《大学思辨写作1》练习Unit2EmpathyandJustice

?大学思辩写作1?练习Unit2EmpathyandJustice?大学思辩写作1?练习Unit2EmpathyandJusticePAGEPAGE6?大学思辩写作1?练习Unit2EmpathyandJusticePAGE

Unit2EmpathyandJustice

Pre-classexploration

2.Lookatthepeoplearoundyou.Selectoneofthemandmakeacarefulobservationofthispersonsuchashisorherappearance,clothing,hairstyle,facialexpressionandbehavior(suchaschewinggumortypingatextmessage).Asyoulookattheperson,whatgeneralimpressiondoyouget?Doyoulikehisorherlookornot?Doesthepersonmakeyousmile,chuckle,frownorfeelannoyed?Thenwritedownyourobservationsanddiscussthemwithyourpartner.Suggestionsforinstructors:

Theinstructorcanaskstudentstodescribesomeoneinclassindetailandlettheothersguesswhothatpersonis.

Theinstructorcanprovidesomepicturesfromnewspapersormagazinessothatthestudentscanusethoseasdiscussionmaterials.Askonegrouptodescribeacertaincharacterinwordsandanothergrouptodrawthecharacterbasedonthedescription.

PartI:LearningtheSkills

Activity1BeaverGoesShopping

ReadthefollowingstoryanddiscusswithyourpartnerthetechniquesusedindevelopingthecharacterBeaver.

WhatBeaversays

Beavertalkedtodifferentanimalsaboutwhatfoodtobuy.Hecommunicatedwithseveral

animalsabouthisfood.

WhatBeaverdoesBeavertalkedandactedandkepttryingdifferent

foodafterlisteningtodifferentpeople

’sadvice.WhatBeaverthinksandfeelsHefeltsad(unhappy)whenhecouldn

’tfindthefoodhewantedandhappywhenhegotthecarrots.Activity2Thefollowingtwopassagesareabouttwobestfriends,DeannaandBeverly.Readthetwopassagescarefullyanddiscusswithyourpartnerthetechniquestheauthorsusetodevelopthecharactersineachpassage.InPassage2,highlightthosesentencesthatcancorrespondtothesentences([1],[2],[3]and[4])inPassage1andthinkabouttheimpactofthesedifferencesonreaders’impressionsofthetwocharacters.Thetechniquehereiswhetherusingshowingortellingincharacterdevelopment.Whilethefirstusestelling,thesecondmostlyusedshowingwithspecificdetailsanddialogues.PartII:CaseAnalysisActivity3ReadTextAandconsiderhowtheauthorkeepsmovingtheplotofthestoryforward.Whattechniquesareemployedtodevelopthecharacters?Task1UnderstandingthetextCharacter(s):Apoliceman,themanwaitingforhisfriend.Setting:Adimly-lightedstreetcornerinNewYorkatachillynight.Plot:Beginning:Apolicemanwaspatrollingthestreet.Middle:Themanwhowaswaitingforhisfriendtalkedtothepoliceman.Ending:Themanturnedouttobeamanwantedbythepolice.Pointofview:Objectivethirdpointofview.Theme:Justicecomesbeforefriendship.Task2Respondingtothetextwithyourpartner.1)Whathadhappenedinthepast20yearstoJimmyandBob?JimmybecameapolicemanwhileBobgotrichbyinvolvingincriminalactivities.’sfeelingwhilehewaswaitingforJimmy?

“successful3)HowdidJimmydealwiththeawkwardsituation?Hedidnotrevealhisrealidentity.4)IfyouwereJimmy,howwouldyoudealwiththeawkwardsituation?Answersmayvary.Activity4ReadTextBandconsiderhowtheauthorpresentsthechangeoftheSelfishGiant.WhattechniquesareemployedtodevelopthecharacterGiant?Task1UnderstandingthetextCompletethechronologicaloutlineofthetext.Includethemostimportanteventsinthestory.1)ChildrenlikedtoplayintheGiant’sgarden.2)OnedaytheGiantcamebackand_putasignuptokeepthegardentohimself__.3)ThentheGianthadalongwinterandspringnevercame.OnemorningtheGiantheardsomelovelymusicandsawamostwonderfulsight.Everyafternoon,whenschoolwasover,thechildrencameandplayedwiththeGiant.Yearswentover,andtheGiantgrewveryoldandfeeble.Onewintermorninghelookedoutofhiswindowhefoundatreecoveredwithlovelywhiteblossomsandunderneathitstoodthelittleboyhehadloved.Whenthechildrenraninthatafternoon,theyfoundtheGiantlyingdeadunderthetree,allcoveredwithwhiteblossoms.Task2RespondingtothetextWriteyouranswertoeachquestioninfullsentences.Thendiscussyouranswerswithyourpartner.WhywastheGiantunhappytoseethechildrenplayinginhisgardenwhenhecamebackfromhisvisittohisfriend?Haveyoueverseenasimilarphenomenoninyourlife?Hethoughtthegardenwashisandhedidnotwanttoshareitwithothers.2)HowdidtheauthorpresenttheGiant’srealizationofhisselfishness?Throughamonologue“myowngardenismyowngarden〞andhisactionofputtinganotrespassingsign.WhatdidtheGiantgainbyallowingthechildrentoplayinhisgarden?Hegainedhappiness.Whatroledidthelittleboyplayinthedevelopmentofthestory?Thelittleboychangedtheselfishgiantintoalovinggiantandasasymbolicfigure(angel);hewasveryimportant.PartIII:LanguageStudyActivity5ReadTextAandTextBandfindmoreexamplesofconcretelanguageandfigurativelanguage.Thendiscusstheirfunctionswithyourpartner.Concretelanguage:TextAHewasakindofplodder,though,goodfellowashewas.Therewasnowafine,colddrizzlefalling,andthewindhadrisenfromitsuncertainpuffsintoasteadyblow.Thefewfootpassengersastirinthatquarterhurrieddismallyandsilentlyalongwithcoatcollarsturnedhighandpocketedhands.Thetwomenstartedupthestreet,arminarm.ThemanfromtheWest,hisEgotismenlargedbysuccess,wasbeginningtooutlinethehistoryofhiscareer.Theother,submergedinhisovercoat,listenedwithinterest.

