Chapter 10 Critical Thinking and Reading第10章批判性思维与阅读
现代大学英语精读5Book复件Lesson10BeforeandA
Preparation for critical thinking
03
Lesson 10 Content Analysis
Article structure
Summary: This lesson presents an article that compares the differences between "Before" and "After" scenarios, typically in terms of a transformation or progress.
Simple Sentences
Sentences that consist of a subject and predicate, expressing a complete thought. They are typically used to provide basic information or make declarations.
Organization: The article is typically divided into three main parts: the introduction, the body, and the conclusion. The introduction provides background information and a brief overview of the topic. The body presents theBeforeandAftercomparisons in detail, typically in separate paragraphs or sections. The conclusion summarizes the main points and highlights the significance of the comparison.
《全球市场营销管理(全英)》-课程教学大纲
《全球市场营销管理》课程教学大纲一、课程基本信息课程代码：16108303课程名称：全球市场营销管理英文名称：Global Market Management课程类别：专业课学时：48学分：3适用对象：经济、管理类专业考核方式：考试先修课程：市场营销二、课程简介在国际化迅速发展的今天，具有全球性的思维并对国际市场与国内市场差异有所认识是必不可少的，全球营销管理已经成为近20年来营销和国际管理领域中发展最快的部分之一。
课程会分别从全球营销导论、全球营销环境、目标市场机会的分析和评价、全球营销战略、全球营销方案的设计与管理等方面对当前全球营销的理论和实践进行描述和总结。
本课程将以全英文授课。
同时，通过本门课的学习，希望培养学生在各种专业学习和科学研究活动中运用英语的能力。
我们可以使用英语进行学术研究，以提高交流能力，信息获取，整合和应用能力。
With the rapid development of internationalization today, it is indispensable to have aglobal mindset and understand the differences between the international market and the domestic market. Global marketing management has become one of the fastest-growing parts in marketing and international management in the past 20 years. The course will summarize the current global marketing theory and practice from the global marketing introduction, global marketing environment, target market opportunity analysis and evaluation, global marketing strategy, and global marketing plan design and management.This course will be taught in English. At the same time, it is necessary to cultivate students' ability of applying English language in various professional learning and scientific research activities. We can use English to carry on academic research communication ability, information acquisition, integration and application ability.三、课程性质与教学目的本课程是一门全英课程，是专门针对金融学（“2+2”实验班）本科学生开设的一门专业必修课。
B U Read by critical thinking课文精讲
4. Why can the manager become a positive and successful leader?
5. What does the author advise us to do?
Detailed Reading Step 2
T
1. It could inhibit our development. （Line 4, Para 1） vt. hold someone or something back
3. Or does the thought cross your mind that you might become physically injured or harmed?（Line 4, Para 2）
Analysis
that you might become physically injured or harmed 是 thought 的同位语从句。名词从句往往放
Because making choices by
ourselves is better than having
T
choices made for us.
Before Reading
Read for the theme
Why do some people want to avoid taking a risk while some others think it is necessary to do so?
Before Reading
A Trick Question
Why should we continue to
make choices as long as we
T
live, even if sometimes we
Chapter 10 Critical Thinking and Reading第10章批判性思维与阅读
© 2004 Pearson Education, Inc., publishing as Longman Publishers
Making Inferences
“As Agatha studied Agnes, she noticed that her eyes appeared misty, her lips trembled slightly, and a twisted handkerchief lay in her lap.”
thinking about and reacting to what you read—helps you remember more of what you read and will prepare you to write about and discuss the ideas.
© 2004 Pearson Education, Inc., publishing as Longman Publishers
Ask yourself a question, such as “What is
the author trying to suggest?” Use clues provided by the writer’s choice of words. Consider the author’s purpose. Look back at the facts to verify your inference.
Chapter 10: Critical Thinking and Reading
College Reading and Study Skills, Ninth Edition by Kathleen T. McWhorter
English+reading+comprehension
Skills
Reading comprehension requirements a range of skills, including decoding skills (e.g., recognizing words and understanding sentence structure), vocabulary knowledge (e.g., understanding the meaning of words), comprehension skills (e.g., identifying main ideas, drawing preferences), and critical thinking skills (e.g., analyzing arguments, evaluating Evidence
04
Highlight important information or take notes to aid memory
Inference and Judgment Strategies and Techniques
01
Inference
Draw conclusions or make predictions based on the information
CHAPTER 01
Overview of English Reading Comprehension
The definition and importance of reading comprehension
Definition
Reading comprehension refers to the ability to understand and analyze written text, including the extraction of information, discussion, evaluation, and application of knowledge
大学英语泛读教程2(第三版)-电子教案Unit 10
Track 23
Stretching the Truth
To avoid pulling, tearing or otherwise injuring muscles, you should always warm up, right? Actually, there is little evidence to show that this is the case. While some of the world’s top athletes swear by a rigorous warm-up, others have cast real doubt on the practice by admitting that they don’t attach much importance to it at all. Several major studies have indicated that static stretches such as touching your toes yield no discernible benefit. In fact, some evidence suggests extending the limbs in this way for too long can actually impair performance on the track or in the gym.
U10-p.118
பைடு நூலகம்
Track 23
No Pain, No Gain
There is a common belief that the best kinds of workouts are the ones that leave you aching and sore. However, while an element of discomfort is natural during any kind of physical exertion, the idea that effective exercise has to hurt is just wrong. Working out should be challenging, not painful, and serious pain in any part of the body is usually a sign that all is not well in the area concerned. Once you figure out and stick to your body’s limits – maybe pushing a little past them, but not overdoing it – you’ll get a lot more out of your workout.
Reading+B++Critical+Thinking 高中英语上外版(2020)必修第三册
Lemon tea
health debate
What health debates do you know in your daily life?
Q1: Which paragraph looks different? Q2:why are they in italics/ in BOLD type? Q3: How are the paragraphs organized?
than manual ones.”
“Ricardo Vidal
recommends proper time of brushing one’s
teeth.”
There exists some scientific evidence that eliminating cooked
food from the diet is beneficial. However,
A raw food diet ?
A cooked food diet?
Winner: Neither. A combined diet is the most recommended.
