Unit Five Angles on a pin 教学目的:以课文内容为纲,关键语汇为点带领学生了解文化背景知识,认 识课文逻辑顺序和结构安排: 通过讨论精彩段落写作的要素和手段,帮助学生掌握描写 该种情形的技巧,并能够进行相似主题的短文欣赏和写作 教学重点:识别关键语汇(形容词、名词和短语)以分析文章的逻辑结构及 其效果 分析活动场景写作中的行为动词、象声词、同义词、短句、 断句和比喻及其效果。 教学内容:以形象的方式结合课文内容发展顺序,带领学生了解我们平时遇 到的许多问题的答案都不是唯一的,看问题要从不同的角度出发 尽管这与我们现行的教育制度有些不合,但是相信这样更能够启迪 学生的智慧和创造力。 启发学生寻找关键语汇,总结全文整体的逻辑结构和各 个部分的行文安排以及由此达到的效果。 通过多种方式赏析精彩段落的修辞特点,帮助学生掌握活 动场景写作的要素和技巧。 教学方法:结合实际吸收多种教学法(讲授、问答、讨论、模仿、练习等)的 优点。 Unit Five Angles on a pin Background information I. Why is the parable entitled"Angels on a Pin"? Medieval scholastics were fond of debating such meaningless questions as"How any angels can dance on the point of a pin, ""Did Adam have a navel, "and"Do angels defecate. The emerging sciences replaced such scholarly debates with experimentation and appeals to observable fact Callandra seems to be suggesting that"exploring the deep inner logic of a subject in a pedantic way is similar to the empty arguments of scholasticism. He compares this to the new math, so much in the news in the 60s, which attempted to replace rote memorization of math with a deeper understand ing of the logic and principles of mathematics. and he seems to be deriding that effort too Il. What Is meant By Academic creativity? Academic creativity is a way of thinking about, learning, and producing information in school subjects such as science, mathematics, and history. Few experts agree on a precise definition, but when we say the word, everyone senses a similar feeling. When we are creative, we are aware of its special excitement Creative thinking and learning involve such abilities as evaluation(especially the ability to sense problems, inconsistencies, and missing elements); divergent production(e.g, fluency, flexibil ity, originality, and elaboration); and redefinition
1 Unit Five Angles On a Pin 教学目的: 以课文内容为纲，关键语汇为点带领学生了解文化背景知识，认 识课文逻辑顺序和结构安排； 通过讨论精彩段落写作的要素和手段，帮助学生掌握描写 该种情形的技巧，并能够进行相似主题的短文欣赏和写作。 教学重点: 识别关键语汇（形容词、名词和短语）以分析文章的逻辑结构及 其效果； 分析活动场景写作中的行为动词、象声词、同义词、短句、 断句和比喻及其效果。 教学内容: 以形象的方式结合课文内容发展顺序，带领学生了解我们平时遇 到的许多问题的答案都不是唯一的，看问题要从不同的角度出发。 尽管这与我们现行的教育制度有些不合，但是相信这样更能够启迪 学生的智慧和创造力。 启发学生寻找关键语汇，总结全文整体的逻辑结构和各 个部分的行文安排以及由此达到的效果。 通过多种方式赏析精彩段落的修辞特点，帮助学生掌握活 动场景写作的要素和技巧。 教学方法: 结合实际吸收多种教学法（讲授、问答、讨论、模仿、练习等）的 优点。 Unit Five Angles On a Pin Background Information I. Why is the parable entitled “Angels on a Pin”? Medieval scholastics were fond of debating such meaningless questions as "How many angels can dance on the point of a pin," "Did Adam have a navel," and "Do angels defecate." The emerging sciences replaced such `scholarly' debates with experimentation and appeals to observable fact. Callandra seems to be suggesting that “exploring the deep inner logic of a subject in a pedantic way is similar to the empty arguments of scholasticism. He compares this to the ‘new math’, so much in the news in the 60s, which attempted to replace rote memorization of math with a deeper understanding of the logic and principles of mathematics, and he seems to be deriding that effort, too. II. What Is Meant By Academic Creativity? Academic creativity is a way of thinking about, learning, and producing information in school subjects such as science, mathematics, and history. Few experts agree on a precise definition, but when we say the word, everyone senses a similar feeling. When we are creative, we are aware of its special excitement. Creative thinking and learning involve such abilities as evaluation (especially the ability to sense problems, inconsistencies, and missing elements); divergent production (e.g., fluency, flexibility, originality, and elaboration); and redefinition
Creative learning is a natural, healthy human process that occurs when people become curious and excited. In contrast, learning by authority requires students to use thinking skills such as recognition, memory, and logical reasoning--the abilities most frequently assessed by traditional tests of intelligence and scholastic aptitude. Children prefer to learn in creative ways rather than just memorizing information provided by a teacher or parents. They also learn better and ometimes faster Il. Three questions illustrate the difference between learning information provided by an adult or textbook and creative learning 1. In what year did Columbus discover America?(The answer, 1492, requires recognizing and memorizing information. 2. How are Columbus and an astronaut similar and different?