Unit-1-thinking-as-a-hobby市公开课一等奖省赛课微课金奖课件

1/76PartOne:Lead-in

PartTwo:AbouttheAuthorPartThree:LanguageStudy

PartFour:TextAppreciation

PartFive:ExtensionCONTENTS2/76PartILead-in

PictureDescriptionDiscussionandQuotationsonThinking

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Pleasedescribethefollowingpicturesindetailanddepicttheirsymbolicmeaninginyourownwords.

GoddessVenus

PictureDescription4/76Rodin’sThinkerTheLeopard5/76Discussionaboutthinking1.Well-knownclassification:AffectivethinkingRationalthinking2.ExplanationofthinkingfromthetextproperGrade-threethinkingGrade-twothinkingGrade-onethinking

6/76Ithinkso,becausetheyallsayso!It’snottrue.Whatyousaidisself-contradictory.Look!Idon’tcarewhateverybodysays.Hereisthetruth.Whichgradeofthinkerwillsaythebelow?7/76Grade-threeGrade-twoGrade-onenatureproportionbehaviorconsequenceSummary8/76Grade-threeGrade-twoGrade-onenatureprejudiced,ignorant,hypocriticalmocking,satirical,cynicalmoral,logical,truth-seekingproportion9/10fewerfewestbehaviorstampede,grouptogetherwithdraw,lagbehindsticktotruth,daretoloseconsequencedangerousdestructiveconstructive&creativeSummaryofthethreelevelsofthinking9/76

“Intelligenceissomethingwearebornwith.Thinkingisaskillthatmustbelearned.”

—EdwarddeBono“Icannotteachanybodyanything,Icanonlymakethemthink.”

—SocratesQuotationsonThinking“Nurtureyourmindwithgreatthoughts.”

—BenjaminDisraeli10/76“Whatisthehardesttaskintheworld?Tothink.”

—RalphWaldoEmerson“Wethinktoosmall.Likethefrogatthebottomofthewell.Hethinkstheskyisonlyasbigasthetopofthewell.Ifhesurfaced,hewouldhaveanentirelydifferentview.”—MaoZedong“Learningwithoutthoughtislaborlost.

—Confucius11/76PartIIAbouttheAuthorWilliamGolding1911—19932.winnerof1983NobelPrizeinliterature1.aBritishnovelistandpoet

3.masterpiece:LordoftheFlies(蝇王）（1954）5.goingtoOxfordUniversity(BrasenoseCollege)in1930,studyingnaturalsciencesandEnglishlanguage,laterchangingintoliterature4.thefeaturesofGolding’snovel:theintrinsiccrueltyofman6.havingreceivedaknighthoodfromQueenElizabethIIin198812/76PartIIILanguageStudy

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acquaintancen.a.(CN)apersonwhomoneknows b.(UN)knowledgeorinformationaboutsth.orsomeoneacquaintanceshipn.acquaintv.(…with…)tocometoknowpersonally;tomakefamiliar;toinform;Examples:Shehasbecomemerelyanoddingacquaintance.Fewofmyacquaintanceslikekiwi.TheguidehassomeacquaintancewithItalian.Hehasawideacquaintanceshipamongallsortsofpeople.点头之交认识人懂一点意大利语交往甚广Translation14/76Examples:

Letmeacquaintyouwithmyfamily.

Youmustacquaintyourselfwithyournewduties.

Pleaseacquaintuswithyourplans.be(become,get)acquaintedwithIamalreadyacquaintedwiththefacts.makesb.’sacquaintance(maketheacquaintanceofsb.)Sopleasedtohavemadeyouracquaintance.认识某人15/76anguish

v.(vi.)tofeelorsufferanguish

n.agonizingphysicalormentalpainanguisheda.suffering,agony,distress,grief,misery,pain,sorrow,tormentSynonymsbulge

v.tocurveoutward;toswellup;tostickout

n.a.aprotrudingpart;anoutwardcurveorswellingb.asudden,usuallytemporaryincreaseinnumberorquantityExamples:Hispocketwasbulgingwithsweets.Thebabyboomcreatedabulgeinschoolenrollment.Examples:Shewasinanguishoverhermissingchild.anguishedcries16/76confer