Evidence:
Assignments
1. Work in groups, use Reading B as the model and finish writing the health debates.
大学英语之泛读教程第二册泛读unit 10
Advantages of nuclear energy
economic benefit: much more energy from a small piece of fuel in a much shorter amount of time
environmental benefit: less emission to the environment than with fossil fuels (oil, gas and coal).
In Europe, nuclear energy has also begun to be looked on more favorably.
Text 1: Discussion
What are the advantages and disadvantages of nuclear energy?
大学思辨英语教材答案
大学思辨英语教材答案Unit 1: Critical Thinking and ArgumentationSection 1: Introduction to Critical ThinkingCritical thinking is a crucial skill that every university student should possess. It involves analyzing and evaluating information, ideas, and arguments in a systematic and logical manner. In this section, we will explore the basics of critical thinking and how it can be applied in various contexts.Section 2: Critical Reading and WritingIn this section, we will delve into the importance of critical reading and writing skills. We will learn how to identify and analyze arguments in texts, as well as how to effectively present our own arguments through writing. Through practice exercises and examples, students will enhance their ability to critically engage with texts and express their thoughts clearly.Section 3: Logical ReasoningLogical reasoning is an essential component of critical thinking. It involves identifying and evaluating the structure of arguments, detecting fallacies, and drawing valid conclusions. In this section, we will explore different types of logical reasoning, such as deductive and inductive reasoning, and how to apply them in real-life situations.Section 4: Analyzing and Evaluating ArgumentsBeing able to analyze and evaluate arguments is a fundamental aspect of critical thinking. In this section, students will learn how to identify the mainclaims, supporting evidence, and underlying assumptions in arguments. They will also develop skills in assessing the credibility and relevance of sources, as well as identifying bias and logical flaws.Unit 2: Persuasive CommunicationSection 1: Introduction to PersuasionEffective persuasion involves the skillful use of language and rhetorical techniques to influence others' opinions or actions. In this section, students will learn about the principles of persuasive communication, such as ethos, pathos, and logos, and how to construct persuasive arguments.Section 2: Understanding AudienceTo effectively persuade others, it is important to understand the needs, values, and beliefs of the target audience. In this section, students will learn how to analyze their audience and tailor their arguments and language accordingly. They will also develop strategies for addressing counterarguments and objections.Section 3: Oral PersuasionOral persuasion plays a significant role in various contexts, such as public speaking and debates. In this section, students will learn how to deliver persuasive speeches, structure arguments effectively, and use rhetorical devices to engage and convince their audience. They will also develop critical listening skills to evaluate and respond to others' persuasive presentations.Section 4: Written PersuasionWritten persuasion is another important aspect of persuasive communication. In this section, students will learn how to craft persuasive essays and opinion pieces. They will explore different organizational patterns and persuasive techniques, such as using evidence and examples, to support their claims. Additionally, students will develop skills in editing and revising their written work for clarity and coherence.Unit 3: Critical Thinking in Everyday LifeSection 1: Critical Thinking in Decision MakingCritical thinking is essential in making informed decisions in our daily lives. In this section, students will learn how to apply critical thinking skills to various decision-making scenarios, such as choosing a major, evaluating job offers, or making ethical choices. They will explore different decision-making models and strategies to enhance their critical thinking ability.Section 2: Media LiteracyIn the era of information overload, media literacy is crucial for effectively navigating and evaluating media messages. In this section, students will learn how to critically assess media content, identify bias and propaganda techniques, and differentiate between reliable and unreliable sources. They will also explore the ethical implications of media consumption and production.Section 3: Problem SolvingCritical thinking is closely linked to problem-solving skills. In this section, students will learn different problem-solving techniques, such as brainstorming, analyzing alternatives, and evaluating potential solutions.They will also develop skills in collaborative problem-solving and decision-making, recognizing the importance of diverse perspectives.Section 4: Ethical ReasoningEthical reasoning requires critical thinking skills to evaluate moral issues and make ethical decisions. In this section, students will explore ethical theories and frameworks, such as utilitarianism and deontology, and apply them to real-life ethical dilemmas. They will develop their ability to critically analyze the consequences and ethical implications of different actions.ConclusionThe university-level critical thinking and argumentation course provides students with the necessary skills to think critically, analyze arguments, and effectively communicate their ideas. By mastering these skills, students will be equipped to succeed not only academically but also in their personal and professional lives.。
critical reading %26 thinking
Critical Reading and Thinking Note: These remarks are primarily directed at non-fictional texts.What Is Critical Reading?Facts v. InterpretationTo non -critical readers, texts provide facts. Readers gain knowledge by memorizing the statements within a text.To the critical reader, any single text provides but one portrayal of the facts. Critical readers thus recognize not only what a text says, but also how that text portrays the subject matter. They recognize the various ways in which each and every text is the unique creation of a unique author.A non-critical reader might read a history book to learn the facts of the situation or to discover an accepted interpretation of those events. A critical reader might read the same work to appreciate how a particular perspective on the events and a particular selection of facts can lead to particular understanding.What a Text Says, Does, and Means: Reaching for an InterpretationNon-critical reading is satisfied with recognizing what a text says and restating the key remarks.Critical reading goes two steps further. Having recognized what a text says , it reflects on what the text does by making such remarks. Is it offering examples? Arguing? Appealing for sympathy? Making a contrast to clarify a point? Finally, critical readers then infer what the text, as a whole, means, based on the earlier analysis.These three steps or modes of analysis are reflected in three types of reading and discussion:∙What a text says ? --restatement∙What a text does? --description∙What a text means? --interpretation .You can distinguish each mode of analysis by the subject matter of the discussion:∙What a text says ?restatement ?talks about the same topic as the original text∙What a text does ?description ?discusses aspects of the discussion itself∙What a text means ?interpretation ?analyzes the text and asserts a meaning for the text as a wholeGoals of Critical ReadingTextbooks on critical reading commonly ask students to accomplish certain goals:∙to recognize an author’s purpose?