(The answer requires more than memorization and understanding, it requires students to think about what they know.) 3. Suppose Columbus had landed in California. How would our lives and history have been different? (The answer requires many creative thinking skills including imagining, experimenting, discovering, elaborating, testing solutions and communicating discoveries.) I. How Adults""Creativity: nsisting that children do things the"right way Teaching a child to think that there is just one right way o try new ways Pressuring children to be realistic, to stop imagining When we label a child's flights of fantasy as"silly, "we bring the child down te earth with a blow. causing the inventive urge to die Making comparisons with other children This is a subtle pressure on a child to conform, yet the essence of creativity freedom to conform or not to conform Discouraging childrens curiosity One of the ind icators of creativity is curiosity; yet we often brush questions aside because we are too busy for"silly"questions. Children's questions deserve respect V. What Can Parents do? It is natural for young children to learn creatively by dancing, singing, orytelling, playing make-believe, and so forth. One of the first challenges te creativity may be formal schooling. By this time parents, as well as teachers appreciate conforming behaviors such as being courteous and obedient, following ules, and being like others. While these are desirable traits to some extent, they may also destroy a child's creative potential The following are some positive ways parents can foster and nurture the growth of creativity 1. Encourage curiosity, exploration, experimentation, fantasy, questioning, testing, and the development of creative talents 2. Provide opportunities for creative expression, creative problem-solving, and constructive response to change and stress
2 Creative learning is a natural, healthy human process that occurs when people become curious and excited. In contrast, learning by authority requires students to use thinking skills such as recognition, memory, and logical reasoning--the abilities most frequently assessed by traditional tests of intelligence and scholastic aptitude. Children prefer to learn in creative ways rather than just memorizing information provided by a teacher or parents. They also learn better and sometimes faster. III. Three questions illustrate the difference between learning information provided by an adult or textbook and creative learning: 1. In what year did Columbus discover America? (The answer, 1492, requires recognizing and memorizing information.) 2. How are Columbus and an astronaut similar and different? (The answer requires more than memorization and understanding; it requires students to think about what they know.) 3. Suppose Columbus had landed in California. How would our lives and history have been different? (The answer requires many creative thinking skills including imagining, experimenting, discovering, elaborating, testing solutions, and communicating discoveries.) IV. How Adults "Kill" Creativity: Insisting that children do things the "right way." Teaching a child to think that there is just one right way to do things kills the urge to try new ways. Pressuring children to be realistic, to stop imagining. When we label a child's flights of fantasy as "silly," we bring the child down to earth with a blow, causing the inventive urge to die. Making comparisons with other children. This is a subtle pressure on a child to conform; yet the essence of creativity is freedom to conform or not to conform. Discouraging children's curiosity. One of the indicators of creativity is curiosity; yet we often brush questions aside because we are too busy for "silly" questions. Children's questions deserve respect. V. What Can Parents Do? It is natural for young children to learn creatively by dancing, singing, storytelling, playing make-believe, and so forth. One of the first challenges to creativity may be formal schooling. By this time parents, as well as teachers, appreciate conforming behaviors such as being courteous and obedient, following rules, and being like others. While these are desirable traits to some extent, they may also destroy a child's creative potential. The following are some positive ways parents can foster and nurture the growth of creativity: 1. Encourage curiosity, exploration, experimentation, fantasy, questioning, testing, and the development of creative talents. 2. Provide opportunities for creative expression, creative problem-solving, and constructive response to change and stress