a.tobestow(e.g.anhonor)授予b.(vi.)tomeetinordertodeliberatetogetherorcompareviews协商Examples:Thegovernmentconferredamedalonthehero.Diplomaswereconferredonmembersofgraduatingclass.Theengineersandtechniciansarestillconferringontheunexpectedaccident.confersth.onsb.(授予）conferwithsb.on/aboutsth.awardSynonymawardsth.tosb.awardsb.sth.17/76contemplatev.a.tolookatattentivelyandthoughtfullyb.toconsidercarefullyandatlength;c.tohaveinmindasanintentionorpossibilitySynonymsconsiderpondermeditatedeliberatebroodoverExamples:Shestoodcontemplatingherfigureinthemirror.Theyoungsurgeoncontemplatedthedifficultoperationofkidneytransplant.SheiscontemplatingatriptoEurope,butshehasn’tplannedityet.18/76Word

formationa.

contemptible可鄙，卑鄙contemptuous藐视，高傲，轻视

n.scorn;afeelingthatsb.orsth.isnotimportantanddoesnotdeserveanyrespectcontemptHewasutterlycontemptuousofherefforts.他完全蔑视她努力。Evasionofone'sdutyiscontemptible.逃避职责乃可鄙之事。Example:

Ifeelnothingbutcontemptforsuchdishonestbehavior.19/76exaltv.a.toraiseinrank,character,orstatus b.toglorify,praise,orhonor

exalted

a.excited;noble;exaggerated20/76SentenceParaphraseWritingDevice

FurtherUnderstanding

1.

Theme 2.

Structure

3.

MoreQuestionsPartVITextAppreciation

21/76SentenceParaphrase1Iwasnotintegrated,Iwas,ifanything,disintegrated.(Para.4)FormingapartofaharmoniousgroupThedirectoppositeof“integrated”,andthereforemeanssomekindoftroublemaker.Thisisnotthethewaythewordisnormallyused.onthecontrary22/76SentenceParaphrase2Themusculargentlemancontemplatedthehindquartersoftheleopardinendlessgloom.(Para.9)Tothinkforalongtimeinordertounderstandbetterin

agloomymannerTheauthorexpressedtheboy’sviewingoftheimageofThinkerinahumorouswaytoshowthatthethinkingdoesn’tmakeanysensetohim.23/76Theteacher’sglassescaughtthelightandthereforetheboycouldnotseetheteacher’seyes.Hecouldnothaveanyeyecontact.Hecouldhaveanycommunicationwithhim.Theimpliedmeaningofthissentenceisthattheycouldnotcommunicate,notbecauseofthisbutbecauseoftheteacher’slackofunderstandingoftheboy.SentenceParaphrase3Hisspectaclescaughtthelightsothatyoucouldseenothinghumanbehindthem.Therewasnopossibilityofcommunication.(Para.9)Tohavethelightshineonitbrightlyandsuddenly24/76

Question:Howarethethreestatuettesdescribedbytheboy?Scanthetextandlistouttherelatedinformation.

VenusLeopardRodin’s

Thinkernakedwithnothingbutabathtowel;noarms;inanunfortunatepositioncrouching;nakednaked,muscular,whosat,lookingdown;hischinonhisfistandelbowonhiskneefrozeninpanic,worryingaboutthetowelbusyingbeingbeautifulreadytospringdownatthetopdrawerfromthecupboardutterlymiserable;contemplatethehindquartersoftheleopardinendlessgloombusy

being

naturalnot

miserable,an

imageofpurethought25/76SentenceParaphrase4Ononeoccasionheheadmasterleapedtohisfeet,reachedupandputRodin’smasterpieceonthedeskbeforeme.(Para.13)tojumpuptomoveahandorarmupwardinordertotouch,hold,orpickupsth.Threeparallelverbphrasesareusedtodescribethesequenceofhisactions.Moreexamplestoone’sfeet26/76toleaptoone’sfeettorisetoone’sfeettostruggletoone’sfeettostaggertoone’sfeettohelpsb.toone’sfeettopullsb.tohisfeet一跃而起站起身来挣扎着站起来蹒跚而立扶某人站起来把某人拉起来27/76SentenceParaphrase5Naturehadendowedtherestofthehumanracewithasixthsenseandleftmeout.(Para.15)Akeenintuitive(直觉)power.Heretheauthormeanstheabilitytothink.Toprovidesb.withanaturalqualityortalentEverybody,exceptme,arebornwiththeabilitytothink.28/76Notethehumorouseffectachievedthroughtheuseoftheexaggerationandformalstyle.SentenceParaphrase6Thefreshairhadtostrugglewithdifficultytofinditswaytohischestbecausehewasunaccustomedtothis.HewouldstaggerorbethrownoffbalanceUnabletodoanythingfortherestofthemorningV-edandV-ingasobjectcomplementYoucouldhearthewind,trappedinhischestandstrugglingwithalltheunnaturalimpediments.Hisbodywouldreelwithshockandhisfacegowhiteattheunaccustomedvisitation.Hewouldstaggerbacktohisdeskandcollapsethere,uselessfortherestofthemorning.(Para.19)29/76WritingDevices1