∙to understand tone and persuasive elements∙to recognize biasNotice that none of these goals actually refers to something on the page. Each requires inferences from evidence within the text:∙recognizing purpose involves inferring a basis for choices of content and language ∙recognizing tone and persuasive elements involves classifying the nature of language choices∙recognizing bias involves classifying the nature of patterns of choice of content and languageCritical reading is not simply close and careful reading. To read critically, one must actively recognize and analyze evidence upon the page.Analysis and Inference: The Tools of Critical ReadingThese parts are designed to take the mystery out of critical reading. They are designed to show you what to look for ( analysis ) and how to think about what you find ( inference ) .Analysis: what to look for? ---recognizing those aspects of a discussion that control the meaning.Inferences: how to think about what you find?--involves the processes of inference, the interpretation of data from within the text.Recall that critical reading assumes that each author offers a portrayal of the topic. Critical reading thus relies on an examination of those choices that any and all authors must make when framing a presentation: choices of content, language, and structure. Readers examine each of the three areas of choice, and consider their effect on the meaning.What is Critical Thinking?No one always acts purely objectively and rationally. We connive for selfish interests. We gossip, boast, exaggerate, and equivocate. It is "only human" to wish to validate our prior knowledge, to vindicate our prior decisions, or to sustain our earlier beliefs. In the process of satisfying our ego, however, we can often deny ourselves intellectual growth and opportunity. We may not always want to apply critical thinking skills, but we should have those skills available to be employed when needed.Critical thinking includes a complex combination of skills. Among the main characteristics are the following:RationalityWe are thinking critically when we∙rely on reason rather than emotion,∙require evidence, ignore no known evidence, and follow evidence where it leads, and ∙are concerned more with finding the best explanation than being right analyzing apparent confusion and asking questions.Self-awarenessWe are thinking critically when we∙weigh the influences of motives and bias, and∙recognize our own assumptions, prejudices, biases, or point of view.HonestyWe are thinking critically when we recognize emotional impulses, selfish motives, nefarious purposes, or other modes of self-deception.Open-mindednessWe are thinking critically when we∙evaluate all reasonable inferences∙consider a variety of possible viewpoints or perspectives,∙remain open to alternative interpretations∙accept a new explanation, model, or paradigm because it explains the evidence better, is simpler, or has fewer inconsistencies or covers more data∙accept new priorities in response to a reevaluation of the evidence or reassessment of our real interests, and∙do not reject unpopular views out of hand.DisciplineWe are thinking critically when we∙are precise, meticulous, comprehensive, and exhaustive∙resist manipulation and irrational appeals, and∙avoid snap judgments.JudgmentWe are thinking critically when we∙recognize the relevance and/or merit of alternative assumptions and perspectives ∙recognize the extent and weight of evidenceIn sum,∙Critical thinkers are by nature skeptical. They approach texts with the same skepticism and suspicion as they approach spoken remarks.∙Critical thinkers are active, not passive. They ask questions and analyze. They consciously apply tactics and strategies to uncover meaning or assure theirunderstanding. Critical thinkers do not take an egotistical view of the world. They are open to new ideas and perspectives. They are willing to challenge their beliefs andinvestigate competing evidence.Critical thinking enables us to recognize a wide range of subjective analyses of otherwise objective data, and to evaluate how well each analysis might meet our needs. Facts may be facts, but how we interpret them may vary.By contrast, passive, non-critical thinkers take a simplistic view of the world.∙They see things in black and white, as either-or, rather than recognizing a variety of possible understanding.∙They see questions as yes or no with no subtleties.∙They fail to see linkages and complexities.∙They fail to recognize related elements.Non-critical thinkers take an egotistical view of the world∙They take their facts as the only relevant ones.∙They take their own perspective as the only sensible one.∙They take their goal as the only valid one.Critical Reading v. Critical ThinkingWe can distinguish between critical reading and critical thinking in the following way:∙Critical reading is a technique for discovering information and ideas within a text.∙Critical thinking is a technique for evaluating information and ideas, for deciding what to accept and believe.Critical reading refers to a careful, active, reflective, analytic reading. Critical thinking involves reflecting on the validity of what you have read in light of our prior knowledge and understanding of the world.For example, consider the following (somewhat humorous) sentence from a student essay:Parents are buying expensive cars for their kids to destroy them.As the terms are used here, critical reading is concerned with figuring out whether, within the context of the text as a whole, "them" refers to the parents, the kids, or the cars, and whether the text supports that practice. Critical thinking would come into play when deciding whether the chosen meaning was indeed true, and whether or not you, as the reader, should support that practice.By these definitions, critical reading would appear to come before critical thinking: Only once we have fully understood a text (critical reading) can we truly evaluate its assertions (critical thinking).The Two Together in HarmonyIn actual practice, critical reading and critical thinking work together. Critical thinking allows us to monitor our understanding as we read. If we sense that assertions are ridiculous or irresponsible (critical thinking), we examine the text more closely to test our understanding (critical reading). Conversely, critical thinking depends on critical reading. You can think critically about a text (critical thinking), after all, only if you have understood it (critical reading). We may choose to accept or reject a presentation, but we must know why. We have a responsibility to ourselves, as well as to others, to isolate the real issues of agreement or disagreement. Only then can we understand and respect other people’s views. To recognize and understand those views, we must read critically.The Usefulness of the DistinctionIf critical thinking and critical reading are so closely linked, why is this still a useful distinction?The usefulness of the distinction lies in its reminder that we must read each text on its own merits, not imposing our prior knowledge or views on it. While we must evaluate ideas as we read, we must not distort the meaning within a text. We must not allow ourselves to force a text to say what we would otherwise like it to say, or we will never learn anything new!Reading Critically: How Well Does the Text Do What It DoesWe can think of a writer as having taken on a job. No matter what the topic, certain tasks must be done:∙ a specific topic must be addressed∙terms must be clearly defined∙evidence must be presented∙common knowledge must be accounted for∙exceptions must be explained∙causes must be shown to precede