TextBItwasalargelovelygarden,withsoftgreengrass.⋯andthereweretwelvepeach-treesthatinthespring-timebrokeoutintodelicateblossomsofpinkandpearl,andintheautumnborerichfruit.Yearswentover,andtheGiantgrewveryoldandfeeble.Everydayforthreehourshe(theHail)rattledontheroofofthecastletillhebrokemostoftheslates⋯Thebirdswereflyingaboutandtwitteringwithdelight.DownstairsrantheGiantingreatjoy,andoutintothegarden.Hehastenedacrossthegrass,andcameneartothechild.’vehadtocompetewithsomeofthesharpestwitsgoingtogetmypile.AmangetsinagrooveinNewYork.IttakestheWesttoputarazor-edgeonhim.〞

TextBHereandthereoverthegrassstoodbeautifulflowerslikestars,Onceabeautifulflowerputitsheadoutfromthegrass,butwhenitsawthenotice-boarditwassosorryforthechildrenthatitslippedbackintothegroundagain,andwentofftosleep.“Youletmeplayonceinyourgarden,todayyoushallcomewithmetomygarden,whichisParadise.〞AndtheGiantheart’smeltedashelookedout.ThefollowingsentencesaredevelopedfromthesentenceSheilareplied,“Idon’t〞differentconcretedetails,Sheilabecomesdifferentkindsofperson.DiscusswithyourpartneryourunderstandingofwhatkindofpersonSheilaisineachcontext.1)Sheilarolledhereyesandsighedloudly,thenthrewupherhandsinexasperationandrepliedcurtly,“Idon’tknowwhereheis.〞Sheilawasquick-tempered.2)Staringblanklyoutofthewindow,Sheilaexhaledsoftly,closedhereyesforamomentandreplied,“Idon’tknowwhereheis.〞Sheilawasgentle.3)Sheilastaredathermother,teary-eyed,shudderingwithfear,andsobbinglyreplied,knowwhereheis.〞Sheilawastimid/fearful.4)Sheilacontinuedtopasstheitemsoverthescanner,staringdownatthecounter,andwithoutevenlookingatthecustomer,repliedindifferently,“Idon’tknowwhereheis.Sheilawasimpolite.Activities7-8Suggestionsforinstructors:Thesetwoactivitieswouldhelpstudentstopracticethecharacterizationskillsaswellascharacterizationthroughconcreteand/orfigurativelanguage.Wesuggestthattheteachercouldaskstudentstoworkonthetwoactivitiesthemselvesfirst.Ifinclass,theteachercouldaskstudentstoselectonetaskfromeachactivityandworkinpairabout10minutes.Thentheteachercouldaskstudentstosharetheirworkandarrangethewholeclasstoappreciatetheirwriting.MoreexamplesforActivity8Theoldwomanlookedoldandsad.A.WhenIcameoutofthetrain,Iheardsomeonesobbing.Iheadedtowardsthedirectionwherebythesobbingcamefrom.Ispottedanoldwomanwithwrinkledskinandsilverhair.Shehadteeththathadyellowedwithage.Shealsolookedmiserableandgloomy.Theoldwomanwassittinginahumidcornerwherebynoonecaredabouther.AsIwentclosertoher,Icouldseetearsstreamingdownherface.Irealizedthatshewashunched-back.Icouldtellfromherappearancethatshewasaburdentoherfamily.B.Thefrail-lookingladyinchedforwardlikesheonlyhadalimitedspacetomoveherfeet.Fromafardistance,Icouldseeherwrinkledskinandherteeththathadyellowedwithage.Sheloo