Unit 6 How Pixar fosters collective crativity
新编英语教程 6 unit 6
Words and Expressions 1.assumption:something taken for granted; supposition 2.crave for: long for; desire eagerly 3.humdrum: lacking variety; dull 4.immerse: involve deeply; absorb 5.transmute: change; transform 6.physiological pressure: irritation; annoyance; affliction 7.vexation: illness; discomfort
Body
of the essay (paras2-5) Para.2 People who achieve do not necessarily live eventful lives. Para.3 What is essential for creative work is a man’s ability to make the trivial reach an enormous way. Para.4 An eventful life does more harm than good to a creative man. Para. 5 How he himself has been benefited from his dull work experience.
8.seminal:
having possibilities of future development; highly original and influencing the development of future events 9.inordinate: excessive patible with: able to exist together 11.thrive on: enjoy and do well as a result of 12.stave off: keep off; prevent in time
新编实用英语第四版UNIT6课件Unit6 Faster,Higher and Stronger
Sherry: Well, what else shall we do there besides eating and drinking?
Unit | Six
6 Imagine you are going to have a picnic with an American friend, Sherry, by the side of a lake. Fill in the blanks according to the clues given in the brackets. Then act it out with your partner.
contest
Imitating Mini-Talks
1 Work in pairs. Practice the following mini-talks about sports events and outdoor activities. 1) Talking About a Sports Event Poster A: Look at the poster! B: Oh, there will be a fun funsports sportsmeet meet in our school. A: Sunday morning, in the stadium . B: And everybody is welcome!
国际徒步大会(节)； 临近
Back
Unit | Six
Acting out the Tasks
2 Work in pairs and act out the tasks by following the above mini-talks.
Back
Unit | Six
Studying Posters, Notices and Announcements
新视野英语教程读写教程2(第三版)Unit6
新视野英语教程读写教程2(第三版)Unit6 Unit6 OverviewUnit 6 of the New Horizon English Reading and Writing Tutorial 2 (3rd Edition) covers various topics related to reading and writing skills. In this unit, students will learn and practice how to summarize information, use cause and effect phrases to express opinions, and write persuasive essays. The unit aims to improve students’ reading comprehension, writing fluency, and critical thinking skills.Learning ObjectivesThe learning objectives of Unit 6 are as follows:1.To improve students’ reading comprehension bysummarizing information from a passage.2.To enhance students’ writing skills by using causeand effect phrases to express opinions.3.To develop students’ ability to write persuasiveessays by providing supporting evidence and logicalarguments.Lesson 1: Summarizing InformationLesson Objectives•Understand the importance of summarizing information.•Identify main ideas and supporting details in a passage.•Practice summarizing information effectively.Lesson Activities1.Introduction to summarizing information.2.Reading and analyzing a passage.3.Identifying main ideas and supporting details.4.Summarizing the information in the passage.Lesson Summary and ResourcesIn Lesson 1, students will learn how to summarize information effectively. They will be introduced to the concept of summarization and its importance in understanding a passage. The students will practice reading a passage and identifying main ideas and supporting details. With these skills, they will be able to accurately summarize the information in their own words.The resources for Lesson 1 include a passage for practice and additional reading materials for further practice.Lesson 2: Using Cause and Effect PhrasesLesson Objectives•Understand the use of cause and effect phrases.•Identify cause and effect relationships in a passage.•Practice expressing opinions using cause and effect phrases.Lesson Activities1.Introduction to cause and effect phrases.2.Reading and analyzing a passage.3.Identifying cause and effect relationships.4.Writing sentences expressing opinions using causeand effect phrases.Lesson Summary and ResourcesLesson 2 focuses on the use of cause and effect phrases to express opinions. Students will learn various cause and effect phrases and their meanings. They will practice identifying cause and effect relationships in a passage. Through thispractice, they will be able to express their opinions effectively using cause and effect phrases.The resources for Lesson 2 include a passage for practice and additional worksheets for further practice.Lesson 3: Writing Persuasive EssaysLesson Objectives•Understand the structure and components of a persuasive essay.•Develop skills in providing supporting evidence and logical arguments.•Practice writing persuasive essays.Lesson Activities1.Introduction to persuasive essays.2.Analyzing the structure and components of apersuasive essay.3.Writing a persuasive essay with supportingevidence and logical arguments.4.Peer review and editing of persuasive essays.Lesson Summary and ResourcesIn Lesson 3, students will learn how to write persuasive essays. They will be introduced to the structure and components of a persuasive essay, including the introduction, body paragraphs, and conclusion. The students will learn how to provide supporting evidence and logical arguments to persuade the reader. They will practice writing persuasive essays and receive feedback through peer review and editing.The resources for Lesson 3 include sample persuasive essays, writing prompts, and peer review guidelines.ConclusionUnit 6 of the New Horizon English Reading and Writing Tutorial 2 (3rd Edition) provides students with valuable skills in reading comprehension and writing. By learning how to effectively summarize information, use cause and effect phrases, and write persuasive essays, students can become more proficient in their English reading and writing abilities. With continued practice and application of these skills, students will be well-prepared for their English language development.。
Unit 6 How Pixar Fosters Collective Creativity
（3）名词+名词arms-reduction talks
（4）名词+现在分词cancer-causing drugs
（5）名词+形容词baby-friendly hospital
（6）名词+to+名词belly-to-back buses
（7）数词+名词100-meter dash
英语报刊选读课程教案授课时间2017年4月18日第7周周2第56节授课章节thegrammaticalfeaturesiii教学目的了解新闻的语法特点教学重点及难点教学重点及难点分析新闻的语法特点教学方法及手段教学方法及手段讲授法练习法教学内容及过程1
英语报刊选读课程教案
授课时间
2017年4月18日第7周周2第56节
授课章节
The Grammatical Features III
教学目的
了解新闻的语法特点
教学重点及难点
分析新闻的语法特点
教学方法及手段讲授法Leabharlann 练习法教学内容及过程
1.Recent News Keys：（10 minutes）
2.英语新闻的语法特点：（35 minutes）
（1）副词+过去分词hard-won resultes
（8）形容词+过去分词deep-rooted social problems
（9）形容词+名词open-door policy
（10）形容词+现在分词high+ranking offical
（11）前后由连词and连接的词组hit-and-run case
3.The vocabulary in News Title（45 minutes）
新视野大学英语第三版 第六单元U6 Section A(课堂PPT)
8
Inspiring your thoughts
Enhancing your Presenting your Project of the
skills
project
Global understanding
Paras. 1-2: Beginning of the war. Paras. 3-5: Running away. Paras. 6-8: Suffering in winter. Para. 9: Feelings about the war.