effects and to be capable of the effect∙conclusions must be shown to follow logically from earlier arguments and evidenceAs critical readers and writers, we want to assure ourselves that these tasks have been completed in a complete, comprehensive, and consistent manner. Only once we have determined that a text is consistent and coherent, can we then begin to evaluate whether or not to accept the assertions and conclusions.Thinking Critically: Evaluating the EvidenceReading to see what a text says may suffice when the goal is to learn specific information or to understand someone else's ideas. But we usually read with other purposes. We need to solve problems, build roads, write legislation, or design an advertising campaign. We must evaluate what we have read and integrate that understanding with our prior understanding of the world. We must decide what to accept as true and useful. As readers, we want to accept as fact only that which is actually true. To evaluate a conclusion, we must evaluate the evidence upon which that conclusion is based. We do not want just any information; we want reliable information. To assess the validity of remarks within a text, we must go outside a text and bring to bear outside knowledge and standards.From /choicestoc.htm。
critical thinking课后答案英语泛读
critical thinking课后答案英语泛读1.Reading the fllowing statements and decide whether they are true(T)or false(F)according to the text.1 The author says that he prefers to stay with pople who keep silent rather thanwith people who are too talkative.(T)2 the author believes that if one talks too much,he is more likely toer.(F)3 what the author really hates is long-winded and pointless talks full of repetitions.(T)4 According to the author,silence is gold and can always bring respect.(F)5 the author's experience with the group of visiting Chinese scholars taught him sohard a lesson that he never went to Stratford afterwards.(F)6 the author failed如get back his money because he was ashamed of beingregarded as too mean.(F)7 the author changed his mind later and decided to keep silent most of the time,which proved to be as useless as talking too much.(T)8 what made things worse is that the author's failure in timely communication withthe doctor put him almost in danger of loasing his life.(T)2.Choosethebestanswertoeachofthefollowingquestionsbasedonthei nformation from the text.1 we learn from thetextthattheauthordoesn'tlikepeoplewhotalktoomuchsimply because.A he is to impatient personB he believes that silence is goldC he hates a long-winded speakerD he is too busy to mix with gasbags2 TheauthorlearnedfromhisbitterexperienceasaguideforagroupofvisitingC hinese scholars that_A__.A one has to make use of speech and silence alternatelyB silence may sometimes lead to misunderstandingc talking too much may land one in troubleD money is a serious master that allows no negligence3 By saying that trip to Stratford“was certainly the most miserable one",the authormeans that_D_.A he didn't gain anythingB he resented the head visitor for his abruptnessC he couldn't satisfy the visitorsD he felt he was helplessly stupid4 The author liked the nurse better than the doctor in that_C__A she took good care of himB she spoke less authoritativelyc she was more frank than the doctor D she saved him at the critical moment。
新视野大学英语第一册第10 单元section B
随 笔
ad. n. n. vt./n. vt. n. a. n. a. vi./n. a./n.
Questions
1. 容易地 2. 乐意地 [C] 学期 [C] 商场 压;按 / [sing.] 新闻界 1. 向· · · 欢呼; 拥戴 2. 招呼 [U] 作者身份 真的; 非复制的 [U] 洞察力 [C] 看法; 领悟 洞察力强的; 理解力强的 抽动, 抽搐 / [C] 抽动, 抽搐 智力的 / [C] 知识分子
随
笔
Questions
Text Study
Choice Making
NHCE
技巧
自测
purchase download reconcile irreconcilable moral dilemma expense on-file per consumer
vt./n. vt. v. a. a. n. n. a. prep. n.
Practice
This practice is designed to help you get a deeper
insight into the skill for this unit.
NHCE
课文
自测
Understanding Idiomatic Expressions
It’s time for more practice of a skill you learned in Unit 6—guessing the meaning of idiomatic expressions. Remember that in the case of idiomatic expressions, word formation clues can be misleading, but contextual clues— examples, explanations, contrasts, or parallel phrases—can help you figure out the meanings.
英语 自学教程课文 Critical Reading
Critical ReadingCritical reading applies to non-fiction writing with which the author puts forth a position or seeks to make a statement.Critical reading is active reading.It involves more than just understanding what an author is saying.Critical reading involves questioning and evaluating what the author is saying,and forming your own opinions about what the author is saying. Here are the things you should do to be a critical reader.Consider the context of what is written.You may be reading something that was written by an author from a different cultural context than yours.Or,you may be reading something written some time ago in a different time context than yours.In either case,you must recognize and take into account any differences between your values and attitudes and those represented by the author.Question assertions made by the author.Don’t accept what is written at face value. Before accepting what is written,be certain that the author provides sufficient support for any assertions made.Look for facts,examples,and statistics that provide support.Also,look to see if the author has integrated the work of authorities.Compare what is written with other written work on the subject.Look to see that what is written is consistent with what others have written about the subject.If there are inconsistencies,carefully evaluate the support the author provides for the inconsistencies.Analyze assumptions made by the author.Assumptions are whatever the author must believe is true in order to make assertions.In many cases,the author’s assumptions are not directly stated.This means you must read carefully in order to identify any assumptions. Once you identify an assumption,you must decide whether or not the assumption is valid.Evaluate the sources the author uses.In doing this,be certain that the sources are credible.For example,Einstein*is a credible source if the author is writing about landmark achievements in physics.Also be certain that the sources are relevant.Einstein is not a relevant source when the subject is poetry.Finally,if the author is writing about a subject in its current state,be sure that the sources are current.For example,studies done by Einstein in the early20th century may not be appropriate if the writer is discussing the current state of knowledge in physics.Identify that possible author bias.A written discussion of American politics will likely look considerably different depending on whether the writer is a Democrat*or a Republican*. What is written may very well reflect a biased position.You need to take this possible bias into account when reading what the author has written.That is,take what is written with“a grain of salt.”By being a critical reader,you will become better informed and may change your views as appropriate.。
unit10 英语泛读教程第三册