3. Prepare children for new experiences, and help develop creative ways of coping with them 4. Find ways of changing destructive behavior into constructive, productive behavior rather than relying on punitive methods of control 5. Find creative ways of resolving conflicts between ind ividual family members needs and the needs of the other family members 6. Make sure that every member of the family receives individual attention and respect and is given opportunities to make significant, creative contributions to the welfare of the family as a whole Word formation ) Word Formation id v Iculate v alculation n calculating competence n mpetent adj creative adj reativity n create v impartial adj martiality n partial adj launch v launching n panic n panic adj panic 1 proportion n. proportionate adj proportion 1 recs recallable esist v esistance n resistant adj select 1 election n selective olv solution n sophisticated ad) ophistication temptation n empting adj warn warning warner Instructor n. Instruction Instruct instructive adj redit red it creditable (n). Word stud aid. calculate. deserve 1).If you do wrong, you punishment 2). He has done such a good deed that he to be rewarded 3).I him in his enterprise 4).Th in solving the problem
3 3. Prepare children for new experiences, and help develop creative ways of coping with them. 4. Find ways of changing destructive behavior into constructive, productive behavior rather than relying on punitive methods of control. 5. Find creative ways of resolving conflicts between individual family members' needs and the needs of the other family members. 6. Make sure that every member of the family receives individual attention and respect and is given opportunities to make significant, creative contributions to the welfare of the family as a whole. Word Formation (I). Word Formation aid n. aid v. calculate v. calculation n. calculating competence n. competent adj. creative adj. creativity n. create v. impartial adj. impartiality n. partial adj. launch v. launching n. panic n. panic adj. panic v. proportion n. proportionate adj. proportion v. recall v. recall n. recallable adj. resist v. resistance n. resistant adj. select v. selection n. selective adj. solve v. solution n. sophisticated adj. sophistication n. swing v. swing n. temptation n. tempt v. tempting adj. warn v. warning adj. warner n. instructor n. instruction n. instruct v. instructive adj. credit n. credit v. creditable, credible, incredible, credulous, incredulous adj. (II). Word study 1. aid, calculate, deserve 1).If you do wrong, you ___ punishment. 2).He has done such a good deed that he ___ to be rewarded. 3).I ___ him in his enterprise. 4).They ___ in solving the problem
5).With the of his wife, he finished his thesis before the deadline 6). His brother is really a businessman; he never passes up any opportunity to earn money 7). The scientists are able to accurately when the spaceship will reach the moon 8). that she will arrive at 8 am 2. affixes: -meter, Im-, super meter l)表示“计量器,计,表”,如: thermometer(温度计), barometer(气压记), 2)表示“米,公尺”,如: kilometer, centimeter, millimeter 1)表示“向…内”,“在.上”;“向.”,如: Immigrate, imprison, Import 2)表示“否定”,如: immoral, Impatient, immaterial, immobile, immortal(fame) immovable, imperfect, impolite, impersonal, improper super- 1) above;over,upon:上;上方;在…之上: superstructure, 2) superior in size, quality, number, or degree:超尺寸、质量、数量或程度上超极 的: superfine.极好的, superpower, superman, supermarket, superintendent 3) exceed ing a norm超出标准 supersaturate.使过饱和, supersonIc, supernatural 4) excessive in degree or intensity:超过程度或强度上过分的 supersubtle,过分精细的 3 competent:1)有资格的,主管的,权限内的 2)足够的,充足的;耐久的 3)应该的,被许可的 a competent cook能干的厨子 competent knowledge足够的知识 He is competent for the task.他胜任这项任务。 If you want to learn English, you must first find a competent teacher你如要学习英 文,你须先找一位称职的教师。 It was competent to him to refuse.他拒绝是对的。 4. credit(信誉;信用); creditable(可称赞的); credible(可信的); incredible (另人难以置信的); credulous(轻信的), incredulous(不相信的;怀疑的) 1)The student made a effort on the essay 2)He was too of what other people say, and that was why he was taken in 3)As a communist, he is of stories about ghosts 4)What? You said the man had jumped down from the skyscraper simply to test his courage? That is 5)The mother is a witness to the crime 5. cred it n. v l) You' re credit to your team/ family(光荣,荣誉) 2) They bought the furniture on cred it.(赊帐) 3) You should have no trouble getting the loan if your cred it is good.(信誉,信用) 4)Do you expect me to credit that absurd tale?(af) 5) We should cred it the invention of light bulb to Thomas edison.(把归于)
