《综合教程3 unit8 knowledge and wisdom 电子教案》由会员分享，可在线阅读，更多相关《综合教程3 unit8 knowledge and wisdom 电子教案（160页珍藏版）》请在金锄头文库上搜索。
1、Unit4,Watch the video clip and answer the following questions.,1. Why does the teacher include a painting which is not on their syllabus?,Pre-reading Activities - Audiovisual supplement 1,Audiovisual Supplement,Cultural Information,She wants to teach her students how to think independently.,The new
2、syllabus will be about what art is, what makes it good or bad, and who decides.,2. What is the new syllabus for their art of history class?,Pre-reading Activities - Audiovisual supplement 2,Audiovisual Supplement,Cultural Information,Betty Warren: What is that? Katherine Watson: You tell me. Carcass
3、 by Soutine. 1925. An anonymous student: It is not on the syllabus. Katherine: No, its not. Is it any good? En? Come on, ladies! There is no wrong answer. There is also no textbook telling you what to think. Its not that easy, is it? Betty: All right. No, it is not good. In fact, I wouldnt even call
4、 it art. Its grotesque. Connie Baker: Is there a rule against being grotesque? Giselle Levy: I think there is something aggressive about it. And erotic.,Video Script1,Audiovisual Supplement,Cultural Information,From Mona Lisa Smile,Video Script2,Audiovisual Supplement,Cultural Information,Betty: To
5、you, everything is erotic. Giselle: And everything is erotic. Katherine: Girls. The anonymous student: Arent there standards? Betty: Of course there are. Otherwise a tacky velvet painting could be equated to Rembrandt. Connie: My uncle Firdie has two tacky velvet paintings. He loves those clones. Be
6、tty: There are standards, technique, composition, color, even subjects. So if youre suggesting that rotted side of meat is art, much less good art. Then what are we going to learn?,Video Script3,Audiovisual Supplement,Cultural Information,Katherine: Just that. You have outlined our new syllabus, Bet
7、ty. Thank you. What is art? What makes it good or bad? And who decides? Next slide, please. Twenty-five years ago, someone thought this was brilliant. Connie: I can see that. Betty: Who? Katherine: My mother, I painted it for her birthday. Next slide. This is my Mum. Is it art? The anonymous student
8、: It is a snapshot. Katherine: If I told you Ansel Adams had taken it, would that make a difference?,Video Script4,Audiovisual Supplement,Cultural Information,Betty: Art isnt art until someone says it is. Katherine: Its art! Betty: The right people. Katherine: Who are they? Giselle: Betty Warren. We
9、 are so lucky we have one of them right here. Betty: Screw you. Katherine: Could you go back to the Soutine please?,Numerous studies of college classrooms reveal that, rather than actively involving our students in learning, we lecture, even though lectures are not nearly as effective as other means
10、 for developing cognitive skills. Critical thinking the capacity to evaluate skillfully and fairly the quality of evidence and detect error, hypocrisy, manipulation, dissembling, and bias is central to both personal success and national needs. The teacher who fosters critical thinking fosters reflec
11、tiveness in students by asking questions that stimulate thinking essential to the construction of knowledge.,Cultural information 1,Audiovisual Supplement,Cultural Information,Critical Thinking,Global Reading - Main idea 1,Text Analysis,Structural Analysis,For all the things we may learn from the wo
12、rld we are living in, there are three major categories.,The first category is “information”, which consists of simple facts and direct impressions. The second category is commonly deemed as “knowledge”, which is information processed and systemized. The third category is “wisdom”, which is the harde
13、st to define. We are quite clear about its superiority to the previous two categories, yet for the realm of wisdom there has never been a sure path. However, in this excerpt, Russell has shown us a way to approach wisdom.,Rhetorical Features,Global Reading - Main idea 2,Text Analysis,Structural Anal
14、ysis,In a very logical order, he gives four features of wisdom, from which we learn that wisdom is a clever use of knowledge for noble purposes.,Rhetorical Features,Structural analysis 1,Text Analysis,Structural Analysis,The text is neatly structured, with the first paragraph introducing the topic a
15、nd the other four paragraphs elaborating on it. Each of the four paragraphs discusses one factor that contributes to wisdom.,Of these I should put first a sense of proportion: the capacity to take account of all the important factors in a problem and to attach to each its due weight.,The topic sente
16、nce of Paragraphs 2-5:,Paragraph 2:,Rhetorical Features,Structural analysis 2,Text Analysis,Structural Analysis,There must be, also, a certain awareness of the ends of human life.,Paragraph 3:,It is needed in the choice of ends to be pursued and in emancipation from personal prejudice.,Paragraph 4:,I think the essence of wisdom is emancipation, as far as possible, from the tyranny of the here and now.,Paragraph 5:,Rhetorical Features,Structural analysis 3,Text
