综合英语2unit 8.docx
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综合英语2unit 8.docx
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综合英语2unit8
Unit8KnowledgeandWisdom
SectionOnePre-readingActivities1
I.AudiovisualSupplement1
II.CulturalBackground2
SectionTwoGlobalReading2
I.TextAnalysis2
II.StructuralAnalysis2
Ⅲ.RhetoricalFeatures3
SectionThreeDetailedReading3
I.Text13
II.Questions4
III.WordsandExpressions5
IV.Sentences:
8
SectionFourConsolidationActivities8
Ⅰ.Vocabulary8
Ⅱ.Grammar11
Ⅲ.Translation13
Ⅳ.ExercisesforIntegratedSkills15
Ⅴ.OralActivities16
Ⅵ.Writing17
SectionFiveFurtherEnhancement18
I.Lead-inQuestions18
II.Text218
III.MemorableQuotes21
SectionOnePre-readingActivities
.AudiovisualSupplement
Watchthevideoclipandanswerthefollowingquestions.
Script:
BettyWarren:
Whatisthat?
KatherineWatson:
Youtellme.CarcassbySoutine.1925.
Ananonymousstudent:
Itisnotonthesyllabus.
Katherine:
No,it’snot.Isitanygood?
En?
Comeon,ladies!
Thereisnowronganswer.Thereisalsonotextbooktellingyouwhattothink.It’snotthateasy,isit?
Betty:
Allright.No.itisnotgood.Infact,Iwouldn’tevencallitart.It’sgrotesque.
ConnieBaker:
Istherearuleagainstbeinggrotesque?
GiselleLevy:
Ithinkthereissomethingaggressiveaboutit.Anderotic.
Betty:
Toyou,everythingiserotic.
Giselle:
Andeverythingiserotic.
Katherine:
Girls.
Theanonymousstudent:
Aren’ttherestandards?
Betty:
Ofcoursethereare.OtherwiseatackyvelvetpaintingcouldbeequatedtoRembrandt.
Connie:
MyuncleFirdiehastwotackyvelvetpaintings.Helovesthoseclones.
Betty:
Therearestandards,technique,composition,color,evensubjects.Soifyou’resuggestingthatrottedsideofmeatisart,muchlessgoodart.Whatarewegoingtolearn?
Katherine:
Justthat.Youhaveoutlinedournewsyllabus,Betty.Thankyou.Whatisart?
Whatmakesitgoodorbad?
Andwhodecides?
Nextslide,please.Twenty-fiveyearsago,someonethoughtthiswasbrilliant.
Connie:
Icanseethat.
Betty:
Who?
Katherine:
Mymother,Ipainteditforherbirthday.Nextslide.ThisismyMum.Isitart?
Theanonymousstudent:
Itisasnapshot.
Katherine:
IfItoldyouAnselAdamshadtakenit,wouldthatmakeadifference?
Betty:
Artisn’tartuntilsomeonesaysitis.
Katherine:
It’sart!
Betty:
Therightpeople.
Katherine:
Whoarethey?
Giselle:
BettyWarren.Wearesoluckywehaveonerighthere.
Betty:
Screwyou.
Katherine:
CouldyougobacktotheSoutineplease?
Questions:
1.Whydoestheteacherincludeapaintingwhichisnotontheirsyllabus?
Answer:
Shewantstoteachherstudentshowtothinkindependently.
2.Whatisthenewsyllabusfortheirartofhistoryclass?
Answer:
Thenewsyllabuswillbeaboutwhatartis,whatmakesitgoodorbad,andwhodecides.
.CulturalBackground
CriticalThinking
●Numerousstudiesofcollegeclassroomsrevealthat,ratherthanactivelyinvolvingourstudentsinlearning,welecture,eventhoughlecturesarenotnearlyaseffectiveasothermeansfordevelopingcognitiveskills.
●Criticalthinking–thecapacitytoevaluateskillfullyandfairlythequalityofevidenceanddetecterror,hypocrisy,manipulation,dissembling,andbias–iscentraltobothpersonalsuccessandnationalneeds.
●Theteacherwhofosterscriticalthinkingfostersreflectivenessinstudentsbyaskingquestionsthatstimulatethinkingessentialtotheconstructionofknowledge.
SectionTwoGlobalReading
.TextAnalysis
Forallthethingswemaylearnfromtheworldwearelivingin,therearethreemajorcategories.
●Thefirstcategoryis“information”,whichconsistsofsimplefactsanddirectimpressions.
●Thesecondcategoryiscommonlydeemedas“knowledge”,whichisinformationprocessedandsystemized.
●Thethirdcategoryis“wisdom”,whichisthehardesttodefine.Wearequiteclearaboutitssuperioritytotheprevioustwocategories,yetfortherealmofwisdomtherehasneverbeenasurepath.However,inthisexcerpt,Russellhasshownusawaytoapproachwisdom.Inaverylogicalorder,hegivesfourfeaturesofwisdom,fromwhichwelearnthatwisdomisacleveruseofknowledgefornoblepurposes.
.
.StructuralAnalysis
Thetextisneatlystructured,withthefirstparagraphintroducingthetopicandtheotherfourparagraphselaboratingonit.Eachofthefourparagraphsdiscussesonefactorthatcontributestowisdom.
ThetopicsentenceofParagraphs2-5:
Paragraph2:
OftheseIshouldputfirstasenseofproportion:
thecapacitytotakeaccountofalltheimportantfactorsinaproblemandtoattachtoeachitsdueweight.
Paragraph3:
Theremustbe,also,acertainawarenessoftheendsofhumanlife.
