2019-2020年高中英語(yǔ)Unit4Learningefficiently-section1

1、2019-2020年高中英語(yǔ)Unit4Learningefficiently-sectionlPartTwo:TeachingResourcesSection1:DiscoursestudiesofHOWTOBEEASUCCESSFULREADER1.TypeofwritingandsummaryofHOWTOBEEASUCCESSFULREADERHOWTOBEEASUCCESSFULREADERTypeAdescriptivewritingPart1Mostpeopleagreethatthebestwaytoimproveyourskillsinanyendeavouristopract

2、ise,practiseandthenpractisesomemore.Part2Thesameprincipleappliestopetentreaders.Readingwillalsobemoreenjoyableifthesubjectinterestsyouoryoubelieveitisuseful.Part3Ifyouwantedtobeeachampionhighjumperbutyourjumpingtechniquewasallwrong,evenifyoupractisedforalongtime,youwouldprobablyneverbeereallygoodati

3、t.Itisthesamewithreading.Itismucheasiertounderstandatextifyoualreadyknowsomethingaboutthesubjectortheorganizationofthetextbeforeyoustart.Whilereading,agoodreaderthinksaboutthecontentandasksquestionsormakesmentsinhisorherhead.Thinkaboutthewayyoureaddifferenttypesoftextinyourownlanguage.Asyourpurposef

4、orreadingsentenceswastoanswerquestions,youcanachieveyourpurposeeventhoughyouprobablydon'tknowwhatsomeofthewordsmean.Part4Wecanallimproveourreading.Allitrequiresisplentyofpracticeusingtherighttechniques.2. AdiagramofHOWTOBEEASUCCESSFULREADERHOWTOBEEASUCCESSFULREADER2019-2020年高中英語(yǔ)Unit4Learningeffi

5、ciently-section2PartTwo:TeachingResourcesSection2:BackgroundinformationforUnit4Learningefficiently1.Whatislearning?learning,inpsychology,theprocessbywhicharelativelylastingchangeinpotentialbehavioroccursasaresultofpracticeorexperience.Learningisdistinguishedfrombehavioralchangesarisingfromsuchproces

6、sesasmaturationandillness,butdoesapplytomotorskills,suchasdrivingacar,tointellectualskills,suchasreading,andtoattitudesandvalues,suchasprejudice.Thereisevidencethatneuroticsymptomsandpatternsofmentalillnessarealsolearnedbehavior.Learningoccursthroughoutlifeinanimals,andlearnedbehavioraccountsforalar

7、geproportionofallbehaviorinthehigheranimals,especiallyinhumans.2.ModelsofLearningClassicalConditioningThefirstmodel,classicalconditioning,wasinitiallyidentifiedbyPavlovinthesalivationreflexofdogs.Salivationisaninnatereflex,orunconditionedresponse,tothepresentationoffood,anunconditionedstimulus.Pavlo

8、vshowedthatdogscouldbeconditionedtosalivatemerelytothesoundofabuzzer(aconditionedstimulus),afteritwassoundedanumberoftimesinconjunctionwiththepresentationoffood.Learningissaidtooccurbecausesalivationhasbeenconditionedtoanewstimulusthatdidnotelicititinitially.Thepairingoffoodwiththebuzzeractstoreinfo

9、rcethebuzzerastheprominentstimulus.OperantConditioningAsecondtypeoflearning,knownasoperantconditioning,wasdevelopedaroundthesametimeasPavlov'stheorybyThorndike,andlaterexpandeduponbyB.F.Skinner.Here,learningtakesplaceastheindividualactsupontheenvironment.Whereasclassicalconditioninginvolvesinnat

10、ereflexes,operantconditioningrequiresvoluntarybehavior.Thorndikeshowedthatanintermittentrewardisessentialtoreinforcelearning,whilediscontinuingtheuseofreinforcementtendstoextinguishthelearnedbehavior.ThefamousSkinnerboxdemonstratedoperantconditioningbyplacingaratinaboxinwhichthepressingofasmallbarpr

11、oducesfood.Skinnershowedthattherateventuallylearnstopressthebarregularlytoobtainfood.Besidesreinforcement,punishmentproducesavoidancebehavior,whichappearstoweakenlearningbutnotcurtailit.Inbothtypesofconditioning,stimulusgeneralizationoccurs;i.e.,theconditionedresponsemaybeelicitedbystimulisimilartot

12、heoriginalconditionedstimulusbutnotusedintheoriginaltraining.Stimulusgeneralizationhasenormouspracticalimportance,becauseitallowsfortheapplicationoflearnedbehaviorsacrossdifferentcontexts.Behaviormodificationisatypeoftreatmentresultingfromthesestimulus/responsemodelsoflearning.Itoperatesundertheassu