Unit 10 The Credibility Principle2.Mastery of some language points3. Realizing the importance of the credibility principle and carry it through4. Knowing how to read advertisements2. Mastery of some difficult language points3. Learning the importance of the credibility principleⅢ Difficult points1. Saying is easier than doing. Action speaks louder than words. Can studentsfollow the credibility principle all the time?2. Students might have difficulty in some of the words and phrases3.English advertisements are a little difficult for them to readAbout one and a half periods of class will be used for the analysis and discussion of the passage itself.Total class hours: two periods1. Title:⏹credibility - the quality, capability, or power to elicit belief 可信性,使人信任的本质、能力或力量⏹credibility gap 信用差距(指政府官员等言论与事实的不符)⏹lack of credibility in 不可信, 缺乏凭证2, Related InformationAbout “Honesty and Credibility”The goods sold by a successful corporation are not only the products themselves, but also the invisible business culture. For a corporation, to get success for a short time, it merely depends on the good quality of the products; to succeed for a medium period, the marketing strategy is indispensable; with a better managing program, it will prolong its life. But if the corporation wants to live everlasting, it must establish a sound business culture as its root. Although each corporation differs in business culture, fundamental to this is ―Honesty&Credibility‖. In another word, ―Honesty&Credibility‖ is the core of e ach business culture.The Chinese ―3.15‖—Consumers‘ Day propagates: honesty and credibility which has long been the soul of east civilization. The thought of ―Honesty&Credibility‖ is oflong standing. China is a civilized ancient East Asian country. Its dominant morality emphasizes ―Honesty&Credibility‖, the honesty between men and men, corporation and corporation, corporation and customer; between government and people, government and government. If one lost ―Honesty&Credibility‖, one would lose relatives and friendship, even result in conflicts and hatred, or moreover, the war.Market economy of its essence is not only a fair competitive economy, but also a legal economy, even a credit economy. So when credit crisis of market economy hampers the development of our economy, especially after we entered WTO that we have to compete in the international market, improving market credit construction becomes an important task that we‘re facing.What Is “Honest y & Credibility” in BusinessAs a type of business culture, honesty means sincerity. Credibility comes form honesty and reliability. Honesty and credibility mean that you should realize your commitment and your promise. What you said should in accordance with how you acted.Why is there no credibility?The Weakness of SystemThe Stimulation of ProfitsThe Lacking of Moral EducationThe Loose of Supervision and MonitoringTo sum up, business culture is an indispensable core and soul of an enterprise. Though business culture differs from each corporation, ―Honesty&Credibility‖ is the fundamental one which cannot be ignored. Since ―Honesty & Credibility‖ plays an important role in contemporary world and is inevitable for doing business, every businessman should obey it. However in our country, it‘s rather weak in this aspect compared with other developed countries in the world, we still have a lot work to do. Faced with the existing predicament where dishonest companies, people and behaviors are in abundance, which badly influenced the development of our country. We cannot just owe it to the immature of the system; on the other hand, we should enhance our awareness of the importance of ―Honesty&Credibility‖ and try to explore some efficient ways to improve it. Furthermore, an honest and credible business atmosphere will improve the economic system in turn. Therefore, this dissertation is recommended to do our best to build up a sound credit system, such as in some developed countries where they have personal or enterprise business credit system. We also should create a credible environment to decrease the immoral behaviors and dishonest organizations and improve moral education in order to facilitate the flows of funds, and to increase the transparency of the flows of funds among the nations and markets, thus keeping a stable economic development and allowing the achievements of investment and international trade to benefit all nations as well as individuals.3.Text analysisPart I (Para. 1) – Introduction: putting forward the question: what is credibility principlePart II (Para. 2- 13) –Body: analyzing the question: why can‘t a majority of people follow the credibility principlePart III (last para.) –Conclusion: following the credibility principle you‘ll have a successful careernguage Points1. promise – (1) a declaration assuring that one will or will not do something; a vow 发誓,保证某人将做某事或将不会做某事的宣告；誓言(2) something promised 诺言,被承诺的事情break [go back] one‗s [a] promise 违背诺言, 违约make [give] a promise 答应, 许诺Promise is (a due) debt. [谚]欠债要清, 许愿要还。
2018浙江高考英语作文范文
2018浙江高考英语作文范文Chapter 1: IntroductionThe Zhejiang College Entrance Examination (commonly known as the "高考") is an important milestone in the educational career of Chinese high school students. In 2018, the English section of the Zhejiang College Entrance Examination posed a significant challenge to students. This paper aims to provide an analysis and evaluation of the essay section of the 2018 Zhejiang College Entrance Examination, focusing on the difficulty level, the topics, and the overall performance of the students.Chapter 2: Difficulty LevelThe difficulty level of the English essay section in the 2018 Zhejiang College Entrance Examination was higher compared to previous years. The topics were complex and required students to think critically and express themselves effectively. The essay questions focused on social issues, current events, and personal experiences. For instance, one topic required students to discuss the impact of social media on teenagers' lives. To answer such questions adequately, students needed to possess a strong command of the English language, as well as analytical and writing skills.Chapter 3: TopicsThe topics selected for the essay section of the 2018 Zhejiang College Entrance Examination were diverse and relevant to students' lives. They ranged from environmental issues to culturalheritage, from technological advancements to personal growth. This allowed students to showcase their knowledge and understanding of various subjects. The topics also encouraged students to think critically and express their opinions, fostering creativity and originality in their writing.Chapter 4: Students' PerformanceOverall, the students' performance in the essay section of the 2018 Zhejiang College Entrance Examination was commendable. Many students exhibited strong language skills and the ability to convey their thoughts clearly and effectively. They demonstrated a high level of coherence and organization in their writing, presenting arguments and supporting them with relevant examples and evidence. However, there were still some areas for improvement. Some students struggled with grammar and vocabulary, leading to occasional errors and lack of clarity in their writing. Additionally, a small number of students faced difficulties in time management, resulting in rushed and incomplete essays.ConclusionIn conclusion, the 2018 Zhejiang College Entrance Examination English essay section presented a challenging yet stimulating opportunity for students to showcase their language skills and critical thinking abilities. The difficulty level of the questions reflected the need for students to possess a strong command of the English language and the capacity to express their thoughts effectively. The topics selected were broad, diverse and relevant, offering students an opportunity to engage with subjects that areimportant in today's world. The overall performance of the students was impressive, although there were areas that require attention and improvement. The English essay section of the 2018 Zhejiang College Entrance Examination served as a platform for students to demonstrate their academic prowess and preparedness for future academic endeavors.Chapter 5: Implications for English EducationThe difficulty level and topic selection of