ỨNG DỤNG mô HÌNH “NHỊP điệu GIÁO dục” vào QUÁ TRÌNH GIẢNG dạy

Hội nghị khoa học tổng kết 5 năm đào tạo theo hệ thống tín chỉ và đổi mới phương pháp giảng dạy – học tập

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

ThS. 
K
1. 
 
nà
n 

 

          


Đào tạo trình độ đại học đ sinh viên có kiến thức chuyên môn toàn diện,
nm vững nguyên lý, quy luật tự nhiên - xã hội, có kỹ năng thực hành cơ bản, có khả năng
làm việc độc lập, sáng tạo và giải quyết những vấn đ thuộc ngành đưc đào tạo
 

 
”(The Rhythm of Education) do


2. 
               




 









Hội nghị khoa học tổng kết 5 năm đào tạo theo hệ thống tín chỉ và đổi mới phương pháp giảng dạy – học tập

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






3. 
 làm rõ.


 






 

 



      -READING, READING + POST-READING VÀ
FOLLOW-
PRE-READING 


READING và POST-READING 

PRE-
-


FOLLOW-UP 



Hội nghị khoa học tổng kết 5 năm đào tạo theo hệ thống tín chỉ và đổi mới phương pháp giảng dạy – học tập

162





4. n



  
                




1. Bryan Magee (2001). The story of Philosophy. Dorling Kindersley.
2. White, J. (2010). The Aims of Education Reinstated. New York, Routledge.
3. Whitehead, A.N. (1959). The Aims of Education and Other Essays. New York,
Macmillan.


NEIGHBORHOODS - FRIENDSHIP
-

Activity 1
Guess the meaning of these words in the following the sentences
1. Modern conveniences offer women more free time for their personal life outside
home.

Hội nghị khoa học tổng kết 5 năm đào tạo theo hệ thống tín chỉ và đổi mới phương pháp giảng dạy – học tập

163

2. The people have enjoyed their life more, for the city has been improving all its

existing amenities 
3. All the neighbors seem (to be) compatible with each other. They live happily with
each other.
4. Although they lived in the same neighborhood, they hardly (haàunhökhoâng)
recognized each other on the street.
5. Worries about many things in life affect (taùcñoäng) his well-being badly.
Can you guess the meanings of those words? Compare yours 
Activity 2
Discuss the questions
1. Look at the picture above. What do you think the picture is about?
2. Are you satisfied with your neighborhood? Why?
3. What are the things a neighborhood should offer?
READING
As you read, think about what planners need to consider when designing
neighborhoods.
Part 1
WHAT IS NEIGHBORHOOD?
CAN ONE DESIGN FRIENDSHIP?
Besides an habitable dwelling, city living requires shared conveniences and amenities. Such are
the grocery mart, the drugstore, barber shop, and beauty salon, the book stall, florist, restaurant, or
tavern. Such, too, are the parklets, the meeting and greeting spaces- sometimes no more than a
widened place in a walkway or a bench set out under a tree.
In the urban place of nameless faces, the feeling of compatibility, of recognizing and being
recognized, of belonging and sharing, has much to do with individual and group well-being.
Accepted and applied, this truth can have telling expression in the plan arrangements of cohesive,
convenient, and agreeable residential neighborhoods.
What, then, is neighborhood           
neighborhood is simply a place where the people next door, or across the courtyard, or down the

to strengthen this sense of compatibility?

William H. Whyte, Jr., expresses conclusively that most neighborhood bonds(=ties/ close
relationships) are formed by families living beside or near each other along one or both sides of a
residential street, around a common meeting ground, or along a mutually travelled path. Friendships
tend to form where people meet and recognize each other.
Can one design friendship? Hardly. But certain it is that gathering and meeting places conducive
to acquaintanceship can be created. Such, for example, might be a swatch of paving under a tree,
with benches and a table for chess or checkers. It could be a seat wall at the entrance of the school or
an arbor and bicycle rack at the neighborhood store. Where tennis, handball is played, a well-played
court could bring dull housing area to exciting life. Even the thought of such places conjures up a
feeling of togetherness. They are the centers of neighborhood interaction.

Hội nghị khoa học tổng kết 5 năm đào tạo theo hệ thống tín chỉ và đổi mới phương pháp giảng dạy – học tập

164

POST-READING
Exercise 1
Match a word in the left column and a definition in the right

1. amenities (
paragraph 1)

2. well-being
(paragraph 2)

3. layout
(paragraph 3 )

a) 

b) the way in which the parts of
something are arranged according to a plan
c) facilities of a place that makes life
there easy or pleasant
Exercise 2
 Answer the following questions
1. What is the topic sentence in the first paragraph?
2. What can a sense of being close come from?
3. What should a neighborhood designer or planner bear in mind in creating a satisfying
neighborhood?
Part 2
Is there optimum neighborhood size and shape?
Until school busing came along, it was generally agreed that the most desirable plan diagram
was an arrangement of housing clusters centered about an elementary school, with access by
children along traffic free walkways. In such neighborhoods, parents, children, young adults, and
elders are drawn together on a daily basis especially if the shopping and service centers are located
within or bordering on the same center open place.
There are now variations in neighborhood size and layout. Schools, recreation areas,
convenience centers, and other amenities are commonly shared with adjacent neighborhoods. An
accepted requisite, however, is that from the start the boundaries and buffers are to be predetermined
and fixed, with either natural limits such as ridges, ravines, or water ways or traffic ways, or other
construction. Each neighborhood is to be planned as a unified residential entity and kept in balance.
Neighborhood design is becoming at last the means of providing residents with the best possible
living experiences. This includes not only freedom from passing traffic but also the enjoyment of
shared recreation areas and natural surroundings.


POST-READING

Exercise 1

Hội nghị khoa học tổng kết 5 năm đào tạo theo hệ thống tín chỉ và đổi mới phương pháp giảng dạy – học tập

165

 Match a word in the left column and a definition in the right

1. a cluster
(paragraph 6 )

2. buffers
(paragraph 7 )

3. adjacent
(paragraph 7)
a) a close group of people, animals,

b) near or close

c) areas between two places that
reduce risks.
Exercise 2

 Answer the following questions

1. 

2. What exactly can be designed to bring friendship to neighbors? Give examples.
3. Is the arrangement of housing clusters centered about an elementary school the only

choice in the present time


FOLLOW-UP
1. Look at the above picture. What do you think about the layout presented in the text?
Is it well-suited to the present context in our country?
2. What changes would you make of your existing neighbourhood in light of the ideas
in this reading text?