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Unit Five Rethinking Thinking The Second Two Periods Designed by Sun Yanmin.
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Transcript of Unit Five Rethinking Thinking The Second Two Periods Designed by Sun Yanmin.
Unit Five Rethinking Thinking
The Second Two Periods
Designed by Sun Yanmin
• Lead In• New Words and Expressions• Text Presentation and Langua
ge Points• Summary Questions • Assignments
Unit Five Rethinking Thinking
Teaching Procedures
Lead InThe Association of American Colleges and Unive
rsities (AAC&U)http:// www. aacu-edu.org/ AAC&U is the leading national association con
cerned with the quality, vitality, and public standing of undergraduate liberal education. Its members are committed to extending the advantage of a liberal education to all students. Founded in 1915 by college presidents, AAC&U now represents the entire spectrum of American colleges and universities. AAC&U comprises more than 1000 accredited colleges and universities that collectively educate more than five million students every year.
AAC&U organizes its work around four broad goals:
Unit Five Rethinking Thinking
Lead In
Preparing All Students for an Era of Greater Expectations
Educating Students for a World Lived in Common
Making Excellence Inclusive Taking Responsibility for the Quality of
Every Student’s Liberal Education
Unit Five Rethinking Thinking
Liberal EducationLiberal education is an education mainly in the liberal arts (the subjects of an academic college course, including literature, philosophy, languages, history, and, usually, survey courses of the sciences, as distinguished from professional or technical subjects), providing the student with a broad cultural background rather than with training in any specific profession.
Unit Five Rethinking Thinking
New Words and Expressions 1. assume: A. accept sth as true before there is proof Let’s assume this to be true. We cannot assume anything in this ca
se. We must assume him to be innocent
until he is proved guilty.
Unit Five Rethinking Thinking
B: pretend He assumed a well-informed manner but in fac
t he knows very little. The look of innocence she assumed had us all f
ooled
C: undertake You will assume your new duties tomorrow. He will assume his new responsibilities next w
eek.
Unit Five Rethinking Thinking
2. crucial: very important ;decisive A crucial question was raised in the me
eting. Getting this contract is crucial to the fut
ure of our company. He didn’t take that crucial test.
Unit Five Rethinking Thinking
3. perspective: viewFrom the top of the building you can get
a perspective of the entire park.From the top of the mountain you can
get a whole perspective of the valley. (fig) one's opinion; a way of thinking of
somethingHe tends to view most issues from a
religious perspective.What’s your perspective of China’s
economy?We learned to view the war from the
perspective of the historians.
Unit Five Rethinking Thinking
4. entitle: give sb. the right to have or do sth. Mr. Robert was entitled to see the documents. You are not entitled to unemployment benefits
if you have never worked. This ticket entitles you to travel around the cit
y free of charge. This ticket doesn’t entitle you to travel first cl
ass.give a title to a book ,a play etc. He entitled his book “Savage Love”. He read a book entitled “The Apple Tree”. He entitled his film “ Brokeback Mountain”.
Unit Five Rethinking Thinking
Text Presentation and Language Points
Paragraph One:
Try to answer the following questions. What is people's attitude towards
thinking according to this paragraph?Why do millions of people apply to
colleges and universities?The author used "Beyond simply getting
a diploma to land a job that pays well. "What does the word "simply" imply here?
Unit Five Rethinking Thinking
1.presumed:take for granted, suppose I presume this decision to be final.From the way he talked, I presumed that
he failed in the exam.2. bread and butter: the way of livingTeaching is my bread and butter.Selling newspapers is his bread and
butter.
Unit Five Rethinking Thinking
Paragraph Two:Try to answer the following questions. Which is more important for higher
education, to teach students ways of critical thinking or ways of finding a job?
Why is it more important to teach students how to think today?
How many jobs does an American do during his life according to the author?
Unit Five Rethinking Thinking
Language Points of paragraph Two1.urgent: very important and need to
be dealt with immediatelyThe victims of the earthquake were
in urgent need of food and shelter. It was extremely urgent that they
should be rescued from the mountain before dark.