Itisthedeliberateuseofoverstatementorexaggerationtoachieveemphasis.Youcouldhearthewind,trappedinhischestandstrugglingwithalltheunnaturalimpediments.Hisbodywouldreelwithshockandhisfacegowhiteattheunaccustomedvisitation.Hewouldstaggerbacktohisdeskandcollapsethere,uselessfortherestofthemorning.(Para.19)Hyperbole（夸大）30/76SentenceParaphrase7Mr.Houghtonwasgiventohigh-mindedmonologuesaboutthegoodlife,sexlessandfullofduty.(Para.20)Tobehabituallyinclinedtodo(sth.):e.g.

Heismuchgiventoblowinghisowntrumpet.Shewasgiventohastydecision.ahighlymoralspeechObviouslyinMr.Houghton’scleanlife,thereisnoplaceforalcoholicdrink,sex,andotherworldlypleasures.Thisis,ofcourse,ironical.31/76Theauthorisridiculingthecontradictionbetweenhishighmoraltoneandtheworkingofhisgeneswhichcompelshimtoturnhisheadtowardyounggirls.SentenceParaphrase8Yetinthemiddleofthesemonologues,ifagirlpassedthewindow,hisneckwouldturnofitselfandhewouldwatchheroutofsight.Inthisinstance,heseemedtomerulednotbythoughtbutbyaninvisibleandirresistiblespringinhisneck.(Para.20)Toturnbyitself;toturnonitsownParallelstructureoftwoprepositionalphrasestoshowthecontrastMetaphor:hissexualimpulse32/76WritingDevices2Metaphor（暗喻）

Itislikeasimile,alsomakesacomparisonbetweentwounlikeelements,butunlikeasimile,thiscomparisonisimpliedratherthanstated.

Heseemstomerulednotbythoughtbutbyaninvisibleandirresistiblespringinhisneck.(Para.20)

Ittooktheswimmersomedistancefromtheshoreandlefthimthere,outofhisdepth.(Para.29)33/76WritingDevicesMetonymy（转喻）Inmetonymy,anideaisevokedornamedbymeansoftermdesignatingsomeassociatednotion.“It”standsfor“thought”ingrammar,butactuallyreferstoMr.Houghton,anditisvulgartorefertoagirlasaskirt.Itwilllectureondisinterestedpuritywhileitsneckisbeingremorselesslytwistedtowardaskirt.(Para.23)Mr.HoughtonMoreexamplesgirls34/76Democracyfavorsthevoteratherthanthebullet.(Vote=election,bullet=militarysolutions)“Politicalpowergrowsoutofthebarrelofagun.”(MaoZedongrefersittothemilitaryrevolution)BillGatesisthekingofoperatingsystemsworldwide.(BillGates=Microsoft)Thepenismightierthanthesword.(pen=writer;sword=fighter)35/76SentenceParaphrase9Technically,itisaboutasproficientasmostbusinessmen’sgolf,ashonestasmostpoliticians’intentions,orascoherentasmostbooksthatgetwritten.(Para.23)orderly,logical,andconsistentrelationofpartsThisironicalsentenceshowsthattheauthornotonlyconsidersthosepeopleincompetent,dishonestandincoherent,butalsodespisesmostbusinessmen,distrustmostpoliticiansanddislikesmostpublications.36/76WritingDevices3Irony（反语）Ironyistheexpressionofone’smeaningbyusinglanguagethatnormallysignifiestheopposite,typicallyforhumorousoremphaticeffect.Technically,itisaboutasproficientasmostbusinessmen’sgolf,ashonestasmostpoliticians’intentions,orascoherentasmostbooksthatgetwritten.(Para.23)Mr.Houghtonwasgiventohigh-mindedmonologuesaboutthegoodlife,sexlessandfullofduty.(Para.20)37/76SentenceParaphrase10Inolongerconsiderthewaygrade-threethinkersthinkunimportantbecausetheyaccountfornine-tenthsofthepeopleandthereforehavegreatpower.NowIknowthatignorance,prejudiceandhypocrisyareverypowerfulenemies.Inolongerdismisslightlyamentalprocess.(Para.24)38/76Theauthorthinksthatitisprobablyhumannaturetoenjoyagreementbecauseitseemstobringpeace,security,comfortandharmony.SentenceParaphrase11Acrowdofgrade-thinkers,allshoutingthesamething,allwarmingtheirhandatthefireoftheirownprejudices…Manenjoysagreementascowswillgrazeallthesamewayonthesideofahill.(Para.24)allfeelingverycontentandhappybecausetheysharethesameprejudicesSimile:enjoythepeaceful,safeandharmoniousenvironment39/76WritingDevices4Simile（明喻）

