Unit 11 creativity

Unit 11 CreativityClass time: 2 periodsTeaching class:Teaching content: reading skill of outlining; text 1; text 2Teaching aims:By the end of this unit you will be able to:1. learn to use the reading skill “outlining”2. know something about the creativity of one’s mind.3. understand the source of the bright ideas.4. realize the importance of the unconscious mind .5. get to know some scholars’ names and their contributions to man. Teaching focus and important points:1. Word Pretest2. Reading comprehension about “Where Do Those Bright Ideas Come From?”3. Vocabulary Building4. Cloze5. Section C “Fast Reading”Difficult points:1. 1. You have had a problem, you’ve thought about it till you were tired,forgotten it and perhaps slept on it, and then flash!2. Paraphrase: You’ve had a problem and tried hard to think about it, butgave it up at last.3. 2. A third type of creative experience is exemplified by the dreamswhich came to Descartes at the age of twenty—three and determined the path he was to follow for the rest of his life.Paraphrase: A third type of creative experience can be explained with the dream whichcame to Descartes when he was 23 and decided to choose a route which he could follow in the rest of his life.Reading skill: Outlining1. Why is an outline a good active reading skill?An outline can be valuable in two ways. First, to make an outline you mustread carefully. You must identify main ideas and supporting details. You must also decide if some ideas are not so important. To make these decisions you must read actively and carefully.Second, an outline is a picture of how ideas relate to each other. You can often answer many questions just by reading a good outline. Outlines are great for reviewing, also. And, you can Test your understanding and memory of what you have read using an outline. So, outlining is a skill that you can use in all three components of Systematic Study.2. How do you make an outline?Begin by reading systematically with pen and paper. After you Prepare, write main points in your outline as you read. Under main points, write details. Most textbooks have topic markers or headings; you can use these as the main topics in your outline. But, you should be careful not just to copy headings. It is important that you select the topics in your outline.The purpose of an outline is to identify all the important information and condense it in a small space. An outline also shows how ideas relate to each other.3. What does an outline look like?You can see examples of outlines in most textbooks by looking at the table of contents or the beginning of chapters. These outlines are very general and include only the most important topics. They do not include the main ideas about each of the topics. You would want your outline to have these details; so, a good outline of these topics would be much longer.Outlines follow a simple rule - the most general information is briefly written on the left margin. Supporting information for any item is then written somewhat to the right and underneath the main point. It is not necessary to write sentences. Below is an example of the form of an outline without any topics.TitleI.A.B.C.II.A.1.2.3.B.1.2.3.C.1.2.From this outline we can tell there are two supporting topics for the Main Topic. The title indicates the main topic, and Roman I and II indicate the two supporting topics. Similarly, we can tell that Topic II has three subtopics, and that each is supported by at least two details. Now, look at the same outline with topics filled in.Elements of United States GovernmentI. Basic StructureA. PoliticsB. Federal SystemC. ConstitutionII. Branches of GovernmentA. Legislative1. Congress2. Powers and Duties3. The Work of CongressB. Executive1. Presidency2. Leadership3. The BureaucracyC. Judicial1. Federal Courts2. Supreme CourtYou can learn much from an outline. In this outline, for example, you can learn that there are three branches of government (II, A, B, C) and two types of courts (II, C, 1, 2).An outline may contain many or few levels of detail; each grouping to the right is a level of detail. Thus, the outline presented above has three levels. You must decide how much detail your outlines should have. This depends on the subject, your teacher, and your goals.If you are unsure if your outline is correct, show it to your teacher and ask for help.Lead-in Questions of the Unit:Question 1. Have you ever solve a difficult problem in a smart and creative way? How did that good idea occur to you?Question 2. Do common people have creative ideas？Section A: Where do creative ideas come from?I. Background information:Creativity refers to the phenomenon whereby something new is created which has some kind of value. What counts as "new" may be in reference to the individual creator, or to the society or domain within which the novelty occurs. What counts as "valuable" is similarly defined in a variety of ways. Scholarly interest in creativity ranges widely: the mental and neurological processes associated with creative activity; the relationship between personality type and creative ability; the relationship between creativity and intelligence, learning and mental health; and ways of fostering creativity through training and technology.Creativity and creative acts are therefore studied across several discplines -psychology, cognitive science, education, philosophy (particularly philosophy of science), theology, sociology, linguistics, business studies and economics. As a result there is a multitude of definitions and approaches.II. Pretest of new wordsHow to guess the meaning of the word?1. C. assume2. A. memoirs3. A. perceptive4. B. occupied5. A. weary6. B. mighty7. A. surge8. A. stableIII. students’ reading tasks:skimming: main idea and structure; complete the outline of the texton p.158scanning：reading comprehension questionsexercises reading skill and comprehension exercisesIV. Detailed study of text A1. Richard Wagner: when he was composing the prelude to “Rhinegold”, for many weary months he had been struggling to make a start with the actual composition without success. And then at last the miracle happened for which his unconscious mind had been crying out for so many months. The orchestral prelude to the “Rhinegold” had at last taken its shape within him when he was falling into a sleeplike condition.2. Henri Poincare: the great French mathematician discovered the new mathematical method called the Fuchsian functions when he was in a sleeplike condition.3.Descartes: made the significant discovery that he could only find certainty in his own thoughts, cogito ergo sum (I think, therefore I exist.)V. Vocabulary building part1. Word match;2. use of English (expressions used with the verb “make”);3. stem study (clos/cord);4. antonyms (retrieve, vertical, prolific, novel, diverse)5. clozeSection B: How to Get a Great IdeaReading tasks for section B:1. Talk about the two introductory examples of the passage? (How thewine was cooled and how the ball is taken out from the drainpipe.2. Illustrate the techniques of how to get a great idea by an examplegiven by the text.Homework:Section C: fast readingTopics for Discussion and Reflection1. Have you ever had experiences similar to those described in “Text A”?2. Can you think of ways other than those described in Text B to enhance creativity?。