11
Inspiring your thoughts
my mind is always drawn back to that first day in the meadow, …
12
Inspiring your thoughts
Enhancing your Presenting your Project of the
skills
project
Global understanding
According to the video, how did war affect people’s daily life?
• Injury to people. • Death. • Daily life full of digging shelters. • Vacant city. • Slowdown economy.
Global understanding
Step 2
Work in groups and tell one another how you identified the text structure.
关于合作与成功的英语作文
关于合作与成功的英语作文Title: The Importance of Collaboration in Achieving Success。
In the pursuit of success, collaboration stands as a cornerstone, guiding individuals, teams, and organizations towards their goals. This essay explores the significance of collaboration in achieving success, drawing insights from various perspectives and examples.Collaboration fosters synergy, where the combined efforts of individuals surpass the sum of their individual contributions. In today's interconnected world, success often requires diverse skill sets and expertise. By pooling resources, knowledge, and talents, collaborators can tackle complex challenges more effectively. Take, for instance, the Apollo 11 mission, where engineers, scientists, and astronauts collaborated meticulously to achieve thehistoric moon landing. Each member played a crucial role, demonstrating how collective effort propels extraordinaryachievements.Moreover, collaboration cultivates innovation by encouraging the exchange of ideas and perspectives. When individuals from different backgrounds collaborate, they bring unique insights to the table, sparking creativity and out-of-the-box thinking. Silicon Valley serves as a prime example, where cross-disciplinary collaborations among tech enthusiasts, entrepreneurs, and investors have fueled groundbreaking innovations, from smartphones to artificial intelligence. The synergy generated through collaboration often leads to novel solutions and disruptive advancements, propelling both individuals and industries towards success.Furthermore, collaboration enhances productivity by leveraging each member's strengths and mitigating weaknesses. By dividing tasks according to expertise and distributing workload efficiently, collaborators can accomplish more in less time. Consider the construction of the Panama Canal, a colossal undertaking that required the collaboration of engineers, laborers, and administrators from various countries. Through meticulous planning andcoordinated efforts, they overcame formidable challenges, such as tropical diseases and rugged terrain, to create one of the world's most vital waterways. The project's success underscored the power of collaboration in overcoming adversity and achieving monumental feats.Additionally, collaboration fosters a sense ofbelonging and camaraderie, nurturing a conducive environment for growth and mutual support. When individuals collaborate towards a shared vision, they develop trust, respect, and solidarity, strengthening interpersonal bonds. This sense of unity motivates collaborators to overcome obstacles collectively and celebrate achievements together. Take, for example, the Pixar animation studio, renowned for its collaborative culture, where animators, writers, and directors collaborate seamlessly to create beloved filmslike "Toy Story" and "Finding Nemo." Their shared passion and commitment exemplify how collaboration fosters a senseof community and propels creative endeavors towards success.Furthermore, collaboration promotes learning and development by facilitating knowledge exchange and skillstransfer. When individuals collaborate, they have the opportunity to learn from each other's experiences, acquire new skills, and broaden their horizons. This continuous learning process not only enhances individual capabilities but also enriches the collective knowledge base of the entire team. The open-source software movement exemplifies this principle, where developers worldwide collaborate to create and improve software freely accessible to all. Through this collaborative effort, they not only produce high-quality software but also democratize access to technology, fostering innovation and empowerment globally.In conclusion, collaboration serves as a catalyst for success, enabling individuals, teams, and organizations to achieve greater heights than they could alone. By fostering synergy, innovation, productivity, camaraderie, and learning, collaboration propels collective endeavors towards remarkable achievements. As we navigate an increasingly interconnected and complex world, embracing collaboration becomes imperative for realizing our aspirations and shaping a brighter future together.。
Unit 6 Topic 2 Secion C
Fill in the blanks according to 3.