Unit Five Rethinking Thinking
Language Points of paragraph Two2.considerable: fairly large or greatHis strange behavior has aroused
considerable interest of his neighbors.A considerable number of people object to
the government's new foreign policy.
Unit Five Rethinking Thinking
Language Points of paragraph Two3. agility: the state or quality of being agileWith surprising agility, he jumped over the
wall and disappeared into the darkness.Old as he was, he showed considerable
mental agility in debate.
Unit Five Rethinking Thinking
Paragraph Three:Try to answer the following questions. What is the "Greater Expectations"? What questions does the report raise? Do you think this is a serious question? Why don't you think college graduates
can solve problems in the workplace? Do college pay enough attention to
students' critical and creative thinking?
Unit Five Rethinking Thinking
Language Points of paragraph Three1.release: make publicDon't release these figures to the
public until we give you the go-ahead.
Details of the plane crash have not yet been released to the public.
Unit Five Rethinking Thinking
Language Points of paragraph Three2. essential: completely necessary It is becoming almost essential for
students to master a foreign language. Intense competition makes it essential for
the company to raise productivity.
Unit Five Rethinking Thinking
Language Points of paragraph Three3.beckon: make a signal to someone with
your hand or arm; to show that you want them to come
Mrs. White beckoned me to follow her.As soon as I got off the bus. I saw my
friends beckoning me.
Unit Five Rethinking Thinking
Language Points of paragraph Four1. fall short: fail to reach a desired result,
standard etc. He would sack any of his staff who fell
short of his high standard. We fall far short in applying what we
learn from the books.
Unit Five Rethinking Thinking
Paragraph Five:Try to answer the following questions.What are some college faculty doing to
improve the thinking skills of students?Why do you think writing is taught as p
art of everyday discipline?
Unit Five Rethinking Thinking
• Language Points of paragraph Six1.inspire: put uplifting thoughts,
feelings or aims into Inspired by the sunny weather, I
decided to have a picnic down by the river.
I hope the success of your brother will inspire you to greater efforts.
Unit Five Rethinking Thinking
Paragraph Seven:Try to answer the following questions: What did they do to test their hypothesis? Why do you think Withers began thinking a
bout biology outside class? What was all this thinking to them?
Unit Five Rethinking Thinking
Language Points of paragraph Seven1. flaw: a fault or weakness that makes somet
hing not perfect He point out one fatal flaw in my reasonin
g.
Unit Five Rethinking Thinking
Paragraph Eight:Try to answer the following questions:What course do you think Esther
Kingston-Mann teaches ? And how do you know?
What did she actually ask her students to do in her class?
What did the students do after they had collected enough information?
Unit Five Rethinking Thinking
Language Points of paragraph Eight1. account: a written or spoken report; de
scription She was too shocked to give an accou
nt of what had happened. The newspaper give detailed account
of the trial.
Unit Five Rethinking Thinking
Language Points of paragraph Eight2. collabrate: work together The two nations are collaborating on se
veral satellite projects.
Unit Five Rethinking Thinking
Summary QuestionsWhat should be the primary purpose of
higher education?What is the present situation at the
undergraduate level?How do people know that creative
thinking is missing in higher education?What can we learn from the examples
given in the text.
Unit Five Rethinking Thinking
For funThink
by Aretha Franklin You better think (think)
Think about what you're tryin' to do to meThink (think-think) let your mind goLet yourself be free
Let's go back - let's go backA let's go way on to way back whenI didn't even know youYou couldn't a been too much more than ten (just a child)
I ain't no psychiatristI ain't no doctor with degreesBut it don't take too much I.Q.To see what you're doing to me
You better think (think)Think about what you're tryin' to do to meYeah, think (think-think)Let your mind go, let yourself be free
Oh freedom (freedom)
Oh ya got to haveHey! think about itYou! think about it
For fun