the English essay section in the 2018 Zhejiang College Entrance Examination have important implications for English education in China. The challenging nature of the questions suggests that English language proficiency should be a priority in classrooms. Teachers should focus on developing students' vocabulary, grammar, and writing skills to enable them to effectively express their thoughts and ideas.Furthermore, the diverse and relevant topics of the essay section highlight the need for a well-rounded English curriculum. English education should not only focus on language proficiency but also on developing students' critical thinking skills and their ability to engage with real-world issues. Teachers should incorporate current events, social issues, and personal growth topics in their lessons to encourage students to think critically and express their opinions in English.Chapter 6: Recommendations for StudentsBased on the analysis of the 2018 Zhejiang College Entrance Examination, there are several recommendations for students to improve their performance in the essay section.Firstly, students should strive to improve their language proficiency. This includes expanding their vocabulary, improving grammar usage, and practicing writing regularly. Engaging in reading English materials, both fiction and non-fiction, can greatly enhance language skills and expose students to different writing styles and techniques.Secondly, students should develop their critical thinking and analytical skills. This can be done by actively participating in class discussions, debates, and engaging with current events and social issues outside of the classroom. Being able to think critically and express coherent arguments is essential for writing strong essays. Lastly, students should work on time management skills. The essay section in the Zhejiang College Entrance Examination is time-constrained, and students need to be able to allocate their time wisely to complete their essays. Practice writing within time limits and develop a clear outline before starting to write to ensure awell-structured and organized essay.Chapter 7: Conclusion and Future DirectionsIn conclusion, the 2018 Zhejiang College Entrance Examination English essay section posed a significant challenge to students but also showcased their language proficiency, critical thinking skills, and ability to express themselves effectively. The difficulty level and topic selection of the essay section have important implications for English education in China, highlighting the need for a well-rounded English curriculum that focuses on languageskills, critical thinking, and engagement with real-world issues. Students can improve their performance by enhancing their language proficiency, developing critical thinking skills, and practicing time management. By addressing these areas, students will be better prepared for future academic endeavors and be able to meet the challenges of the evolving global society. English education in China should continue to evolve and adapt to equip students with the necessary skills for success in their academic and professional lives.。
研究生英语阅读教程中高级本UNIT10翻译
Unit 10 Student Motivation To Learn.学生学习动机Motivation is an internal state or condition (sometimes described as a need, desire, or want ) that serves to activate or energize behavior and give it direction . Student motivation has to do with students’ des ire to participate in the learning process. What factors influence the development of students’ motivation? How can motivation to learn be fostered? The article gives the explanations.动机是一种激励或者刺激人们行为并指引行为方向的内部状态或状况（有时也是一种需要，渴望，或者意愿）。
学生的学习动机必须和他们参与学习过程的意愿联系在一起。
哪些因素会影响学生学习动机的养成呢？怎样才能培养学习动机呢？这篇文章给出了详细的说明。
Infants and young children appear to be propelled by curiosity, driven by an intense need to explore, interact with, and make sense of their environment. As one author puts it, "Rarely does one hear parents complain that their pre-schooler is 'unmotivated' " (James Raffini 1993).不管是婴儿还是小孩，他们看起来都会受好奇心的推动，受探索自然，融入并探索自然的强烈需要的驱使。
Critical Thinking Part I-批判性思维
• Vanessa
• Andy
• Michael
18
Categorizing
19
Categorizing
20
Categorizing
21
Pond Indian Lair Biology Creates Decide Never
Categorizing
Lake
Sea
Irish
Iranian
Den
Identify which two carry the most similar message.
evidence appears to lead;
"reasonable
• constructing a line of reasoning to guide your audience through the evidence and lead them towards your conclusion;
Pen
Burrow
Chemistry
Physics
Stellar
Engines
Deliver
Denounce
Seven
Cleverest
Pool Bolivian
Hutch Geology Soothes Devour Severe
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Categorizing
Answers
Pond
Lake
Sea
Pool
Seven-letter words
Decide Deliver Denounce Devour Verbs with the suffix “de-”
Never Seven Cleverest Severe Words containing “eve”
英语阅读x计划1到10级
英语阅读x计划1到10级Title: The X-Plan for English Reading: Levels 1 to 10。
Introduction.The X-Plan for English Reading is an intensive program designed to take learners from the basics of language comprehension to advanced reading proficiency. Spanning across 10 levels, this plan covers a range of reading materials, techniques, and strategies to ensure steady progress and continuous learning.Level 1: Beginner.At Level 1, readers are introduced to the fundamentals of English reading. This involves simple texts with basic vocabulary and sentence structures. The focus is onbuilding a solid foundation by understanding the alphabet, words, and basic sentence patterns. Reading materials might include children's books, comics, or short stories tailoredfor beginners.Level 2: Early Stages.Moving on to Level 2, readers start to encounter more complex vocabulary and sentence structures. They learn to recognize and understand common words, phrases, and basic grammar rules. Materials at this level might include short articles, simple novels, or picture books with more descriptive text.Level 3: Intermediate.By Level 3, readers are expected to have developed a basic understanding of English reading. They are introduced to more challenging texts, including newspapers, short stories, and simple novels. The focus is on improving comprehension skills and vocabulary knowledge.Level 4: Transitional.At Level 4, the focus shifts towards more advancedreading materials. Readers are encouraged to delve into more complex novels, essays, and articles. This level challenges them to understand deeper concepts, analyzetexts critically, and apply reading strategies effectively.Level 5: Upper Intermediate.By Level 5, readers are well-versed in the basics of English reading and are ready to tackle more sophisticated texts. Materials at this level might include academic articles, complex novels, or in-depth essays. The emphasis is on critical thinking, inference, and understanding implied meanings.Level 6: Advanced.Level 6 brings readers to the advanced stage of English reading. They are expected to have a broad vocabulary, excellent comprehension skills, and the ability to analyze and evaluate complex texts. Materials might include advanced novels, academic journals, or research papers.Level 7: Expertise.At Level 7, readers are considered experts in English reading. They have a profound understanding of the language, an extensive vocabulary, and advanced comprehension skills. Materials at this level are typically highly specialized, such as technical manuals, academic treatises, or complex literary works.Level 8: Mastery.By Level 8, readers have achieved mastery in English reading. They can effortlessly tackle any text, regardlessof complexity or subject matter. Materials might include dense academic works, profound literary novels, ortechnical documents. The focus is