Bill told Darren about his ______ _______ in his email. He went to Jiuzhaigou for his ________ with his parents last month. Jiuzhaigou is in Sichuan, in the _______ part of China. It’s ______ for its beautiful mountains, _______ and lakes. Many people go there to ______ their vacation every year. Bill’s father booked the rooms _______ they arrived. They had a two-day ______ and took a lot of photos. They saw some pandas and monkeys. They were so cute that people ______ ______ watching them. How ________ their trip was!
Unit 6 Topic 2How about exploring Tian'anmen Square?
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Moreover, our store provides various types of classic sample essays, such as contract agreements, documentary evidence, planning plans, summary reports, party and youth organization materials, reading notes, post reading reflections, essay encyclopedias, lesson plan materials, other sample essays, etc. If you want to learn about different formats and writing methods of sample essays, please stay tuned!
八下英语unit6课堂笔记
八下英语unit6课堂笔记In the ever-evolving landscape of English education, the study of Unit 6 in grade 8 holds a significant place in shaping the linguistic skills and cultural understanding of young learners. This unit, with its diverse range of topics and engaging activities, serves as a gateway to a deeper appreciation of the English language and the world it encompasses.At the heart of this unit lies the exploration of various forms of communication and their impact on our daily lives. Students delve into the nuances of interpersonal interactions, examining the role of body language, tone, and context in effective communication. They learn to navigate the complexities of formal and informal settings, honing their ability to adapt their communication style to the demands of the situation.One of the key aspects of Unit 6 is the examination of mass media and its influence on society. Students analyze the power of television, radio, and the internet in shaping public opinion, disseminating information, and influencing cultural trends. They explore the ethicalconsiderations surrounding the use of media, discussing the importance of media literacy and the responsible consumption of media content.Another crucial component of this unit is the study of cultural diversity and its impact on global communication. Students are encouraged to explore the rich tapestry of cultural traditions, customs, and languages that exist around the world. They learn to appreciate the unique perspectives and experiences of individuals from different cultural backgrounds, fostering a deeper understanding and respect for diversity.The unit also places a strong emphasis on the development of critical thinking skills. Students are challenged to evaluate the reliability and credibility of information sources, to identify biases and assumptions, and to form well-reasoned opinions on complex issues. This cultivation of critical thinking abilities equips them with the tools necessary to navigate the ever-changing landscape of information and communication in the 21st century.One of the standout features of Unit 6 is the integration of technology-based learning activities. Students are introduced to various digital platforms and tools that enhance their communication skills, such as video conferencing, online collaboration, and multimedia presentations. They learn to leverage technology toeffectively convey their ideas, collaborate with peers, and stay informed about global events and trends.Throughout the unit, students are also encouraged to develop their language skills through a range of engaging tasks and assessments. From creative writing exercises to oral presentations, they are given opportunities to practice and refine their grammar, vocabulary, and overall linguistic proficiency. This holistic approach to language learning ensures that students not only acquire the necessary knowledge but also the practical skills to apply it in real-world contexts.Beyond the academic aspects, Unit 6 also fosters the development of essential life skills. Students learn the importance of active listening, empathy, and conflict resolution in maintaining healthy interpersonal relationships. They explore the ethical considerations surrounding the use of technology and social media, developing a heightened sense of responsibility and digital citizenship.As students progress through this unit, they are also exposed to a diverse array of literary and cultural resources. From classic works of literature to contemporary media, they are encouraged to engage with a wide range of perspectives and narratives. This exposure not only enhances their understanding of the English language but also broadens their cultural horizons, preparing them to navigate anincreasingly globalized world.In conclusion, the study of Unit 6 in grade 8 English education is a comprehensive and multifaceted endeavor. It equips students with the necessary skills and knowledge to effectively communicate, think critically, and engage with the diverse cultural landscapes of the modern world. Through a blend of academic rigor, technology-driven learning, and the cultivation of essential life skills, this unit serves as a pivotal stepping stone in the educational journey of young learners, preparing them to thrive in the ever-evolving landscape of global communication and understanding.。
教材四年级下英语unit6
教材四年级下英语unit6Learning a new language can be a challenging yet rewarding experience. For young students, the opportunity to explore a foreign tongue often opens up a world of possibilities. In the case of the 4th grade English textbook, Unit 6 presents a captivating journey into the realm of language acquisition. This unit delves into a variety of engaging topics that not only enhance students' linguistic skills but also foster a deeper understanding of the cultural nuances associated with the English language.One of the core focuses of Unit 6 is the importance of effective communication. Students are encouraged to develop their conversational abilities, learning how to engage in meaningful dialogues on a range of subjects. From discussing daily routines to exchanging information about hobbies and interests, this unit equips learners with the necessary tools to navigate everyday interactions with confidence.Embedded within the unit's content are exercises that challenge students to think critically about the structure and mechanics of theEnglish language. Grammar lessons, for instance, explore the intricacies of verb tenses, sentence construction, and parts of speech. By delving into these fundamental linguistic concepts, students gain a deeper appreciation for the complexities of the language and how to apply these principles in their own written and oral expression.Alongside the emphasis on communication and grammar, Unit 6 also incorporates a strong cultural component. Students are introduced to various aspects of life in English-speaking countries, such as customs, traditions, and popular leisure activities. This exposure not only broadens their cultural horizons but also helps them to understand the social contexts in which the language is used.One particularly engaging aspect of this unit is the inclusion of interactive