Unit-11-creativity

泛读讲义Unit11CreativityClasstime:2periodsTeachingclass:Teachingcontent:readingskillofoutlining;text1;text2Teachingaims:Bytheendofthisunityouwillbeableto:1.learntousethereadingskill“outlining”2.knowsomethingaboutthecreativityofone’smind.3.understandthesourceofthebrightideas.4.realizetheimportanceoftheunconsciousmind.5.gettoknowsomescholars’namesandtheircontributionstoman.Teachingfocusandimportantpoints:1.WordPretest2.Readingcomprehensionabout“WhereDoThoseBrightIdeasComeFrom?”3.VocabularyBuilding4.Cloze5.SectionC“FastReading”Difficultpoints:1.1.Youhavehadaproblem,you’vethoughtaboutittillyouweretired,forgottenitandperhapssleptonit,andthenflash!2.Paraphrase:You’vehadaproblemandtriedhardtothinkaboutit,butgaveitupatlast.3.2.AthirdtypeofcreativeexperienceisexemplifiedbythedreamswhichcametoDescartesattheageoftwenty—threeanddeterminedthepathhewastofollowfortherestofhislife.Paraphrase:AthirdtypeofcreativeexperiencecanbeexplainedwiththedreamwhichcametoDescarteswhenhewas23anddecidedtochoosearoutewhichhecouldfollowintherestofhislife.Readingskill:Outlining1.Whyisanoutlineagoodactivereadingskill?Anoutlinecanbevaluableintwoways.First,tomakeanoutlineyoumustreadcarefully.Youmustidentifymainideasandsupportingdetails.Youmustalsodecideifsomeideasarenotsoimportant.Tomakethesedecisionsyoumustreadactivelyandcarefully.Second,anoutlineisapictureofhowideasrelatetoeachother.Youcanoftenanswermanyquestionsjustbyreadingagoodoutline.Outlinesaregreatforreviewing,also.And,youcanTestyourunderstandingandmemoryofwhatyouhavereadusinganoutline.So,outliningisaskillthatyoucanuseinallthreecomponentsofSystematicStudy.泛读讲义2.Howdoyoumakeanoutline?Beginbyreadingsystematicallywithpenandpaper.AfteryouPrepare,writemainpointsinyouroutlineasyouread.Undermainpoints,writedetails.Mosttextbookshavetopicmarkersorheadings;youcanusetheseasthemaintopicsinyouroutline.But,youshouldbecarefulnotjusttocopyheadings.Itisimportantthatyouselectthetopicsinyouroutline.Thepurposeofanoutlineistoidentifyalltheimportantinformationandcondenseitinasmallspace.Anoutlinealsoshowshowideasrelatetoeachother.3.Whatdoesanoutlinelooklike?Youcanseeexamplesofoutlinesinmosttextbooksbylookingatthetableofcontentsorthebeginningofchapters.Theseoutlinesareverygeneralandincludeonlythemostimportanttopics.Theydonotincludethemainideasabouteachofthetopics.Youwouldwantyouroutlinetohavethesedetails;so,agoodoutlineofthesetopicswouldbemuchlonger.Outlinesfollowasimplerule-themostgeneralinformationisbrieflywrittenontheleftmargin.Supportinginformationforanyitemisthenwrittensomewhattotherightandunderneaththemainpoint.Itisnotnecessarytowritesentences.Belowisanexampleoftheformofanoutlinewithoutanytopics.TitleI.A.B.C.II.A.1.2.3.B.1.2.3.C.1.2.FromthisoutlinewecantelltherearetwosupportingtopicsfortheMainTopic.Thetitleindicatesthemaintopic,andRomanIandIIindicatethetwosupportingtopics.Similarly,wecantellthatTopicIIhasthreesubtopics,andthateachissupportedbyatleasttwodetails.Now,lookatthesameoutlinewithtopicsfilledin.泛读讲义ElementsofUnitedStatesGovernmentI.BasicStructureA.PoliticsB.FederalSystemC.ConstitutionII.BranchesofGovernmentA.Legislative1.Congress2.PowersandDuties3.TheWorkofCongressB.Executive1.Presidency2.Leadership3.TheBureaucracyC.Judicial1.FederalCourts2.SupremeCourtYoucanlearnmuchfromanoutline.Inthisoutline,forexample,youcanlearnthattherearethreebranchesofgovernment(II,A,B,C)andtwotypesofcourts(II,C,1,2).Anoutlinemaycontainmanyorfewlevelsofdetail;eachgroupingtotherightisalevelofdetail.Thus,theoutlinepresentedabovehasthreelevels.Youmustdecidehowmuchdetailyouroutlinesshouldhave.Thisdependsonthesubject,yourteacher,andyourgoals.Ifyouareunsureifyouroutlineiscorrect,showittoyourteacherandaskforhelp.Lead-inQuestionsoftheUnit:Question1.Haveyoueversolveadifficultprobleminasmartandcreativeway?Howdidthatgoodideaoccurtoyou?Question2.Docommonpeoplehavecreativeideas？SectionA:Wheredocreativeideascomefrom?I.Backgroundinformation:Creativityreferstothephenomenonwherebysomethingnewiscreatedwhichhassomekindofvalue.Whatcountsasnewmaybeinreferencetotheindividualcreator,ortothesocietyordomainwithinwhichthenoveltyoccurs.Whatcountsasvaluableissimilarlydefinedinavarietyofways.Scholarlyinterestincreativityrangeswidely:thementalandneurologicalprocessesassociatedwithcreativeactivity;therelationshipbetweenpersonalitytypeandcreativeability;therelationshipbetweencreativityandintelligence,learningandmentalhealth;andwaysoffosteringcreativitythroughtrainingandtechnology.泛读讲义Creativityandcreativeactsarethereforestudiedacrossseveraldiscplines-psychology,cognitivescience,education,philosophy(particularlyphilosophyofscience),theology,sociology,linguistics,businessstudiesandeconomics.Asaresultthereisamultitudeofdefinitionsandapproaches.II.PretestofnewwordsHowtoguessthemeaningoftheword?1.C.assume2.A.memoirs3.A.perceptive4.B.occupied5.A.weary6.B.mighty7.A.surge8.A.stableIII.students’readingtasks:skimming:mainideaandstructure;completetheoutlineofthetextonp.158scanning：readingcomprehensionquestionsexercisesreadingskillandcomprehensionexercisesIV.Detail