13、mptionthatifbehaviorcanbelearned,itcanalsobeunlearned.CognitiveLearningAthirdapproachtolearningisknownascognitivelearning.WolfgangKohlershowedthataprotractedprocessoftrial-and-errormaybereplacedbyasuddenunderstandingthatgraspstheinterrelationshipsofaproblem.Thisprocess,calledinsight,ismoreakintopiec

14、ingtogetherapuzzlethanrespondingtoastimulus.EdwarTolman(1930)foundthatunrewardedratslearnedthelayoutofamaze,yetthiswasnotapparentuntiltheywerelaterrewardedwithfood.Tolmancalledthislatentlearning,andithasbeensuggestedthattheratsdevelopedcognitivemapsofthemazethattheywereabletoapplyimmediatelywhenarew

15、ardwasoffered.3. MultipleIntelligencesVerbalLinguisticintelligence(sensitivetothemeaningandorderofwordsasinapoet).Useactivitiesthatinvolvehearing,listening,impromptuorformalspeaking,tonguetwisters,humor,oralorsilentreading,documentation,creativewriting,spelling,journal,poetry.Logical-mathematicalint

16、elligence(abletohandlechainsofreasoningandrecognizepatternsandordersasinascientist).Useactivitiesthatinvolveabstractsymbols/formulas,outlining,graphicorganizers,numericsequences,calculation,decipheringcodes,problemsolving.Musicalintelligence(sensitivetopitch,melody,rhythm,andtoneasinaposer).Useactiv

17、itiesthatinvolveaudiotape,musicrecitals,singingonkey,whistling,humming,environmentalsounds,percussionvibrations,rhythmicpatterns,musicposition,tonalpatterns.Spatialintelligence(perceivetheworldaccuratelyandtrytore-createortransformaspectsofthatworldasinasculptororairplanepilot).Useactivitiesthatinvo

18、lveart,pictures,sculpture,drawings,doodling,mindmapping,patterns/designs,colorschemes,activeimagination,imagery,blockbuilding.BodilyKinestheticintelligence(abletousethebodyskillfullyandhandleobjectsadroitly,asinanathleteordancer).Useactivitiesthatinvolveroleplaying,physicalgestures,drama,inventing,b

19、allpassing,sportsgames,physicalexercise,bodylanguage,dancing.Interpersonalintelligence(understandpeopleandrelationshipasinasalesmanorteacher).learnersthinkbybouncingideasoffofeachother(socializerswhoarepeoplesmart).Useactivitiesthatinvolvegroupprojects,divisionoflabor,sensingothers'motives,recei

20、ving/givingfeedback,collaborationskills.Intrapersonalintelligence(possessaccesstoone'semotionallifeasameanstounderstandoneselfandothersexhibitedbyindividualswithaccurateviewsofthemselves).Useactivitiesthatinvolveemotionalprocessing,silentreflectionmethods,thinkingstrategies,concentrationskills,h

21、igherorderreasoning,"centering"practices,meta-cognitivetechniques.Naturalist(connectedtotheintricaciesandsubtletiesinnaturesuchasCharlesDarwinandMeriwetherLewisofLewisandClarkfame).Useactivitiesthatinvolvebringingtheoutdoorsintotheclass,relatingtothenaturalworld,charting,mappingchanges,obs

22、ervingwildlife,keepingjournalsorlogs.4. Top10TipsforstudyingEnglishLearningEnglishGrammarinTextsHowcanyoubeststudyandremembercertainaspectsofEnglishgrammar(e.g.tenses)?WhenreadingEnglishtexts(lyrics,novels,news,textbooks)lookoutforthegrammaraspectyouwanttoremember.Markitandreflectonwhyitisusedthere.

23、Toseewhetheryou'rerightaboutarule,lookupthetopicinanEnglishgrammarreference,yourEnglishtextbook.DoingEnglishGap-FillingExercisesMakeyourowngap-fillingexercisesfromEnglishtexts.Chooseashort,interestingEnglishtextthatisnottoodifficult(e.g.lyrics,textfromyourtextbook,news,excerptfromastory/novel).C

24、opythetextanddeletesomewordsinthecopy,e.g.:prepositionsadjectivesverbsinacertaintenseTrytofillthegapscorrectlyandthentaketheoriginaltexttocheckyouranswers.Thissureismorefunwhendoingitwithfriends.Everyonepreparesashorttextandgivesacopytotheothers,whowilltrytofillthegapscorrectly.Tomakethingsabiteasie

25、r,youcanprovidethewordsinadifferentorderorasatranslation.LearningEnglishthroughFilmsThankstoDVD,watchingfilmsinEnglishhasbeeaneasythingtodo.Chooseyourfavouritefilm-you'vewatchedthatfilmadozentimesandprobablyknowallthedialoguesoffbyheartinyournativelanguage.Sofollowingthestorywillbeeasyforyou.Havepaperandpenreadyasyoumaywanttojotdownusefulwordsorphrasesthatyouwishtolearn.Englishsubtitlesmightbeusefulforthat(althoughtheymightdifferfromwhatisactuallybeingsaid).Ifyoua