activities and multimedia resources. Through the use of audio recordings, video clips, and interactive exercises, students are able to immerse themselves in authentic language scenarios. This multimedia approach not only enhances their listening and comprehension skills but also makes the learning process more engaging and enjoyable.Furthermore, Unit 6 encourages students to apply their newfound language skills in practical, real-world situations. Role-playing exercises, for instance, allow learners to simulate conversations in various settings, such as ordering food at a restaurant or asking fordirections. These hands-on activities not only reinforce the language concepts but also build students' confidence in using English in everyday contexts.One of the standout features of this unit is its emphasis on collaborative learning. Many of the activities and assignments involve group work, where students have the opportunity to interact with their peers, share ideas, and learn from one another. This collaborative approach fosters a sense of community within the classroom, as students work together to overcome language barriers and support each other's progress.In addition to the core language and cultural components, Unit 6 also incorporates elements of cross-curricular learning. By integrating topics from other academic disciplines, such as science, geography, or history, the unit encourages students to make connections between their English studies and the broader scope of their education. This holistic approach not only enhances their language skills but also strengthens their overall academic performance.As students progress through Unit 6, they are also encouraged to develop essential 21st-century skills, such as critical thinking, problem-solving, and digital literacy. The unit's incorporation of technology-based activities, such as online research and multimediapresentations, equips learners with the necessary skills to navigate the digital landscape and effectively communicate in the modern world.Overall, Unit 6 of the 4th grade English textbook presents a comprehensive and engaging approach to language learning. By fostering effective communication, exploring cultural nuances, and incorporating interactive and collaborative elements, this unit empowers students to become confident and well-rounded English language learners. As they navigate the challenges and rewards of this unit, students will undoubtedly emerge with a deeper appreciation for the English language and a stronger foundation for their future academic and personal endeavors.。
八下英语六单元知识点
八下英语六单元知识点Unit 6: Discovering the PastIn this unit, we will explore various aspects of historical events and figures, allowing us to dive into the fascinating world of the past. From archaeological discoveries to famous explorers, let's delve into the knowledge points covered in the eighth-grade English textbook.1. Archaeological DiscoveriesArchaeology plays a crucial role in uncovering the mysteries of the past. Through excavations and careful analysis, archaeologists can unearth ancient artifacts and understand the lives of our ancestors. For example, the discovery of the Terracotta Army in China provided valuable insights into the Qin Dynasty and the rule of Emperor Qin Shi Huang.2. Famous ExplorersExplorers throughout history have embarked on daring expeditions to chart unknown territories. One such figure is Zheng He, a Chinese explorer who voyaged across the Indian Ocean during the 15th century. Zheng He's expeditions not only demonstrated China's naval power but also facilitated cultural exchanges between the East and the West.3. Historical EventsThe study of history allows us to learn from past experiences and shape our future. Significant historical events have shaped societies and influenced the course of human civilization. One notable event is the Industrial Revolution, which commenced in the 18th century in Britain and graduallyspread worldwide, transforming societies and leading to unprecedented technological advancements.4. World Heritage SitesPreserving our cultural and natural heritage is crucial, and the designation of World Heritage Sites aims to achieve this. These sites, such as the Great Wall of China and the Pyramids of Egypt, are recognized for their exceptional value and are protected for future generations. By safeguarding these sites, we can appreciate and learn from our shared history.5. Biographies of Historical FiguresStudying the biographies of historical figures provides insight into their achievements and contributions to society. For example, Mahatma Gandhi, an influential leader in India's struggle for independence, championed non-violent civil disobedience, leaving a lasting impact on the world. Exploring the lives of such individuals fosters a deeper understanding of their ideals and the challenges they faced.6. Cultural DiversityHistory also unveils the diverse cultures and traditions that have shaped our world. Whether through festivals, cuisine, or art forms, every culture has a unique story to tell. By appreciating and respecting cultural diversity, we can foster intercultural understanding and build a more inclusive society.7. Historical DocumentsHistorical documents, such as the Magna Carta or the Declaration of Independence, are essential sources for understanding the past. These textsprovide firsthand accounts of events and the principles that guided societies at the time. Analyzing historical documents allows us to contextualize events and gain insights into the minds of historical figures.In conclusion, the study of history broadens our horizons and enables us to connect with the past. From remarkable archaeological discoveries to understanding the lives of historical figures, each knowledge point covered in this unit contributes to a comprehensive understanding of our collective heritage. By exploring these topics, we can cherish our history, learn valuable lessons, and shape a better future. Let us continue our journey of discovery, embracing the richness of the past.。
2019-2020年四年级英语下册 Unit 6(6)教案 人教PEP
2019-2020年四年级英语下册 Unit 6(6)教案人教PEP Teaching Aims:1. Be able to listen, say, read and write the words: eleven, twelve, fifteen, thirteen, twenty.2. Be able to listen, say, read and write the sentences: How many horses are there? Twelve.3. Grasp the writing and spelling of one-word answer.4. Be able to know the content of the story.5. The emotion of loving nature.Importance and difficulties:1. Distinguish “these” and “those”.Teaching Preparation:1. Word cards, VCD and tape.2. Four-line format.Designing for the blackboard:Steps:Step1. Warm –up1. Greetings.2. Sing a song “Books and Pencils”.3. Free talk.What are these/those?Are these/those……?How many ……are there?Step2.Presentation and Practice.1. 1) T shows a picture of farm.T: What are these/those?S: They are……T: Are these/those……?S: No, they aren’t. / Yes, they are.T: How many geese are there?S: There are 11.T: Can you spell the word “eleven”?S: Yes. E-l-e-v-e-n.Practise in pairs, make a similar dialogue.2) Game: One by one.T points a group: Eleven.S1: ES2: LS3: ES4: V.S5: E.S6: N.3) Game: Form a sentence.T hands out some word cards.T shows a sentence.Ss read it.Ss who wear the headgears stand in a line as the order.S1: H-o-w, how.S2: M-a-n-y, many.S3: H-o-r-s-e-s, horses.S4: A-r-e, are.S5: T-h-e-r-e, there.S6: Question mark.Step3. Consolidation and extension.1) T teaches the writing of the four-skilled words and sentence patterns.How many horses are there? Twelve.(Pay attention to the first letter in every sentence. It should be capitalized. ) 2) Story time.Watch the VCD.Act it.Step4. Assessment.1).T explains the meaning of the task.2) Ss do it after the class.Teacher’s note:附送：2019-2020年四年级英语下册 Unit 6(6)教案人教版PEPSpecific vocabulary: these 、thoseSpecific target sentences: What are these\those? Are these\those…?及其简略的回答Specific functional exponents: 能听、说、认、读本课时的对话，掌握重点句型What are these\those? Are these\those…?及其简略的回答。
