5. What did his Chinese colleagues think of the key-slot incident? {[Most of them displayed the same attitude as the staff at the Jinling Hotel.}]
6. What did the author emphasize in presenting his views about the incident? {[He emphasized that the most important thing is to teach the child that one can solve a problem effectively by oneself.}]
2. What was their son Benjamin fond of doing during their stay at the Jinling Hotel?
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BOOK 2 - Unit 1 - Comprehension - Content Questions {[Their 18-month-old son Benjamin was fond of trying to place the key into the slot of the key box during their stay at the Jinling Hotel.}]
4. Why did the author decide to work the key-slot anecdote into his discussions with Chinese educators?
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BOOK 2 - Unit 1 - Listening Task - After Listening Complete the following statements according to what you have heard. 1. The Chinese child was {[much more advanced]} than her son.
3. How would Chinese staff members of the hotel respond to Benjamin's attempt to place the key into the slot? {[They would come over to watch Benjamin and then try to teach him how to do it properly.}]
1. What were the author and his wife doing in Nanjing in the spring of 1987? {[They were studying arts education in Chinese kindergartens and elementary schools in Nanjing.}]
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BOOK 2 - Unit 1 - Comprehension - Content Questions One of you asks the first six questions and the other answers. Starting from Question 7, change roles. When you have finished, the teacher may want to put some of the questions to you to check your progress.
2. The mother tried to {[apply some aaccaaddeemmiicc pprreessssuurree]} to her son, but quickly {[gave in to his pleas/gave up]}.
3. She compares her son's love for subjects like differential equations and physics to the way {[a duck takes to water]}.
___________________________ __________________- Comprehension - Content Questions {[Because he realized that this anecdote was directly relevant to their assigned tasks in China: to investigate early childhood education and to throw light on Chinese attitudes toward creativity.}]
4. Her son is not good at {[memorizing (s(stutuff)f)]}, but good at {[thinking]}.
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BOOK 2 - Unit 1 - Listening Task - After Listening 5. In conclusion she advises that we should give our children {[ample space to grow]}.