大学英语精读3第二单元教案

Introductory Remarks
When we try to tackle a problem, we may sometimes stick to the usual way of thinking about it, thus often making it difficult to find a solution. We need to remember, therefore, that it is important to learn to look at things in fresh ways and use unconventional creative means in trying to solve problems. James Sollisch, author of the present essay, learned about the importance of creative thinking while playing the What Doesn’t Belong game with his children. In the essay, with examples ranging from his own children to some of the world’s greatest scientists, he helps explain the nature of creative thinking and calls on the reader to think creatively.
Part Division of the Text
Parts Paragraphs 1 2 3 4 1 ~5 6~8
9 ~12
Main Ideas
The author’s children teach him about paradigm shifts. Three examples of shifting old paradigms in history. The importance of shifting old paradigms. The author encourages people to look at information in a new way.
1. Sesame Street is an educational American children’s
television series designed for preschoolers, and is recognized as a pioneer of the contemporary standard which combines education and entertainment in children’s television shows. It is produced in the United States by Sesame Workshop, and broadcasted on November 10, 1969 on the National Educational Television network. . . .
Reuben Mattus
Edward Jenner
True or False for Part Three 1. If the game “what doesn’t belong?” had been a workbook exercise in school, each choice of the kids would have been acceptable. (F )
Names Copernicus Examples He placed the sun at the center of the universe, readjusting the centuries-old paradigm of Earthcentered system. He renamed his Bronx ice cream Häagen -Dazs and raised the price without changing the product. He discovered a vaccination for smallpox by abandoning his quest for a cure.
If the game “what doesn’t belong?” had been a workbook exercise in school, every kid who didn’t circle tomato would have been marked wrong. 2. Almost all of the world’s most brilliant scientists and inventors were failures in school. ( F ) Many of the world’s most brilliant scientists and inventors were failures in school. 3. Only if we shift our paradigms and refocus our parameters can we take the great advantage of the super information highway.
5. Why did the 9-year-old and the middle one add to the answers? Because they did not want to be outdone by their siblings.
Table Completion for Part Two
2. Nicholas Copernicus Copernicus was a Polish
astronomer and mathematician who held the view that the Earth and the other planets all travel in circles around the Sun.
Introductory Questions
8. What did Edward Jenner do in an effort to conquer smallpox? (He abandoned the quest for a cure for the disease and discovered a vaccination for it.) 9. What did the author’s children do to deserve to be considered as good as great figures like Copernicus in a way? (Like Copernicus and other great scientists, they were creative in their thinking.
College English
源自文库
Book 3
Unit Two Fruitful Questions
Fruitful Questions
Warming-up Activities
Text Study
Language Points
Writing Practice
Exercises
Warm-up Questions
Introductory Questions
4. Did the father think their answers correct? Why or why not? (Yes, he thought all their answers correct because there was some truth in all of them.) 5. Did you think his children’s thinking important? Cite evidence from the text to support your view. (Yes, he thought his children’s thinking important. At the very beginning of the essay, he says the other night his three kids taught him about “paradigm shifts, and limitations of linear thinking and how to refocus parameters.” He also says what was happening here was “much more important than whether a tomato is a fruit or vegetable.”)
Introductory Questions
6. To what does the father connect his children’s thinking? (He connects his children’s thinking to the great accomplishments of Copernicus, Reuben Mattus and Edward Jenner.) 7. What did Copernicus do to deserve to be remembered as one of the world’s greatest astronomers? (He readjusted the centuries-old paradigm of an Earthcentered system and placed the sun at the center of the universe.)
Introductory Questions
1. What was the question the father asked his children? (What doesn’t belong, an orange, a tomato or a strawberry?) 2. What was the answer the children were expected to give? (Tomato) 3. What were the answers the children supplied? (tomato, strawberry, orange)
13
Questions and Answers for Part One
1. What were the author and his children playing that night? “What Doesn’t Belong?” based on the Sesame Street game. 2. What was the question the father put to his children? What doesn’t belong, an orange, a tomato or a strawberry? 3. What was the oldest child’s answer to the question? And what did the father think of his answer? The oldest child’s answer was that tomato doesn’t belong because it was not fruit and his father thought it was a right answer.
4. What answers did his 4-year-old and his 6-year-old children give?
His 4-year-old chose strawberry because the other two were round and strawberry wasn’t, while the 6-year-old believed that orange didn’t belong because the other two were red.
Look at the three pictures of an orange, a tomato and a strawberry. Which one does not belong to the same group as the other two? Why?
Information Related to the Text