Itmakesacomparisonbetweentwounlikeelementshavingatleastonequalityorcharacteristicincommon.Tomakethecomparison,wordslike“as”,“as...as”,“asif”and“like”areusedtotransferthequalityweassociatewithonetotheother.

Manenjoysagreementascowswillgrazeallthesamewayonthesideofahill.(Para.24)Theyallcametumblingdownlikesomanyrottenapplesoffatree.(Para.31)40/76SentenceParaphrase12Grade-twothinkersdonotstampedeeasily,thoughoftentheyfallintotheotherfaultandlagbehind.Grade-twothinkingisawithdrawal,witheyesandearsopen.Itdestroyswithouthavingthepowertocreate.(Para.25)togeteasilyfrightenedandrunwiththecrowdtogototheotherextreme,thatistoacttooslowlyandlagbehinddetachment:(冷漠)asfromsocialoremotionalinvolvement;refusingtobepartofthecrowd.41/76SentenceParaphrase13toomuchattentionorexcitementtounimportantthingstoreplacepay,rewardItmademewatchpeopleshoutinginjoyandsupportoftheKingandwonderwhatthissenselessexcitementwasallaboutalthoughIdidnothaveanythinggoodtoreplacethisexcitingorintoxicatingpatriotism.ButIdidgetsomethingoutofit.objectcomplementItsetmewatchingthecrowdscheeringHisMajestytheKingandaskingmyselfwhatallthefusswasabout,withoutgivingmeanythingpositivetoputintheplaceofthatheadypatriotism.Buttherewerecompensations.(Para.25)42/76SentenceParaphrase14SheclaimedthattheBiblewasliterallyinspired.IcounteredbysayingthattheCatholicsbelievedintheliteralinspirationofSaintJerome’sVulgateandthetwobooksweredifferent.Argumentflagged.(Para.26)AtruehistoricalrecordTheLatintranslationoftheBible,usedinarevisedformastheRomanCatholicauthorizedversiontobecomedull“BothMethodistsandCatholicsbelievedthattheirBooksareatruerecordoftheGod’sdivineplan.”TheauthorusedthisexampletodefyRuth’sillogicalopinion,thereforetheargumentbecamedullbecauseRuthdidn’tknowhowtorespondtoit.43/76SentenceParaphrase15Thatwastooeasy,saidIrestivelysincethereweremoreRomanCatholicsthanMethodistsanyway;…(Para.27)restlessly,difficulttocontrolone’semotionHere,theauthorpointedoutRuth’slogicalerror.Thenumberofpeoplewhoholdaviewisnoproofofitsvalidity.44/76Notetheauthor’sdescriptionofthecontrastingcombinationofhisintimateactionandstrongdefiantexpressions,whicheventuallymadeRuthwithdrawandgiveupasagrade-twothinker.SentenceParaphrase16IwouldbetontheBuddhists;Iamsure,theyaregreaterinnumberMorethanshecouldacceptorbearIfweweretalkingaboutthenumberofpeoplewhobelieveinthisIslidmyarmaroundherwaistandmurmuredthatifwewerecountingheads,theBuddhistsweretheboysformymoney.Shefled.ThecombinationofmearmandthosecountlessBuddhistswastoomuchforher.(Para.27)45/76WritingDevices5Synecdoche（提喻）Tobecontinuedonthenextpage.Synecdochecanbeincludedinmetonymy,anditreferstothesubstitutionofthepartforthewholeorofthewholeforthepart.