产品经理必看：HowPixarFostersCollectiveCreativity（原文）
产品经理必看：HowPixarFostersCollectiveCreativity（原⽂）Behind Pixar’s string of hit movies, says the studio’s president, is a peer-driven process for solving problems.A few years ago, I had lunch with the head of a major motion picture studio, who declared that his central problem was not finding good people—it was finding good ideas. Since then, when giving talks, I’ve asked audiences whether they agree with him. Almost always there’s a 50/50 split, which has astounded me because I couldn’t disagree more with the studio executive. His belief is rooted in a misguided view of creativity that exaggerates the importance of the initial idea in creating an original product. And it reflects a profound misunderstanding of how to manage the large risks inherent in producing breakthroughs.When it comes to producing breakthroughs, both technological and artistic, Pixar’s track record is unique. In the early 1990s, we were known as the leading technological pioneer in the field of computer animation. Our years of R&D culminated in the release of Toy Story in 1995, the world’s first computer-animated feature film. In the following 13 years, we have released eight other films (A Bug’s Life; Toy Story 2; Monsters, Inc.; Finding Nemo; The Incredibles; Cars; Ratatouille; and WALL·E), which also have been blockbusters. Unlike most other studios, we have never bought scripts or movie ideas from the outside. All of our stories, worlds, and characters were created internally by our community of artists. And in making these films, we have continued to push the technological boundaries of computer animation, securing dozens of patents in the process.While I’m not foolish enough to predict that we will never have a flop, I don’t think our success is largely luck. Rather, I believe our adherence to a set of principles and practices for managing creative talent and risk is responsible. Pixar is a community in the true sense of the word. We think that lasting relationships matter, and we share some basic beliefs: Talent is rare. Management’s job is not to prevent risk but to build the capability to recover when failures occur. It must be safe to tell the truth. We must constantly challenge all of our assumptions and search for the flaws that could destroy our culture. In the last two years, we’ve had a chance to test whether our principles and practices are transferable. After Pixar’s 2006 merger with the Walt Disney Company, its CEO, Bob Iger, asked me, chief creative officer John Lasseter, and other Pixar senior managers to help him revive Disney Animation Studios. The success of our efforts prompted me to share my thinking on how to build a sustainable creative organization.What Is Creativity?People tend to think of creativity as a mysterious solo act, and they typically reduce products to a single idea: This is a movie about toys, or dinosaurs, or love, they’ll say. However, in filmmaking and many other kinds of complex product development, creativity involves a large number of people from different disciplines working effectively together to solve a great many problems. The initial idea for the movie—what people in the movie business call “the high concept”—is merely one step in a long, arduous process that takes four to five years.A movie contains literally tens of thousands of ideas. They’re in the form of every sentence; in the performance of each line; in the design of characters, sets, and backgrounds; in the locations of the camera; in the colors, the lighting, the pacing. The director and the other creative leaders of a production do not come up with all the ideas on their own; rather, every single member of the 200- to 250-person production group makes suggestions. Creativity must be present at every level of every artistic and technical part of the organization. The leaders sort through a mass of ideas to find the ones that fit into a coherent whole—that support the story—which is a very difficult task. It’s like an archaeological dig where you don’t know what you’re looking for or whether you will even find anything. The process is downright scary. Then again, if we aren’t always at least a little scared, we’re not doing our job. We’re in a business whose customers want to see something new every time they go to the theater. This means we have to put ourselves at great risk. Our most recent film, WALL·E, is a robot love story set in a post-apocalyptic world full of trash. And our previous movie, Ratatouille, is about a French rat who aspires to be a chef. Talk about unexpected ideas! At the outset of making these movies, we simply didn’t know if they would work. However, since we’re supposed to offer something that isn’t obvious, we bought into somebody’s initial vision and took a chance.To act in this fashion, we as executives have to resist our natural tendency to avoid or minimize risks, which, of course, is much easier said than done. In the movie business and plenty of others, this instinct leads executives to choose to copy successes rather than try to create something brand-new. That’s why you see so many movies that are so much alike. It also explains why a lot of films aren’t very good. If you want to be original, you have to accept the uncertainty, even when it’s uncomfortable, and have the capability to recover when your organization takes a big risk and fails. What’s the key to being able to recover? Talented people! Contrary to what the studio head asserted at lunch that day, such people are not so easy to find.Copyright © 2008 Harvard Business School Publishing Corporation. All rights reserved.。
How Pixar Fosters Collective Creativity
Pixar's crew came up with several software innovations, which they used to create a myriad of products. In 1986 came the first of many Oscar nominations from the Academy of Motion Picture Arts and Sciences for a short animated film called Luxo, Jr. Next came Red's Dream in 1987, then the development of RenderMan, for which the company applied for and received a patent. RenderMan's brand of images paid off when Tin Toy, written and directed by Lasseter as the first computergenerated animation, won an Academy Award as Best Animated Short Film in 1988. In 1992, the joint project between Pixar and Disney, called CAPS (computer animated production system) was another stellar development, winning Pixar's second Academy Award (shared with Disney). Nov.22,1995, Pixar made the world’s first computer animated feature film Toy Story, attended the Academy Awards to receive his Oscar in 1996.
