精讀4 第一單元 thinking as a hobby

ThinkingasaHobbyWilliamGoldingR

einforcementTextAnalysisThinkingasaHobbyB

ackgroundWarmingupUnit1Questions/ActivitiesCheck-onPreviewObjectivesWBTRThinkingasaHobbyUnit1WarmingupWarmingupQuestions/ActivitiesFirst,let’sTHINKaboutthetitleforawhile:Whatdoyoudoforahobby?Whatdoesahobbymeanforyou?Whatdoestheauthormeanbysaying“thinkingasahobby”?Whatkindofcontentdidyouexpectorpredictwithsuchatitle?Hasthetextmetyourexpectationorhasitgivenyouasurprise?Doyoulikethetext?Haveyoueverconsideredthinkingasahobby?

WBTRCheck-onPreview(1)Definition:Argumentflagged.(Para.26)Iwasgiventhethirddegreetofindoutwhathadhappened.(Para.28)WBTRWarmingupParaphrase:

Ifeitherhappenedtobeprominentincurrentaffairs,noargumentcouldmakeMr.Houghtonthinkwellofit.(Para.21)Grade-twothinking,thoughitfilledlifewithfunandexcitement,didnotmakeforcontent.(Para.29)WarmingupCheck-onPreview(2)ObjectivesContent:Understandtheauthor’sclassificationofthreegradesofthinkingSummarizethecharacteristicsofeachgradeofthinkingCommentontheauthor’sclassificationSolveyourownquestionsaboutthestoryWriting&LanguageAppreciatetheuseofhumor,sarcasm,andexaggerationAnalyzetherhetoricaldevicesused:similes,metaphors;metonymy,parallelism,etc.WBTRWarmingupBackgroundMemorableQuotesAuthorBWTRThinkingasaHobbyUnit1BackgroundAuthorBWTR,“Hisworkischaracterizedbyexplorationof'thedarknessofman'sheart',deepspiritualandethicalquestions.”WilliamGolding(1911–1993),Britishwriter,1983NobelPrizeWinnerBackgroundAuthorHisInfluenceBWTRAttheNobelPrizeReception"Twenty-fiveyearsagoIacceptedthelabel'pessimist'thoughtlesslywithoutrealisingthatitwasgoingtobetiedtomytail…Criticshavedugintomybooksuntiltheycouldcomeupwithsomethingthatlookedhopeless.Ican'tthinkwhy.Idon'tfeelhopelessmyself…UndersomecriticalinterrogationInamedmyselfauniversalpessimistbutacosmicoptimist…”TolistentohisNobellecture,pleasevisit/literature/laureates/1983/golding-lecture.htmlBackgroundHisWorksAuthorBWTRHismostwell-knownwork:LordoftheFlies(1954)AboutagroupofsmallBritishboyswholapseintoviolenceaftertheyhavebeenstrandedonadesertislandandlostalladultguidance.Ironicallytheadultworldisdevastatedbynuclearwar.

Humannatureisinherentlycorruptibleandwicked??Someotherworks198019951964AuthorBackgroundLearningwithoutthought

islaborlost.--ConfuciusManisbutareed,themostfeeblethinginnature,butheisathinkingreed(一株會(huì)思考的蘆葦).--BlaisePascal(Frenchmathematicianandphilosopher)Readingfurnishesthemindonlywithmaterialsofknowledge;itisthinkingthatmakeswhatwereadours.--JohnLocke(Britishphilosopher)Educationisthemethodicalcreationofthehabitofthinking.--ErnestDimneWhatdopeoplesayaboutTHINKING?BackgroundMemorableQuotesDetailedAnalysisStructureThemeThinkingasaHobbyUnit1TextAnalysisTWBRTextAnalysisThemeWhatisthecentralideaofthetext?Whowastheauthoraddressingto?Whatwashispurpose?TWBRTextAnalysisStructureTWBR

Thefirstpart:p1-15

Thesecondpart:p16-24

Thethirdpart:p25-29IntroductionGrade-twothinking

Thefourthpart:p30-35Grade-onethinkingGrade-threethinkingTextAnalysisDetailedAnalysisComprehensionQsStudents’ActivitiesWords&ExpressionsExercisePartIPartIIPartIIIPartIVTWBRTextAnalysisDetailedAnalysisSectionI(Para.1–Para.15)Attheheadmaster’sofficeTextAnalysisDetailedAnalysisDon’tyoueverthinkatall?Thenyou’dbetterlearn–hadn’tyou?That’swhatamanlookslikewhenhe’sreallythinking.TextAnalysisDetailedAnalysisWhywasheafrequentvisitortotheheadmaster’sstudy?

Whatwouldhedowhenhefoundhimselfinapenalpositionbeforetheheadmaster’sdesk?

Whatwouldheseewhenhewasdemandedtolookup?

Howdidhedescribethethreestatuettes?

TextAnalysisDetailedAnalysisComprehensionQsDidhechangehisidealater?Whycouldn’thecommunicatewiththeheadmaster?

Whatwastheconclusionhecametointheend?

Canyoubrieflyintroducethetwocharacters:theheadmaster&theboy?TextAnalysisDetailedAnalysisForFurtherThought

Intheoriginalessay,Goldingmentionedhelaterchangedthepositionsofthethreestatuettesandalsotoldusifhehadhadchanceagain,hewouldrearrangedtheminadifferentway.Besidesthehumorouseffect,doesitimplyanythingelse?Howwouldyouarrangethethreestatuettes?

