Unit-9-On-Becoming-a-Better-Student

Unit9OnBecomingaBetterStudent(abridged)Warm-updiscussion:Asastudent,doyouhavealotofexpectationsfromyourteachers?Doyouexpectthemtobeomniscientandomnipotent,orashumanasyouare?Listasmanygoodqualitiesofagoodteacheraspossible.ComposeapoemaboutagoodteacherAgoodteacher______and________________ing_________lyLikea__________Onlyifshe/hecould____________.Whatdoyouthinkarethepersonalitytraitsofafinestudent?Listasmanygoodqualitiesofafinestudentaspossible.TextComprehensionWhatdoyouthinkisthepurposeoftheessay?A.Togivestudentssomeguidelinesonhowtoimprovetheirstudies.B.Todescribethequalitiesofafinestudent.C.Togivereaderssometipsonhowtoimprovetheirstudents.StructuralanalysisPartI(p.1–2)toexplainwhatteachingandlearningismeanttobe.PartII(p.3–9)todiscussvariousfactorsthatwillmakeagoodstudent.PartIII(p.10)togiveadvicetotheaspiringstudents.PartI(para.1–2)Accordingtotheauthor,whatdostudentsexpectfromtheirteachers?Whydoestheauthormentionthestudents’expectationsfortheirteachersfirst?Inyouropinion,howistherelationshipbetweenteachingandlearning?ParaphraseWemayevenhaveexpectationsthattheybeendlessrepositoriesofskillandknowledgefromwhichwemaypartakeatwill.(l.2-3,p.1.)Wemayevenexpectthemtohaveinfiniteskillandknowledgesothatwemaylearnfromthemasmuchaswelike.PartII(para.3–9)p.4Curiosity好奇心p.5Discipline自制力p.6Risk-taking冒险精神p.7Initiative主动性p.8Enthusiasm学习热情P.4CuriosityWhatisuniqueofacuriousperson?Howdoyouunderstand“aninvestigativespirit”？ParaphraseThelearningisnotsomuchtheacquisitionofinformationasitisasinvestigation–aquestioning,aturningoveroftheobjectofstudytoseeallsidesandfacets.(l.5-7,p.4.)Insteadofonlygettinginformation,learningismoreliketheprocessofinvestigation,inwhichquestionsareraisedandtheobjectisstudiedcarefullysothatitcouldbeunderstoodthoroughly.Itisnotknowinginthesenseofhavingarigidopinion,buttheabilitytolookagainatanothertime,inadifferentlight,asSzent-Gyorgyisuggests,andtoformanewunderstandingbasedonthatobservation.(l.7-9,p.4.)JustlikewhatSzent-Gyorgyisays,learningdoesn’tmeanhavingafixedandinflexibleknowledge.Onthecontrary,itrequiresustohavetheabilitytolookatthesamethingfromdifferentpointsofviewandthushavedifferentunderstanding.P.5DisciplineHowimportantisdisciplineforstudies?Accordingtotheauthor,howshouldweredefinewhatitmeanstostudy?ParaphraseWithoutthese,ourlearningisbutfrothwithoutsubstance.(l.3-4,p.5.)Ifwedon’thavethesequalities,ourlearningwillonlybelikefrothwithoutsubstance.(Itwouldbeverydifficultforustolearn.)Thefruitoftheseseeminglydryqualities(whichweprefertoadmireinothers)isthesatisfactionofhavingtastedthefullnessofcompletion,orthethrillofmeetingadifficultchallengewithsuccess.(l.4-6,p.5.)Thesequalities(whichweourselvesmightnotpossess,butappreciateitwhenothershavethem)mayseemquitedullandsterile.However,oncewehavethem,wewouldbeabletoaccomplishourobjectsandfeeltheexcitementwhenwesuccessfullysolveadifficultproblem.Withthisattitudewemayfindourselvestreatingeventhemostmundanediscoverywithwide-eyedwonderandjoy.(l.9-11,p.5.)Ifwecanseethingsinthisway,wewouldbeabletobroadenoureyesandtreateventhemostordinarydiscoverieswithgreathappiness.P.6Risk-takingDoyouthinkyou’veliveduptoyourtruepotential?Whyorwhynot?Whatpunctuationmarkdoyourepresent?Whydoesthewritersaythatacreativepersonusesthe“failure”asasteppingstone?ParaphraseChildrenenterschoolasquestionmarksandleaveasperiods.(l.5,p.6.)Whentheystartschool,childrenarecuriousandreadytotryeverymeanstoexploretheunknown.However,theyenduplosingthepioneeringspiritafteryearsofformaleducation.P.7InitiativeAsastudent,doyouexpecttobespoon-fedbyyourteachers?Howcanweachievegreatsatisfactionintheprocessofstudy?ParaphraseThereisnothingquitesosatisfyingasundergoingadifficultprocessandafterlonghardworkdiscoveringthetruenatureofthatprocess.(l.2-4,p.7.)Themostsatisfyingthingintheworldisfindingthetruenatureofadifficultprocessaftertakinggreateffortsinfulfillingit.P.8EnthusiasmHowdoyouunderstand“Tolearn,then,istoopenoneself”?Whatshouldbethecorrectattitudetowardyourpriorknowledge?P.9suggestionsWhyarecomplacencyandpushingorforcingconsideredaspitfallsonourjourneyofadvancedlearning?ParaphraseBeing“advanced”hasitsownpitfalls---amongthemcomplacencyandpushingorforcing.(l.2-3,p.9.)“Advanced”learnersarelikelytomakesomemistakes.E.g.Theymaybecomeexcessivelysatisfiedwiththeirprogressor,onthecontrary,puttoomuchpressureonthemselvestoscorefurtherachievements.PartIII(para.10)Tipsfortheaspiringstudent:1.Beattentive.2.Beseen.3.Beontime.4.Beconsistent.5.Listenwithyourwholebody.6.Appreciateconstructivecriticism.7.Onlyraisepertinentquestionsinclass.8.Chooseproperoccasionstoexpressyourdisagreements.9.Showyourappreciationtotheteachers.Rhetoricalfeatures:Metaphor“Ourlearningisbutfrothwithoutsubstance.”“Wemayevenhaveexpectationsthattheybeendlessrepositoriesofskillandknowledge…”“Childrenenterschoolasquestionmarksandleaveasperiods.”“Itcouldbeassimpleasthrowingaperfectpot,orascomplexasformulatinganewtheoryofphysics.”ComposeapoemaboutabetterstudentAbetterstudent______and________