4 5).With the ___ of his wife, he finished his thesis before the deadline. 6).His brother is really a ___ businessman; he never passes up any opportunity to earn money. 7).The scientists are able to ___ accurately when the spaceship will reach the moon. 8) .I ___ that she will arrive at 8 a.m. 2. affixes: -meter, im-, super- -meter 1)表示“计量器, 计, 表”, 如: thermometer（温度计）, barometer（气压记）, gasometer 2) 表示“米, 公尺”, 如: kilometer, centimeter, millimeter im- 1) 表示“向...内”; “在...上”; “向...”, 如: immigrate, imprison, import 2) 表示“否定”, 如: immoral, impatient, immaterial, immobile, immortal(fame), immovable, imperfect, impolite, impersonal, improper super- 1) above; over; upon:上；上方；在…之上：superstructure, 2) superior in size, quality, number, or degree: 超尺寸、质量、数量或程度上超极 的：superfine. 极好的, superpower, superman, supermarket, superintendent 3) exceeding a norm: 超出标准 supersaturate. 使过饱和, supersonic, supernatural, 4) excessive in degree or intensity: 超过…程度或强度上过分的 supersubtle.过分精细的 3. competent: 1)有资格的， 主管的， 权限内的 2) 足够的， 充足的； 耐久的 3) 应该的， 被许可的 a competent cook 能干的厨子 competent knowledge 足够的知识 He is competent for the task. 他胜任这项任务。 If you want to learn English, you must first find a competent teacher.你如要学习英 文，你须先找一位称职的教师。 It was competent to him to refuse. 他拒绝是对的。 4. credit（信誉；信用）; creditable（可称赞的）; credible（可信的）; incredible （另人难以置信的）; credulous（轻信的）, incredulous （不相信的；怀疑的) 1) The student made a ___ effort on the essay. 2) He was too ___ of what other people say, and that was why he was taken in. 3) As a communist, he is ____ of stories about ghosts. 4) What? You said the man had jumped down from the skyscraper simply to test his courage? That is ____! 5) The mother is a ___ witness to the crime. 5. credit n.& v. 1) You’re credit to your team/family.(光荣，荣誉） 2) They bought the furniture on credit.（赊帐） 3) You should have no trouble getting the loan if your credit is good.（信誉，信用） 4) Do you expect me to credit that absurd tale?（相信） 5)We should credit the invention of light bulb to Thomas Edison.（把…归于）
6 Please credit$5,000 to my account.(把.记入贷方) 6. instructor, panic, recall, swing 1)The crowd at the sound of the guns 2 )Everyone was in a when the war broke out 3)I have been to wait here until the lecturer arrives 4 )I find these lectures on science 5)The boy on the rope tied to a tree 6)The pendulums is 12 inches 7)The makers have lot of unsafe cars 8) the misery of the past and contrast it with the happiness of today 7. give way, give away; give out, give off, give in, give up? IThe bridge gave under the heavy weight 2 )He pretended to be calm, but his eyes gave him 3The food went bad and gave a bad smell 4)The candle in the dark room gave a weak light 5)When would you give smoking? 6)My mother is strong willed; she never gives in face of difficulties Language points 1. We must admit the student really had a pretty strong case for full credit admit sth admit(to)doing sth admit that dmit sb. into some place 2 ent 3. Undoubtedly /t is undeniable that he had good reason to get a high mark 4. A high grade is supposed to prove competence in the course a high grade should reflect how well one has done in his course be supposed to do be intended to do, although in this case it is not so This med icine is supposed to be good for your heart, but to my surprise it has no effects on your heart 5. Course: compulsory/optional course 6. He appeared to be thinking hard He seemed to be thing hard It looked as if he were thinking hard 7. He dashed off his answer He wrote his answer very quickly 8. The beauty of this method is that The advantage/the good thing about this method is that The beauty of this project is that it doesn t cause any pollution 9. If you prefer a more sophisticated method prefer: prefer A to B I prefer fish to meat He preferred history to literature
5 6) Please credit $5,000 to my account. (把…记入贷方） 6. instructor, panic, recall, swing 1)The crowd ___ at the sound of the guns. 2)Everyone was in a ___ when the war broke out. 3)I have been ___ to wait here until the lecturer arrives. 4)I find these lectures on science ___. 5) The boy ___ on the rope tied to a tree. 6) The pendulum’s ___ is 12 inches. 7) The makers have ___ a lot of unsafe cars. 8) ___ the misery of the past and contrast it with the happiness of today. 7. give way, give away; give out, give off, give in, give up? 1)The bridge gave ___ under the heavy weight. 2)He pretended to be calm, but his eyes gave him ___. 3)The food went bad and gave ___ a bad smell. 