Paragraph4:
Itisneededinthechoiceofendstobepursuedandinemancipationfrompersonalprejudice.
Paragraph5:
Ithinktheessenceofwisdomisemancipation,asfaraspossible,fromthetyrannyofthehereandnow.
Factorsthatconstitutewisdom:
●comprehensivenessmixedwithasenseofproportion;
●afullawarenessofthegoalsofhumanlife;
●understanding;
●impartiality.
Ⅲ.RhetoricalFeatures
Inthisessay,parallelismisemployed,apartfromotherrhetoricdevices.Hereisanexample:
“Butitispossibletomakeacontinualapproachtowardsimpartiality,ontheonehand,byknowingthingssomewhatremoteintimeorspace,andontheotherhand,bygivingtosuchthingstheirdueweightinourfeelings.”Theunderlinedpartsinthequotedsentenceconstituteequivalentsyntacticconstructions,thusmakingtheexpressionmoreforceful.Parallelismcanalsobeusedtoconveyone’sideasmoreclearlyandcreateasenseoforderandproportion.
Otherexamplesofparallelismintheessay:
…enormouslyloweringtheinfantdeath-rate,notonlyinEuropeandAmerica,butalsoinAsiaandAfrica.(Paragraph2)
Thishastheentirelyunintendedresultofmakingthefoodsupplyinadequateandloweringthestandardoflifeinthemostpopulouspartsoftheworld.(Paragraph2)
Perhapsonecouldstretchthecomprehensivenessthatconstituteswisdomtoincludenotonlyintellectbutalsofeeling.(Paragraph3)
Itisbynomeansuncommontofindmenwhoseknowledgeiswidebutwhosefeelingsarenarrow.(Paragraph3)
Itisnotonlyinpublicways,butinprivatelifeequally,thatwisdomisneeded.(Paragraph4)
SectionThreeDetailedReading
I.Text1
KnowledgeandWisdom
(abridged)
BertrandRussell1
1Mostpeoplewouldagreethat,althoughouragefarsurpassesallpreviousagesinknowledge,therehasbeennocorrelativeincreaseinwisdom.Butagreementceasesassoonasweattempttodefine“wisdom”andconsidermeansofpromotingit.Iwanttoaskfirstwhatwisdomis,andthenwhatcanbedonetoteachit.
2Thereare,Ithink,severalfactorsthatcontributetowisdom.OftheseIshouldputfirstasenseofproportion:
thecapacitytotakeaccountofalltheimportantfactorsinaproblemandtoattachtoeachitsdueweight.2Thishasbecomemoredifficultthanitusedtobeowingtotheextentandcomplexityofthespecializedknowledgerequiredofvariouskindsoftechnicians.Suppose,forexample,thatyouareengagedinresearchinscientificmedicine.Theworkisdifficultandislikelytoabsorbthewholeofyourintellectualenergy.Youhavenottimetoconsidertheeffectwhichyourdiscoveriesorinventionsmayhaveoutsidethefieldofmedicine.Yousucceed(letussay),asmodernmedicinehassucceeded,inenormouslyloweringtheinfantdeath-rate,notonlyinEuropeandAmerica,butalsoinAsiaandAfrica.Thishastheentirelyunintendedresultofmakingthefoodsupplyinadequateandloweringthestandardoflifeinthemostpopulouspartsoftheworld.Totakeanevenmorespectacularexample,whichisineverybody'smindatthepresenttime:
Youstudythecompositionoftheatomfromadisinteresteddesireforknowledge,andincidentallyplaceinthehandsofpowerfullunaticsthemeansofdestroyingthehumanrace3.Insuchwaysthepursuitofknowledgemaybecomeharmfulunlessitiscombinedwithwisdom;andwisdominthesenseofcomprehensivevisionisnotnecessarilypresentinspecialistsinthepursuitofknowledge.
3Comprehensivenessalone,however,isnotenoughtoconstitutewisdom.Theremustbe,also,acertainawarenessoftheendsofhumanlife.Thismaybeillustratedbythestudyofhistory.Manyeminenthistorianshavedonemoreharmthangoodbecausetheyviewedfactsthroughthedistortingmediumoftheirownpassions.Hegel4hadaphilosophyofhistorywhichdidnotsufferfromanylackofcomprehensiveness,sinceitstartedfromtheearliesttimesandcontinuedintoanindefinitefuture.Butthechieflessonofhistorywhichhesoughttoinculcatewasthatfromtheyear400ADdowntohisowntimeGermanyhadbeenthemostimportantnationandthestandard-bearerofprogressintheworld.Perhapsonecouldstretchthecomprehensivenessthatconstituteswisdomtoincludenotonlyintellectbutalsofeeling.Itisbynomeansuncommontofindmenwhoseknowledgeiswidebutwhosefeelingsarenarrow.SuchmenlackwhatIcallwisdom.
4Itisnotonlyinpublicways,butinprivatelifeequally,thatwisdomisneeded.Itisneededinthechoiceofendstobepursuedandinemancipationfrompersonalprejudice.Evenanendwhichitwouldbenobletopursueifitwereattainablemaybepursuedunwiselyifitisinherentlyimpossibleofachievement.Manymeninpastagesdevotedtheirlivestoasearchforthephilosopher'sstoneandtheelixiroflife5.Nodoubt,iftheycouldhavefoundthem,theywouldhaveconferredgreatbenefitsuponmankind,butasitwastheirliveswerewasted.Todescendtolessheroicmatters,considerthecaseoftwomen,MrAandMrB,whohateeachotherand,throughmutualhatred,bringeachothertodestruction.Supposeyou
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