TextAnalysisDetailedAnalysisStatuette(para.2)Nothingbut:only(para.2)Lest(subjunctivemoodinitsclause)(para.2)Inapositionto:tobeabletodo(para.2)Nextto(para.2)Beingnatural(para.3)Ifanything:onthecontrary(para.4)endow…with…(para.15)“there+be”patternPartIwords&expressionsDetailedAnalysisTextAnalysisPartIExerciseFillintheblanks:Hedidnottellhisfatherabouttheexam______hegetmadathim.Thetwotallbuildingsusedtostandright____________eachother.Heisnotknownforhisgenerosity.Heis,____________,quitemiserly.WhileI’munemployed,I’m____________tosupportafamily.Allmenarecreatedequal.Theyare_________bytheirCreatorwithcertainunalienablerights.lestnextto

ifanything

innopositionendowedDetailedAnalysisTextAnalysisSectionII

(Para.16–24)

Grade-threeThinkingTextAnalysisDetailedAnalysisMr.HoughtonNow,boys!Deepbreaths!Feelitrightdowninsideyou–hugedraughtsofGod’sgoodair!Hewouldstandbeforeus,puthishandsonhiswaistandtakeatremendousbreath.Youcouldhearthewind,trappedinhischestandstrugglingwithalltheunnaturalimpediments.Hisbodywouldreelwithshockandhisfacegowhiteattheunaccustomedvisitation.Hewouldstaggerbacktohisdeskandcollapsethere,uselessfortherestofthemorning.TextAnalysisDetailedAnalysisComprehensionQsWhatkindofpersonwasMr.Houghton?WhatheclaimedTellingmetothinkHehadthoughtabithimself.Alwaystalkingaboutthecleanlifeandthevirtuesoffreshair.High-mindedmonologuesaboutthegoodlife,sexlessandfullofduty.WhathedidHeavydrinkingHealthruinedUnaccustomedtofreshairWatchinggirlsoutofsightSettleddetestationofFrance&AmericaDetailedAnalysisTextAnalysisWhatisgrade-threethinking?Howdidtheauthordealwithgrade-threethinkersatfirst?Didhechangedhisideaaboutthisgroupofpeoplelater?Whatdoyouthinkhappenedwithhisencounterwiththepiouslady?TextAnalysisDetailedAnalysisStudents’activityTextAnalysisDetailedAnalysisSimulateaconversationbetweentheauthor&the“piouslady.”Goldingseemedtoregardthemassasunthinkingcowswhoonlywantedtofollowthecrowdorjumponthebandwagon.Whatdoyouthinkofhisattitudetowardsmasswisdom?Whatdoyouthinkofmasswisdom?FoodforthoughtDetailedAnalysisTextAnalysisthevirtuesoffreshair(para.16)

begivento…(para.20)beexaltedby(para.17):oratory(para.17)(cf.oral,orally,orator,oration)turnofitself(para.20):cometoasettleddetestation(para.21)…:confrontsb.with/aboutsth.(para.24)PartIIwords&expressionsDetailedAnalysisTextAnalysisTranslatethefollowingsentencesintoEnglish,usingwordsinthebrackets.他在贊揚(yáng)互聯(lián)網(wǎng)的長處。（virtue)我們必須樂觀地面對(duì)未來。(confront)她慣于用尖酸刻薄語言挖苦人。(given)莎士比亞的抒情詩激發(fā)了聽眾的想像力。(exalt)DetailedAnalysisTextAnalysisPartIIExerciseSectionIII

(Para.25–29)

Grade-twothinkingDetailedAnalysisTextAnalysisWhatisgrade-twothinking?

Whatkindoffolliesandcontradictionsdidtheauthordetect?

WhatdidherealizeafterhisfailedromancewithRuth?TextAnalysisDetailedAnalysisComprehensionQsDetailedAnalysisTextAnalysisTherewereanawfullotofMethodists,andtheycouldn’tbewrong,couldthey–notallthosemillions?Ifwewerecountingheads,theBuddhistsweretheboysformymoney.Thecombinationofmyarm&thosecountlessBuddhistswastoomuchforher.RetellthestoryofRuthinyourownwords.Students’activityDetailedAnalysisTextAnalysisstampede

n.&v.(para.25)literallyinspired(para.26)(cf.respire,conspire,expire)makefor(para.29)DetailedAnalysisTextAnalysisPartIIIwords&expressionsTranslate:Thelargerprintmakesforeasierreading.(E-C)正在加大的貧富差距不利于社會(huì)穩(wěn)定。(C-E)DetailedAnalysisTextAnalysisPartIIIExerciseSectionIV

(Para.30–35)

Grade-onethinkingTextAnalysisDetailedAnalysisFisch.Fisch.Ja.Ja.Here’sarealgrade-onethinker!HowIaspiretothem!DetailedAnalysisTextAnalysisWhydidtheauthordecidetobecomeagrade-onethinker?

Whatwerethebenefitsandcostsofhisgrade-onethinking?

Whathappenedtohishobbyintheend?TextAnalysisDetailedAnalysisComprehensionQsWhatwastheauthor’ssystemoflivinglike?

Whatisyoursystemoflivinglike?Mini-DiscussionDetailedAnalysisTextAnalysisaspireto(para.30)bestoftimes(para.31)comeupwith(para.31)standtogain/lose(para.33)TextAnalysisDetailedAnalysisPartIIIwords&expressionsFillintheblanks:Ifthedisputeissettledinherfavor,she________togain$200,000.Thegirlwasnotpretty_________