综合教程3 unit8 knowledge and wisdom 电子教案

KnowledgeandWisdomUnit3Unit8KnowledgeandWisdomUnit8Unit4Watchthevideoclipandanswerthefollowingquestions.1.Whydoestheteacherincludeapaintingwhichisnotontheirsyllabus?Pre-readingActivities-Audiovisualsupplement1AudiovisualSupplementCulturalInformationShewantstoteachherstudentshowtothinkindependently.Thenewsyllabuswillbeaboutwhatartis,whatmakesitgoodorbad,andwhodecides.2.Whatisthenewsyllabusfortheirartofhistoryclass?Pre-readingActivities-Audiovisualsupplement2AudiovisualSupplementCulturalInformationBettyWarren:Whatisthat?KatherineWatson:Youtellme.CarcassbySoutine.1925.Ananonymousstudent:Itisnotonthesyllabus.Katherine:No,it’snot.Isitanygood?En?Comeon,ladies!Thereisnowronganswer.Thereisalsonotextbooktellingyouwhattothink.It’snotthateasy,isit?Betty:Allright.No,itisnotgood.Infact,Iwouldn’tevencallitart.It’sgrotesque.ConnieBaker:Istherearuleagainstbeinggrotesque?GiselleLevy:Ithinkthereissomethingaggressiveaboutit.Anderotic.VideoScript1AudiovisualSupplementCulturalInformationFromMonaLisaSmileVideoScript2AudiovisualSupplementCulturalInformationBetty:Toyou,everythingiserotic.Giselle:Andeverythingiserotic.Katherine:Girls.Theanonymousstudent:Aren’ttherestandards?Betty:Ofcoursethereare.OtherwiseatackyvelvetpaintingcouldbeequatedtoRembrandt.Connie:MyuncleFirdiehastwotackyvelvetpaintings.Helovesthoseclones.Betty:Therearestandards,technique,composition,color,evensubjects.Soifyou’resuggestingthatrottedsideofmeatisart,muchlessgoodart.Thenwhatarewegoingtolearn?VideoScript3AudiovisualSupplementCulturalInformationKatherine:Justthat.Youhaveoutlinedournewsyllabus,Betty.Thankyou.Whatisart?Whatmakesitgoodorbad?Andwhodecides?Nextslide,please.Twenty-fiveyearsago,someonethoughtthiswasbrilliant.Connie:Icanseethat.Betty:Who?Katherine:Mymother,Ipainteditforherbirthday.Nextslide.ThisismyMum.Isitart?Theanonymousstudent:Itisasnapshot.Katherine:IfItoldyouAnselAdamshadtakenit,wouldthatmakeadifference?VideoScript4AudiovisualSupplementCulturalInformationBetty:Artisn’tartuntilsomeonesaysitis.Katherine:It’sart!Betty:Therightpeople.Katherine:Whoarethey?Giselle:BettyWarren.Wearesoluckywehaveoneofthemrighthere.Betty:Screwyou.Katherine:CouldyougobacktotheSoutineplease?Numerousstudiesofcollegeclassroomsrevealthat,ratherthanactivelyinvolvingourstudentsinlearning,welecture,eventhoughlecturesarenotnearlyaseffectiveasothermeansfordevelopingcognitiveskills.Criticalthinking—thecapacitytoevaluateskillfullyandfairlythequalityofevidenceanddetecterror,hypocrisy,manipulation,dissembling,andbias—iscentraltobothpersonalsuccessandnationalneeds.Theteacherwhofosterscriticalthinkingfostersreflectivenessinstudentsbyaskingquestionsthatstimulatethinkingessentialtotheconstructionofknowledge.Culturalinformation1AudiovisualSupplementCulturalInformationCriticalThinkingGlobalReading-Mainidea1TextAnalysisStructuralAnalysisForallthethingswemaylearnfromtheworldwearelivingin,therearethreemajorcategories.Thefirstcategoryis“information”,whichconsistsofsimplefactsanddirectimpressions.Thesecondcategoryiscommonlydeemedas“knowledge”,whichisinformationprocessedandsystemized.Thethirdcategoryis“wisdom”,whichisthehardesttodefine.Wearequiteclearaboutitssuperioritytotheprevioustwocategories,yetfortherealmofwisdomtherehasneverbeenasurepath.However,inthisexcerpt,Russellhasshownusawaytoapproachwisdom.RhetoricalFeaturesGlobalReading-Mainidea2TextAnalysisStructuralAnalysisInaverylogicalorder,hegivesfourfeaturesofwisdom,fromwhichwelearnthatwisdomisacleveruseofknowledgefornoblepurposes.RhetoricalFeaturesStructuralanalysis1TextAnalysisStructuralAnalysisThetextisneatlystructured,withthefirstparagraphintroducingthetopicandtheotherfourparagraphselaboratingonit.Eachofthefourparagraphsdiscussesonefactorthatcontributestowisdom.OftheseIshouldputfirstasenseofproportion:thecapacitytotakeaccountofalltheimportantfactorsinaproblemandtoattachtoeachitsdueweight.ThetopicsentenceofParagraphs2-5:Paragraph2:RhetoricalFeaturesStructuralanalysis2TextAnalysisStructuralAnalysisTheremustbe,also,acertainawarenessoftheendsofhumanlife.Paragraph3:Itisneededinthechoiceofendstobepursuedandinemancipationfrompersonalprejudice.Paragraph4:Ithinktheessenceofwisdomisemancipation,asfaraspossible,fromthetyrannyofthehereandnow.Paragraph5:RhetoricalFeaturesStructuralanalysis3TextAnalysisStructuralAnalysisFactorsthatconstitutewisdom:comprehensivenessmixedwithasenseofproportion;afullawarenessofthegoalsofhumanlife;understanding;impartiality.RhetoricalFeaturesRhetoricalFeatures1TextAnalysisStructuralAnalysisRhetoricalFeaturesInthisessay,parallelismisemployed,apartfromotherrhetoricdevices.Hereisanexample:“Butitispossibletomakeacontinualapproachtowardsimpartiality,ontheonehand,byknowingthingssomewhatremoteintimeorspace,andontheotherhand,bygivingtosuchthingstheirdueweightinourfeelings.”Theunderlinedpartsinthequotedsentenceconstituteequivalentsyntacticconstructions,thusmakingtheexpressionmoreforceful.Parallelismcanalsobeusedtoconveyone’sideasmoreclearlyandcreateasenseoforderandproportion.RhetoricalFeatures2TextAnalysisStructuralAnalysis