4)The candle in the dark room gave ___ a weak light. 5)When would you give __ smoking? 6)My mother is strong willed; she never gives __ in face of difficulties. Language Points 1. We must admit the student really had a pretty strong case for full credit. admit sth. admit (to) doing sth. admit that … admit sb. into some place 2. case: reason or argument 3.Undoubtedly,/It is undeniable that he had good reason to get a high mark. 4.A high grade is supposed to prove competence in the course A high grade should reflect how well one has done in his course. be supposed to do: be intended to do, although in this case it is not so. This medicine is supposed to be good for your heart, but to my surprise it has no effects on your heart. 5. Course: compulsory/optional course 6. He appeared to be thinking hard. He seemed to be thing hard. It looked as if he were thinking hard. 7. He dashed off his answer He wrote his answer very quickly. 8. The beauty of this method is that. The advantage/the good thing about this method is that … The beauty of this project is that it doesn’t cause any pollution. 9. If you prefer a more sophisticated method prefer: prefer A to B I prefer fish to meat. He preferred history to literature
prefer to do sth. I preferred to wear sports shoes prefer doing sth: I prefer going to the Summer Palace to sleeping in the dorm 10. sophisticated: complicated, more ad vanced, complex; having acquired worldly knowledge and refinement, lacking natural simplicity or naivety sophisticated weapons/equipment a sophisticated girl 11. The height of the build ing can in principle be worked out In principle, every child has the right to go to school work out: calculate(but it has not yet been carried out) She could work out the answer quickly on a sheet of paper 12. which had been thrown into such a panic by the successful launching of the R Sputnik During the cold war, the successful launching of the Russian Sputnik caused great fear it the US, because it felt that it could no longer depend on the two oceans for its safety. The American general public put the blame on their government, especially their educational system, which they believed had lagged far behind the russians To be thrown into panic: to get into a sudden strong feeling of fear and nervousness Idiomatic expressions do somebody a favor at this point be about to do set up a system walk up stairs mark off with the aid of bring something up the beauty of sth point out to sb the trouble with sth have a strong case for/against at a certain level principle sed to do to work out sth as follows put down a word be fed up with excuse oneself for doing rather than dash off the answer thro sb. Into a pant blame sb For sth Assignment Imagine yourself to be the student and describe your experience of the exam in about 100 words
6 prefer to do sth.: I preferred to wear sports shoes. prefer doing sth: I prefer going to the Summer Palace to sleeping in the dorm. 10. sophisticated: complicated, more advanced, complex; having acquired worldly knowledge and refinement, lacking natural simplicity or naivety sophisticated weapons/equipment a sophisticated girl 11. The height of the building can in principle be worked out. in principle: generally In principle, every child has the right to go to school. work out: calculate (but it has not yet been carried out) She could work out the answer quickly on a sheet of paper. 12. which had been thrown into such a panic by the successful launching of the Russian Sputnik. During the cold war, the successful launching of the Russian Sputnik caused great fear it the US, because it felt that it could no longer depend on the two oceans for its safety. The American general public put the blame on their government, especially their educational system, which they believed had lagged far behind the Russians. To be thrown into panic: to get into a sudden strong feeling of fear and nervousness. Idiomatic expressions do somebody a favor at this point be about to do set up a system walk up stairs mark off with the aid of in units bring something up the beauty of sth. point out to sb. the trouble with sth. have a strong case for/against at a certain level in principle be supposed to do. to work out sth. give sb. a try at . as follows put down a word be fed up with .. excuse oneself for doing rather than dash off the answer throw sb. Into a panic lean over the edge blame sb. For sth. Assignment Imagine yourself to be the student and describe your experience of the exam in about 100 words