unit6howtomarkabook课文翻译大学英语四
Unit 6 HOW TO MARK A BOOKMortimer J. Adler"Don't ever mark in a book!" Thousands of teachers, librarians and parents have so advised. But Mortimer Adler disagrees. He thinks so long as you own the book and needn't preserve its physical appearance, marking it properly will grant you the ownership of the book in the true sense of the word and make it a part of yourself.You know you have to read "between the lines" to get the most out of anything.I want to persuade you to do something equally important in the course of your reading.I want to persuade you to "write between the lines." Unless you do, you are not likely to do the most efficient kind of reading.You shouldn't mark up a book which isn't yours. Librarians (or your friends) who lend you books expect you to keep them clean, and you should. If you decide that I am right about the usefulness of marking books, you will have to buy them.There are two ways in which one can own a book. The first is the property right you establish by paying for it, just as you pay for clothes and furniture. But this act of purchase is only the prelude to possession. Full ownership comes only when you have made it a part of yourself, and the best way to make yourself a part of it is by writing in it. An illustration may make the point clear. You buy a beefsteak and transfer it from the butcher's icebox to your own. But you do not own the beefsteak in the most important sense until you consume it and get it into your bloodstream.I am arguing that books, too, must be absorbed in your bloodstream to do you any good.There are three kinds of book owners. The first has all the standard sets and best-sellers -- unread, untouched. (This individual owns wood-pulp and ink, not books.) The second has a great many books -- a few of them read through, most of them dipped into, but all of them as clean and shiny as the day they were bought. (This person would probably like to make books his own, but is restrained by a false respect for their physical appearance.) The third has a few books or many -- every one of them dog-eared and dilapidated, shaken and loosened by continual use, marked and scribbled in from front to back. (This man owns books.)Is it false respect, you may ask, to preserve intact a beautifully printed book, an elegantly bound edition? Of course not. I'd no more scribble all over a first edition of "Paradise Lost" than I'd give my baby a set of crayons and an original Rembrandt! I wouldn't mark up a painting or a statue. Its soul, so to speak, isinseparable from its body. And the beauty of a rare edition or of a richly manufactured volume is like that of painting or a statue. If your respect for magnificent binding or printing gets in the way, buy yourself a cheap edition and pay your respects to the author.Why is marking up a book indispensable to reading? First, it keeps you awake. (And I don't mean merely conscious; I mean wide awake.) In the second place, reading, if it is active, is thinking, and thinking tends to express itself in words, spoken or written. The marked book is usually the thought-through book. Finally, writing helps you remember the thoughts you had, or the thoughts the author expressed. Let me develop these three points.If reading is to accomplish anything more than passing time, it must be active. you can't let your eyes glide across the lines of a book and come up with an understanding of what you have read. Now an ordinary piece of light fiction, like, say, "Gone with the Wind," doesn't require the most active kind of reading. The books you read for pleasure can be read in a state of relaxation, and nothing is lost. But a great book, rich in ideas and beauty, a book that raises and tries to answer great fundamental questions, demands the most active reading of which you are capable. You don't absorb the ideas of John Dewey the way you absorb the crooning of Mr. Vallee. You have to reach for them. That you cannot do while you're asleep.If, when you've finished reading a book, the pages are filled with your notes, you know that you read actively. The most famous active reader of great books I know is President Hutchins, of the University of Chicago. He also has the hardest schedule of business activities of any man I know. He invariably read with pencil, and sometimes, when he picks up a book and pencil in the evening, he finds himself, instead of making intelligent notes, drawing what he calls " caviar factories" on the margins. When that happens, he puts the book down. He knows he's too tired to read, and he's just wasting time.But, you may ask, why is writing necessary? Well, the physical act of writing, with your own hand, brings words and sentences more sharply before your mind and preserves them better in your memory. To set down your reaction to important words and sentences you have read, and the questions they have raised in your mind, is to preserve those reactions and sharpen those questions. You can pick up the book the following week or year, and there are all your points of agreement, disagreement, doubt and inquiry. It's like resuming an interrupted conversation with the advantage of being able to pick up where you left off.And that is exactly what reading a book should be: a conversation between you and the author. Presumably he knows more about the subject than you do; naturally you'll have the proper humility as you approach him. But don't let anybody tell you that a reader is supposed to be solely on the receiving end. Understanding is a two-way operation; learning doesn't consist in being an empty receptacle. The learner has to question himself and question the teacher. He even has to argue with the teacher, once he understands what the teacher is saying. And marking a book is literally an expression of your differences, or agreements of opinion, with the author.There are all kinds of devices for marking a book intelligently and fruitfully. Here's the way I do it:1. Underlining: of major points, of important or forceful statements.2. Vertical lines at the margin: to emphasize a statement already underlined.3. Star, asterisk, or other