1、Unit 4 Creativity Key words and Phrasesin-class readingCreativity practically manufacture substance pursue strategy function promote approach resource original sacrifice apply multiplication scorn dismiss appropriate motivation consequence conventional boundary perfect workable beyond ones reach be
2、up to involvein After-class reading (1)appoint manual intervene agenda rear casual relevantFor the sake of on occasion not in the least / not the least / not the least bit find its way into somewhereAfter class reading (2)Illuminate ultimate gain desirable proceed critical cultivation In retrospect
3、date back to feed back to the point Sentences In class Reading1. If Dick Drew had listened to his boss in 1925, we might not have a product that we now think of as practically essential: masking tape. Line 32. It is a strategy that more and more companies are employing and one that experts around th
4、e country say we ought to be following with our children, both at home and at school. Line 113. The feeling is that if we teach them to think creatively, they will be better able to function in tomorrows society. Line 134. Creativity is not something one is just born with, nor is it necessarily a ch
5、aracteristic of high intelligence. Line 175. Creativity is the matter of using the resources one has to produce original ideas that are good for something. Line 196. , teachers might ask students to think about what would have happened if his trip had taken him to New York first instead of to the Ca
6、ribbean area. Line 357. The best strategy is to encourage children by asking them questions, meanwhile praising their ideas and new thoughts. Line 438. Experts say that it is important to create an atmosphere in which there is no risk in being creativea place where wild ideas are honored and valued,
7、 never scorned or dismissed. Line 44Translation: 1. 如果 1925 年迪克德鲁听从了他老板的意见，也许我们就不会有遮护胶带这种用品了。现在我们几乎离不开它。2. 这种策略已被越来越多的公司所采用，而且全国各地的专家认为，对孩子也应仿效这种做法，无论是在家里还是在学校。3. 他们认为，如果我们教育孩子进行创造性思维，他们就能在明天的社会中更好地发挥作用。4. 创造性并非与生俱来，也不一定就是高智慧的特征。5. 创造性是指能利用已有的资源想出新点子，而这些点子有助于解决某方面的问题。6. 教师可能让学生思考如果哥伦布首先到达的不是加勒比海地区而是
8、纽约，情况会如何。 7. 最好的办法是通过提问并同时对他们的想法和新点子表示赞赏来鼓励孩子。 8. 专家认为必须创造一个可以自由发挥创造力的氛围，一个尊重和赞赏而不是鄙视或不理会荒诞想法的环境。After-class reading (1)1. The key to our room was attached to a large plastic block with the room number printed on it. Line 42. Because of his young age, lack of manual dexterity, and incomplete underst
9、anding of the need to orient the key “just so”, he would usually fail. Line 123. He loved to bang the key on the slot and probably got as much pleasure out of the sounds it made, and the physical feelings it gave him, as he did those few times when the key actually found its way into the slot. Line
10、144. She would then smile somewhat expectantly at Elle or me, as if awaiting a thank youand on occasion, would frown slightly, as if to criticize us as parents. Line 265. But it also became clear to us that we were dealing with totally different attitudes about the preferred behavior for children an
11、d the proper role of adults in their socialization. Line 36Translation: 1. 我们房间的钥匙系在一块大塑料牌上，牌上印有房间号。 2. 可是因为他太小，手不灵活，又不完全理解钥匙要放在“正好”的位置才能插进钥匙孔里，所以，他往往放不进去。3. 他喜欢用钥匙砰砰敲打窄孔，也许他从钥匙的撞击声及敲敲打打给他带来的肢体感受中得到的乐趣，不亚于偶尔有几次把钥匙真地插入窄孔时所给予他的乐趣。4. 然后她会有所期待地对埃伦或者我微笑，好像在等着我们感谢她或者有时也会微微地皱起眉头，好像是在批评我们做父母的没有尽到责任。5. 然而，同样
12、明显的是，在希望孩子怎样行事，在孩子融入社会生活时大人应起的作用方面，我们遇到了两种截然不同的态度。After class reading (2)1. He will be happy (those around will be happier), he will learn how to accomplish the task sooner, and then he can proceed to more complex activities, like opening the door or asking for the key. Line 122. He was having a goo
13、d time and exploring, two activities that did matter to us. Line 213. So long as the child is shown exactly how to do somethingwhether it be placing a key in a key slot, drawing a rooster, or apologizing for a misdeedhe is less likely to figure out himself how to accomplish such a task. Line 244. An
14、d, more generally, he is less likely to view lifeas many Americans doas a series of situations in which one has to learn to think by oneself, to solve problems on ones own, and even to discover new problem for which creative solutions are wanted. Line 275. Opposed to this tradition is a “transformat
15、ive” approach, in which the teacher is more of a coach, attempting to elicit certain qualities in her students. Line 47Translation: 1. 他会很高兴（他身边的人会更高兴） ，他会更快地学会如何完成这项任务，然后他可以去完成更复杂的动作，例如开门或要钥匙。2. 他玩得很痛快并且在探索，这是两件在我们看来重要的事。3. 不管是把钥匙放进钥匙孔，还是画一只公鸡，或者是为做错事而道歉，只要是有人手把手地教孩子如何做某件事，他就不太可能去自己弄清楚该如何完成这一任务。4. 更广义地说，他就不太会像许多美国人那样，把生活看作是一系列的境遇，在这些境遇中，一个人必须学会独立思考，独立解决问题，甚至于去发现新问题，并且用新的方法去解决这些问题。5. 与此传统相反的是 “转化”方式。在这种方式中，老师更像是个教练，努力发掘学生身上的某些品质。