on deep understanding, critical analysis, and applying reading skills to real-world scenarios.Level 9: Proficient Comprehension.At Level 9, readers demonstrate exceptional proficiencyin English reading. They have an encyclopedic knowledge of vocabulary, exceptional comprehension skills, and theability to quickly digest and process information.Materials at this level might include dense research papers, academic dissertations, or high-level technical documents.Level 10: Fluent Expertise.Level 10 represents the ultimate level of English reading proficiency. Readers at this level are fluent inthe language, with a nearly native-like understanding of texts. They have an extensive vocabulary, impeccable comprehension skills, and the ability to read and interpret texts with ease. Materials at this level are typically the most challenging and demand the highest level of critical thinking and analysis.The X-Plan for English Reading is a comprehensive program designed to take readers from beginners to fluent experts. By gradually introducing more complex materialsand techniques, this plan ensures steady progress andcontinuous learning, allowing readers to achieve their full potential in English reading.。
批判性思维阅读笔记(Critical thinking; reading notes)
批判性思维阅读笔记（Critical thinking; reading notes）Critical thinking; reading notesP22Trained critical thinking:- presenting key questions and questions clearly and accurately;- collect and evaluate relevant information, and have an effective interpretation of the information;Arrive at conclusions and solutions based on reasonable reasoning, and test them with relevant standards;- open thinking in different thinking systems, and, if necessary, the assumptions, implications, and actual results of cognition and the thinking systems of Pinggu;- communicate effectively with others when looking for solutions to complex problems.In short, critical thinking is a way of thinking, self disciplined, self monitoring, and self improvement. This bodes well for the use of strict standards of excellence, as well as conscious control over the use of these annotations.P23 low critical thinking: a quibble.Advanced critical thinking: fairness and high-level thinkingskills.- modest attitude- Fearless: dare to challenge beliefs, reject beliefs that are inconsistent with reality and follow only evidence and reasoning.- Sanity: judge yourself and others with the same standards.- the psychological difficulties: unremittingly.- believing in reasoning: recognizing that good arguments have their merits.- freedom of will: independent thinking, refusing to follow blindly. Treason is not freedom, it is just a kind of blind obedience to another kind of blind obedience.P39Spontaneous thinking (general thinking) critical thinkingJust thinking and analyzing your own thoughtsHaving egocentric tendencies; examining and revealing the central sources of thought in detailAttracted by a fundamentally unworthy standard of thought, expose them and replace them with reasonable standards of thoughtFull of temptation, we raise the meaning of meaning to conscious investigation, avoiding the pitfalls caused by instinctive thinking.Indulging in the mind and emotion clearly controls life in a rational and emotional way: who we are, what we are doing, and what trajectory our life trajectory will extend toBe governed by your own mind and learn how to control your mind.The first stage: a rash thinkerThe second stage: the thinker facing the challengeP44Reflection on the existing problems in thinking:- make the hypothesis that you can;- using false, incomplete or misleading information;- make inferences that we do not have evidence that we do not support;- unable to recognize the hidden meaning of our thoughts;- we can't recognize the problems we have;- train the wrong concept;- use of biased, narrow perspective reasoning;- from the perspective of self centeredness / irrationality.Signs of tending to consider:- discovering that you are trying to analyze and evaluate your own thinking;- discovering that they study the structure of thinking that makes thinking possible, such as concepts, assumptions, reasoning, and hints- find yourself thinking that thinking is more sound quality: clear, accurate, relevant, logical, money.- discovering that you are interested in the role of self deception in your mind.The third stage: a green hand.Recognize that your level of thinking is not high, and make a positive decision to accept the challenge of trying to grow into a great thinker.A gradual realization of how to deal with the structural hierarchy (purpose, problem, information interpretation, etc.) that functions in the operation of thought- analyse the inherent logic and problems of the environmentalsituation;- make clear and accurate questions;- check the accuracy and relevance of the information;- distinguish between the original information and the interpretation of it;- identifying the hypothesis of inference;- identifying biased and biased beliefs, irrational conclusions, useless words, and missing implications;- noting when our views are distorted by self-interest.Influence model:We are thinking in a series of different categories:Sociology, philosophy, ethics, intelligence, anthropology, ideology, politics, economics, history, biology, theology, psychology.On a green hand thinker:- doctrine of absolutism: truth is acquired through irrational beliefs;Subjective relativism: there is no criterion for judging the right and wrong.The fourth stage: practice thinkers.P50Make up your mind to make a plan that you think you can do. Success ultimately belongs to those who persevere and make strategic plans for themselves.The best way to combat frustration is to recognize from the beginning that you are doing a pilot experiment on different plans. Be prepared to accept some temporary failures.Success is relatively heavy in failure to blaze a new trail.Strategies for improving your thinking ability:Start slowly, and pay attention to the fundamentals.P52Action planning:1. make use of wasted timeRecall the day and assess your own thinking patterns- what was the worst time I thought of it today?- when did I think the best?- what have I been thinking about today?Have I solved anything today?- have I allowed negative thinking to make myself needlessly frustrated?If I had to repeat today's activities, what would I do differently? Why?- did I make any effort to promote my long-term goals today?- is my behavior today in line with what I claim to be?If I live like I do today in the next ten years, will I finally be able to achieve something that has been commensurate with such a long time?2. solve a problem one dayAsk yourself, "where's the problem?" How do you solve problems in the form of doubt?3 digestion and absorption of mental standards: focus on research4. keep a record of mind diaries. Step:- describe only the significance of the situation- describe a situation at a time;- describe the reaction at that time;- according to the records, to analyze what happened in the case and to dig through the surface;- assess what implications your analysis implies If you could start over again, what would be different measures? )5. practice mind strategy (CH17)6. reshaping individualitySevenReflect on your behavior daily (find self centred thinking, see CH12)8. redefine the angle of looking at things. Convert the negative definitions of many things into positive definitions. Make a list of the root causes, replace the negative definitions, and plan the new emotions and reactions.9. get in touch with your emotions. What kind of thinking has made me feel? What's wrong with my thinking? What assumptions were made? What information does my thinking make based on? Is the information reliable? (CH3, CH10)10. analyze the impact of groups on life. E.G. beliefs and taboos (CH13)P58The tendency of human self - centred thinking means that we rarely, or rarely, have insight into the nature of our own thoughts and emotions. Forged the bonds of the heart enslaving itself.E.g. when you are afraid of asking yourself questions and make yourself stupid, then you have to aim at self centeredness as a source of fear: ask this question, and others will think I am stupid.You can use the following ideas instead: any question I ask will help your study, and may be beneficial to the study of other students. Furthermore, it is their problem if anyone thinks this is stupid, and they do not understand the importance of questioning as a means of learning.I will not let my learning be hindered by the lack of other people's knowledge.P59A closer examination of our attitudes reveals that we all unconsciously justify our beliefs with egocentric standards.1. "it's true, because I believe it's true."