综合英语5-Unit4(2).ppt

LL. 43—44

—30

“Now,” I replied.
Still I was conscious of a passing feeling of disappointment.
Half an hour passed — an hour — another hour; the fish began to look loathsome.
I was in despair.
… and with a feeling of desperation again looked at it.
… he left me to my misery.
L. 50
Flowchart
Scan the text plete the flowchart below with the words, phrases or sentences in the text showing the author’s different feelings (eager, happy, disappointed, etc.) that day.
This was disconcerting.

His thoroughly pleased "Of course! Of course!" repaid the wakeful hours of the previous night.
—92
GR-Part Division of the Text3
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Today educators stress critical thinking, which begins with close observation. Yet, the technique is not new, as we can see from this famous essay by Samuel Scudder, in which he recalls his education at Harvard in the 1850s. In the essay, Scudder relates the lesson in observation he learned under Professor Agassiz. The professor's teaching method was simple. Instead of lecturing, he directed his young student to "look again, look again."
Text
TEXT-S-1
Take This Fish and Look at It
Samuel Scudder
It was more than fifteen years ago that I entered the laboratory of Professor Agassiz, and told him I had enrolled my name in the Scientific School as a student of natural history. He asked me a few questions about my object ing, my antecedents generally, the mode in which I afterwards proposed to use the knowledge I might acquire, and, finally, whether I wished to study any special branch. To the latter I replied that while I wished to be well grounded in all departments of zoology, I purposed