doo-dad at the margin: to be used sparingly, to emphasize the ten or twenty most important statements in the book.4. Numbers in the margin: to indicate the sequence of points the author makes in developing a single argument.5. Number of other pages in the margin: to indicate where else in the book the author made points relevant to the point marked; to tie up the ideas in a book, which, though they may be separated by many pages, belong together.6. Circling of key words or phrases.7. Writing in the margin, or at the top or bottom of the page, for the sake of: recording questions (and perhaps answers) which a passage raise in your mind; reducing a complicated discussion to a simple statement; recording the sequence of major points right through the book. I use the end-papers at the back of the book to make a personal index of the author's points in the order of their appearance.The front end-papers are, to me, the most important. Some people reserve them for a fancy bookplate, I reserve them for fancy thinking. After I have finished reading the book and making my personal index on the back end-papers, I turn to the front and try to outline the book, not page by page, or point by point (I've already done that at the back), but as an integrated structure, with a basic unity and an order of parts. This outline is, to me, the measure of my understanding of the work.怎样在书上做记号“不要在书上做记号！”无数教师、图书管理员和家长都曾这样建议。
unit6 英语泛读教程第三册
Unit 6 Right Drug, Wrong Patient2. Mastery of some language points3. Learning the possible dangers caused by pharmacy errors4. Learn safe ways to use alternative and complimentary medicines2.Explanation of some difficult words3. Learning the ways to avoid the possible dangers caused by pharmacy errorscaused by pharmacy errors2.Some words might cause difficulty in students’ understanding of the textAbout two periods of class will be used for the analysis and discussion of the passage itself.Total class hours: three periods1. Title:---Who is wrong? / Who is to blame for the pharmacy errors?2. Warming-up Questions(1)What would happen if the drug dispensed to you were not the proper one? Haveyou ever experienced such things?(2)If such things happened, who do you think is to blame?3. Information Related to the Text(1) IMS HealthIMS HEALTH is the world's leading provider of information solutions to the pharmaceutical and healthcare industries. With nearly 50 years of experience, they use leading-edge technologies to transform billions of pharmaceutical records collected from thousands of sources worldwide into valuable strategic insights for our clients.IMS HEALTH's market intelligence and analyses give customers the critical facts they need at every stage of the pharmaceutical life cycle - from the earliest stages of research and development through product launch, product maturation and patent expiration.With more than 5,000 professionals in 100 countries - from Austria to Australia - from China to Costa Rica - from Saudi Arabia to Senegal - IMS HEALTH is a trusted healthcare-industry strategic partner, with thousands of customers and annual revenue in 2001 of $1.3 billion.(2) U. S. PharmacopeiaIn pursuit of its mission to promote public health, USP establishes state-of-the-art standards to ensure the quality of medicines for human and veterinary use. USP also develops authoritative information about the appropriate use of medicines. National health care practitioner reporting programs support USP's standards and information programs. In addition, USP supports many public service programs.(3) Careers in medicine in the USTo become a medical doctor in the US, one must attend four years of college and receive a bachelor’s degree, followed by four years of medical school. Then he becomes an intern in a hospital and receives supervised practical training. As an intern, he has to “make rounds” with other doctors, visiting hospital patients. He is supposed to help give special treatments and answer emergency calls in the hopital at any time of day or night. Finally he becomes a resident at a hospital. Like the intern, he learns by observing the work of others. But the resident has much more responsibility than the intern. He often assists experienced surgeons during operations. In an emergency, he may take over the work of the staff surgeon.Internship and residency combined take three to five years, depending on one’s area of specialization. Hospitals have several interns and many residents on their staff. A resident who is completing his residency period and who thereby distinguished himself is selected to be chief resident, a position of greater responsibility.(4) Three types of doctors1. General practitioners 全科医生2. Specialists3. Researchers4. Text analysis(1)Article Abstract:Drug-dispensing errors are a common occurrence, requiring customers to be vigilant when having their prescriptions filled at pharmacies. These errors are attributed to understaffing and the consequent increase in workloads in the retail drug industry, coupled with rising prescription volume. Tips on how one's family can be protected from pharmacy errors are presented.(4)passage divisionPart I (para.1-8) By giving examples and providing statistics, the author pointout the seriousness of the drug dispensing errors.Part I (para.9-31) Some ways on how to protect you family and yourself.5. Key words and phrases(1) pharmacy error/drug dispensing error(2) prescription(3) dose(4) awry(5) churn out(6) be attributed to(7) fatal (8)medical vendor(9) submit to(10) oversight(11) counsel(12) pharmacist(13) adverse effect(14) dearth6. Language Notes1. The new prescription that her mother, Peggie, had gotten filled at the Rite Aid in Rock Hill, S.C., was for Ritalin, a drug used to treat attention deficit-hyperactivity disorder.（新处方上开的药是"利他林"，这是她母亲佩吉在南卡罗来纳州洛克山的"莱特相助"药店配的药，一种用来治疗注意力亢奋/不足的药。
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• •
para. 2 And in making these films, we have continued to push the technological boundaries of computer animation, securing dozens of patents in the process. • 在这些电影的制作过程中，我们不断的扩展着 电脑动画技术的疆域，也由此获得了大量专利。
What is the peer culture in Pixar?