."2. "it's true.",Because we all think so."3. "XX, because I want to believe it."."4. "XX, because I've always thought so."."5. "XX, because it's my self-interest."."P60Three functions of the mind:1., the function of thinking is to create meaning. And classify and find patterns for yourself, that is to say "what"".The 2. sense function is to monitor or evaluate the meaning created by the thinking function and assess whether it is positive or negative.3., the function needed is to inject energy into action when action is consistent with what we mean by "possible" / "possible" definitions, that is, driving force.< concept evaluation - drive / disable >Thinking, feeling, needUnderstanding the world tells us how to act and drives us to take actionJudge happiness, sadness, depression, goals, desiresPerceived anxiety, stress, planning, evaluation, motivationAnalyse calmness, worry, excitementclarifyDecisioncomparecomprehensiveThinking ---- feeling| / || / \ |Act ---- needPositive thoughts produce positive emotions, negative thoughts produce negative emotions(consequence) fundamentally determined by a person's way of thinking when facing the environment, different thoughts and actions also produce different emotions.The feeling and need (desire) will not change by itself; the only way to change is to think.P64If you can take control of your mind in class, you can analyze the course carefully so that you can decide what is important and worthwhile to learn. Such,No matter how boring the course may be, you will urge yourself to feel that you have the ability to learn any knowledge.Depressed, confused, unremittingly; open-minded; the best thinkers are those areas on their own field of the known and unknown people have a clear distinction.Independent thinking:Recognize the connection between three functions of thoughtRecall the recent scene of negativity (anger, frustration, uneasiness).1. write down what happened in the scene. What do you think?.2. discover your thoughts in the circumstances that lead to negative emotions and record them in detail.3. write down how thoughts and feelings affect behavior. What will happen after such thinking exists? )P65If your knowledge is always paid, you should look carefully at the thoughts, emotions, and desires that make it impossible togo deeper. The need to find rational thinking is the powerful force of careful reasoning.The historical way of thinking can avoid the self centred life style; the sociological mode of thinking makes it difficult to be dominated by peers; the philosophical mode of thinking helps to comprehensively consider the orientation and value of life;Economics helps to understand the powerful forces that influence and determine the world we live in. Only when we really realize the value of these disciplines can we have the motivation to study them in depth.It is only when the logic of the content of a subject can work in real life that we will value it and have the motivation to study and solve problems and research. If you want to make yourself motivated to learn, you need to find emp。
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Is the Author Biased?
Pay attention to emotional language.
Notice descriptive language. How does the
author make you feel? Look for opposing viewpoints. If there are none, it is biased.
Inference: Agnes is upset and on the verge of tears.
How to Make Inferences
Understand the literal meaning first.
Ask yourself a question, such as “What is
ANALYZING ARGUMENTS
An argument takes one position on an issue
and provides reasons and evidence that the claim is sound or believable.
– All handguns should be legal. – No handguns should be legal. – Some handguns should be legal for certain individuals.
Making Inferences
“As Agatha studied Agnes, she noticed that her eyes appeared misty, her lips trembled slightly, and a twisted handkerchief lay in her lap.”
Questions to Ask about Arguments
What is the issue?
What is the claim? What types of evidence are used?
Is theLeabharlann evidence convincing?
Is there sufficient evidence?
Chapter 10: Critical Thinking and Reading
College Reading and Study Skills, Ninth Edition by Kathleen T. McWhorter
© 2004 Pearson Education, Inc., publishing as Longman Publishers
What Is the Author’s Purpose?
Consider the source and intended purpose.
Is it biased? Consider the point of view or perspective from which an article or essay is written. Decide whether the writer tries to prove anything about the subject.
Take a Reading Road Trip!
Take a trip to the AMERICAN SOUTHWEST and visit the Critical Thinking module on your CD-ROM.
© 2004 Pearson Education, Inc., publishing as Longman Publishers
Types of Evidence
Facts
Personal Experience Examples
Determine if the evidence
Statistics Appeal to Authority
is relevant and sufficient.
Comparisons and Analogies Cause-Effect Relationships
thinking about and reacting to what you read—helps you remember more of what you read and will prepare you to write about and discuss the ideas.
MAKING INFERENCES
What Is the Tone?
It reveals feelings, attitudes, or viewpoints
not directly stated by the author. The author uses word choice, sentence patterns, and length to establish tone. Bias can be revealed by his or her tone.
Asking Questions: The Key to Critical Thinking
What is the source of the material?
What are the author’s qualifications? Is the material fact or opinion? What is the author’s purpose? Is the author biased? What is the tone?
An inference is a reasoned guess about what
you don’t know based on what you do know. Authors do not always directly state what they mean. Instead, they may only hint at or suggest an idea.
the author trying to suggest?” Use clues provided by the writer’s choice of words. Consider the author’s purpose. Look back at the facts to verify your inference.
Fact or Opinion?
Facts – The costs of medical care increase every year. – More than one million teenagers become pregnant every year.
Opinions – Government regulation of our private lives should be halted immediately! – By the year 2025, most Americans will not be able to afford routine health care.
What other types of evidence could have
been used to strengthen the argument?
Summary Questions
How can you learn to make better
inferences? How can you become a critical reader? What is the key to analyzing arguments? What are the common types of evidence used in arguments?
Objectives:
This chapter will show you how to improve
your critical reading skills by reacting to and analyzing what you read. You will learn to make inferences, ask critical questions, and analyze arguments. LEARNING PRINCIPLE: Elaborating—or