice gives information published by the appropriate authority. It is intended to publicize social events, to report on matters of general interest to staff, to inform staff of instructions, change of plan, new systems and regulations, and to make the staff conform to certain arrangements, etc.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingSometimes a notice can be as simple as:How to write a notice? The heading of the notice is usually in the middle of the page, in boldfaced words. For example, NOTICE ENGLISH EVENING LECTUREUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingThe main information such as time, place, should be made distinct. Give the name of the person who gives the notice. Give the date when the notice is issued if necessary. A notice should be: Attractive (so that people will NOTICE it) Simple and easy-to-read Clear and specificUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingA Sample MEETING NOTICEApril 12, 2010A review of status of implementation of Right to Information Act, covering the following topics, will be held on April 17, 2010 (Saturday) at 11:00 AM in the Main Auditorium: 1. Review of state for uploading of manuals ― shortcomings 2. Review of status for online filing of applications 3. Latest developments about implementation of RTI Act and identification of problem areas.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingAll the Public Information Officers / officers responsible for implementation of the RTI Act are requested to make it convenient to attend the said program. DEPUTY DIRECTOR Tel:
Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingHomework As a member of the Students' Union, you want to hold a special lecture. Write a notice to the students to inform: 1. The topic of the lecture 2. Time and place 3. The professor who will give the lectureUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingSpecial Lecture Notice May 20, 2010 Title: Impact of 2008 Global Financial Crisis Speaker: Prof. John Betts, University of Technology Sydney Time：6:00-9:00 PM, May 27, 2010 Place: Multimedia Classroom on 6th floor, Yifu Building Sponsored by the Students’ UnionUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingSentence Translation 1. 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. 然而，我和艾伦获得的有关中美教育观念差异的最难 忘的体验并非来自课堂，而是来自我们在南京期间寓 居的金陵饭店的大堂。Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Reading2. 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. 他从钥匙声响中得到的乐趣大概跟他偶尔把钥匙成功 地塞进槽口而获得的乐趣一样多。 3. I soon realized that this incident was directly relevant to our assigned tasks in China: to investigate the ways of early childhood education (especially in the arts), and to throw light on Chinese attitudes toward creativity. 我很快意识到，这件小事与我们在中国要做的工作直 接相关：考察儿童早期教育（尤其是艺术教育）的方 式，揭示了中国人对创造性活动的态度。Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Reading4. 我的中国同行，除了少数几个人外，对此事的态度与金陵 饭店工作人员一样。With a few exceptions my Chinese colleagues displayed the same attitude as the staff at the Jinling Hotel. 5. 但关键在于，在这个过程中，我们试图让本杰明懂得，一 个人是能够很好地自行解决问题的。 But the critical point was that, in the process, we were trying to teach Benjamin that one can solve a problem effectively by oneself.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Reading6. 回想起来，当时我就清楚地意识到，这件事正是体现了问题 的关键之所在――而且不仅仅是一种意义上的关键之所在。In retrospect, it became clear to me that this incident was indeed key ― and key in more than one sense. 7. 我们两种文化的差异也可以从我们各自所怀的忧虑中显示 出来。 The contrast between our two cultures can also be seen in terms of the fears we both harbor.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingProverbs and Quotations1. There is no end to learning.学无止境。 2. What is learned in the cradle is carried to the grave.摇篮里学到的东西终身受用。3. Questioning is the door of knowledge. 提问为通向知识之门。Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Reading4. No man ever yet became great by imitation. ― Samuel Johnson, British lexicographer and writer模仿不成大器。 ―― 英国词典编纂者和作家 塞缪尔?约翰逊 5．I forget what I was taught, I only remember what I have learned. ― Patrick White, British novelist我忘了别人教我的东西，我只记得我自己学的东西。 ―― 英国小说家 P. 怀特Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingCulture Notes Reading Comprehension TasksUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingCulture Notes How to Teach Kids about MoneyHow to Make a Piggy-bank Compound Interest: You Could Become a Millionaire!Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingComprehension TasksA Video Clip about Financial Literacy EducationDiscussionUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingHow to Teach Kids about MoneyAn ideal time to begin teaching kids about the basics of money is when they first begin to notice it. In a child ?s world, money comes from Mom and Dad?s pockets. And when Mom and Dad are tapped, a machine magically spouts money after merely pushing a few buttons. It?s natural for them to assume that money is readily available whenever it?s needed. Even very young children can begin to understand the concept of earning money. Explain to the kids that money is earned by working, and that one can only spendUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Readingspend what one earns. Consider paying them for helping with certain chores. Use a piggy-bank (储蓄罐) to help teach about savings and interest. Set a savings goal to encourage the kids to save some of their allowances. Calculate how much is saved each month and chip in a certain percentage as interest.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingHow to Make a Piggy-bankDon?t toss that bleach bottle! With some paint and a little creativity, you can make an adorable piggy-bank that will dazzle the change right out of your pocket. Lea Elleseff is going to teach you how to make a DIY piggy-bank out of recycled materials and various craft supplies.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingUnit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingCompound Interest: You Could Become a Millionaire! Compound interest is the interest paid on both the original sum of money and the interest added to it. A deposit, for example, may have its interest compounded every month. In this case, an investment with $100 original sum of money and 1% interest per month would have a balance of $101 at the end of the first month, $102.01 at the end of the second month, and so on.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingThis chart shows the growth, compounded at 8% monthly, of an investment of $100 per month beginning at age 4, assuming that the investment remains untouched until age 62. Your will earn $1,200,000 when you are 62 years old.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingFinding a way of teaching children to appreciate the value of money can be a problem. Yet the solution, David Owen suggests, is simple ― just open a bank. Easier said than done? Well, it turns out to be not quite so difficult as it sounds, as you’ll discover in reading about the First National Bank of Dave.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary ReadingChildren and Money David OwenParents who decide that the time has come to teach their children about money usually begin by opening savings accounts. The kids are attracted at first by the notion that a bank will pay them for doing nothing, but their enthusiasm disappears when they realize that the interest rate is tiny and, furthermore, their parents don?t intend to give them access to their principal. To a kid, a savings account is just a black hole that swallows birthday checks.Unit Unit 1 1 Ways Ways of of Learning LearningBefore Reading Global Reading Detailed Reading After Reading Supplementary Re}