Discussion:
“If you give a good idea to a mediocre team, they will screw it up; if you give a mediocre idea to a great team, they will either fix it or throw it away and come up with something that works?” –Ed Catmull Do you agree with it? Why?
• Steven Jobs • After a power struggle with the board of directors in 1985, Jobs left Apple and founded NeXT, a computer platform development company specializing in the higher-education and business markets. • In 1986, he acquired the computer graphics division of Lucasfilm, which was spun off as Pixar.
secure V If you secure something that you want or need, you obtain it, often after a lot of effort. 争取到 Federal leaders continued their efforts to secure a ceasefire. 联邦政府的领导人们继续他们争取停火的努力。
• "How Pixar Fosters Collective Creativity" was published in Howard Business Review 《哈佛商业评论》 in 2008.
Harvard Business Review (HBR) is a general management magazine published by Harvard Business Publishing, a wholly owned subsidiary of Harvard University.
Oscar Best Animation Award
(奥斯卡最佳动画长片奖)
• • • • • •
【 Finding Nemo 】 【 The Incredibles 】 【 Ratatouille 】 【 WALL· E】 【 Up 】 【 Toy Story 3 】
海底总动员 超人总动员 美食总动员 机器人总动员 飞屋环游记 玩具总动员3
• • • • • • • • • • • • • • English name 1、【 Toy Story 】 2、【 A Bug‘s Life 】 3、【 Toy Story 2 】 4、【 Monsters,Inc 】 5、【 Finding Nemo 】 6、【 The Incredibles 】 7、【 Cars 】 8、【 Ratatouille 】 9、【 WALL· E】 10、【 Up 】 11、【 Toy Story 3 】 12、【 Cars 2 】 13、【 Brave 】 Chinese name 玩具总动员 虫虫危机 玩具总动员2 怪物公司 海底总动员 超人总动员 汽车总动员 美食总动员 机器人总动员 飞屋环游记 玩具总动员3 汽车总动员 勇敢传说 Show time 1995 .11 .22 1998.11.27 1999.11.24 2001.11.2 2003.5.30 2004.11.5 2006.6.9 2007.6.29 2008.6.27 2009.5.29 2010.6.18 2011.6.24 2012.6.19
para. 4 The initial idea for the movie—what people in
the movie business call “the high concept”—is merely one step in a long, arduous process that takes four to five years. arduous: difficult an arduous task an arduous worker
2003.5.30 2004.11.5 2007.6.29 2008.6.27 2009.5.29 2010.6.18
c
vv
• Questions :
Why is Pixar so successful as an animation studio?
What’s the corporate culture of Pixar?
• Text Analysis • part 1 para. 1- para. 3 • para.1 Almost always there’s a 50/50 split, which has astounded me because I couldn’t disagree more with the studio executive. • • astound: shock
How Pixar Fosters Collective Creativity
by Ed Catmull
• Ed Catmull Dr. Ed Catmull is one of the three founding fathers of Pixar. He is a computer scientist and current president of Pixar Animation Studios and Walt Disney Animation Studios. As a computer scientist, Catmull has contributed to many important developments in computer graphics.[6][7]
Pixar (Pixar Animation Studios ) • based in California • Founded in 1986 by John Lasseter, Steve Jobs, Ed Catmull • Bought by The Walt Disney Company in 2006 • earned 27 Academy Awards, seven Golden Globe Awards, and eleven Grammy Awards
HBR's articles cover a wide range of topics that are relevant to different industries, management functions, and geographic locations. These focus on such areas as leadership, organizational change, negotiation, strategy, operations, marketing, finance, and managing people.
para. 3 We must constantly challenge all of our
assumptions and search for the flaws that could
destroy o2 para. 4- 8 What is creativity • creativity is a collective effort. • Creativity means we have to put ourselves at great risk instead of avoiding risk. Examples to prove this point?
• DreamWorks Animation SKG • 梦工厂动画工作室
• Walt Disney (迪士尼）
• • • •
Mickey Mouse Snow White and Seven Dwafs Sleeping Beauty Beauty and the Beast
Major works
• John Alan Lasseter (born January 12, 1957) is an American animator, film director, screenwriter, producer and the chief creative officer at Pixar, Walt Disney Animation Studios, and DisneyToon Studios. He is also the Principal Creative Advisor for Walt Disney Imagineering. • He has won two Academy Awards, for Animated Short Film (for Tin Toy), as well as a Special Achievement Award (for Toy Story).
• Para. 3 While I'm not foolish enough to predict that we will never have a flop, I don't think our success is largely luck. 我没有蠢到预言说我们永远不会失败，但是我也 不认为我们的成功只是因为运气好。 flop : complete failure