Ifwewerecountingheads,theBuddhistsweretheboysformymoney.(Para.27)(head=person)Therearetwomouthstofeedinmyfamily.

(mouth=person)

Godblessthehandsthatpreparedthisfood.

(hand=person) 46/76SentenceParaphrase17Iwasgiventhethirddegreetofindoutwhathadhappened.IlostRuthandgainedanundeservedreputationasapotentiallibertine.(Para.28)TobeseverelyquestionedorinterrogatedTheauthorlosthisgirlfriendandwonabadnameevenasagrade-twothinker,satisfyinghimselfbyfindingoutdeficienciesbutnotseekingforthetruth.Notetheeffectoftheauthor’sself-mockery.47/76SentenceParaphrase18tomakeonefellproudofone’sabilityandclevernesstobeinthewaterthatistoodeepforyoutostandinandbreatheTheauthorusesthismetaphortoexpresstheideathatgrade-twothinkinghasitslimitations.Itdoesnothaveanythingpositivetooffer.Tofindoutthedeficienciesofourelderssatisfiestheyoungegobutdoesnotmakeforpersonalsecurity.Ittooktheswimmersomedistancefromtheshoreandlefthimthere,outofhisdepth.(Para.29)48/76SentenceParaphrase19Icameupintheendwithwhatmustalwaysremainthejustificationforgrade-onethinking.Idevisedacoherentsystemforliving.Itwasamoralsystem,whichwaswhollylogical.(Para.31)Accordingtotheauthor,grade-onethinkingmustbebasedonacoherentandlogicalsystemforliving,inotherwords,amoralsystem,withoutwhichyoucannotproveyourselftobeagrade-onethinker.Judgingbythecontext,thissystemprobablyreferstoone’sworldoutlookandbasicpoliticalbeliefsandmoralprinciples.49/76SentenceParaphrase20repeatedWhathadhappenedtoRuthandmenowhappenedagain.Mygrade-twothinkingfrightenedawaymanyofmyacquaintances.ItwasRuthalloveragain.Ihadsomeverygoodfriendswhostoodbyme,andstilldo.Butmyacquaintancesvanished,takingthegirlswiththem.(Para.32)50/76Inthoseprewardayswhenmanypeoplewerefullyworkeduptoapoliticalfrenzy,itwasverydangeroustovoicedifferentopinions.Youmightlosefriendsoryourjob.SentenceParaphrase21Hadthegamegonetoofar?Inthoseprewardays,Istoodtoloseagreatdeal,forthesakeofahobby.(Para.33)togobeyondwhatisreasonableandacceptablehisgrade-twothinkingwhichhetakesasahobbyTobelikelytolose51/76SentenceParaphrase22NowyouareexpectingmetodescribehowIsawthefollyofmywaysandcamebacktothewarmnest…(Para.34)NowyouthinkIwilltellyouhowIgraduallysawmystupidityinbeingagrade-twothinkerandthereforedecidedtogiveitupandreturntothemajorityofgrade-threethinkers.52/76SentenceParaphrase23Butyouwouldbewrong.Idroppedmyhobbyandturnedprofessional.(Para.35)Butyouguessedwrong.Ididnotdropmyhobbyofthinking(here,wecansayhemightgiveupthehobbyofgrade-twothinking).InsteadIwentfurtherandbecameaprofessionalthinker.53/76Question:Howdidtheauthordescribethefollowingfigurestodemonstratehisanalysesofdifferentgradesofthinking?

Headmaster:Me,theboy:Mr.Houghton:Apiouslady:Ruth:BritishPrimeMinister:Americanpoliticians:Me,theauthor:54/76Question:Howdidtheauthordescribethefollowingfigurestodemonstratehisanalysesofdifferentgradesofthinking?

Headmaster:nothinghumaninhiseyes,nopossibilityofcommunication(notunderstandhisstudents)Me,theboy:delinquent,notintegrated,misunderstandingthesymbolicmeaningofthestatuettes,couldn’tthinkMr.Houghton:ruinedbyalcohol,preachinghigh-morallifebutshowinghypocriticalandprejudicednatureApiouslady:hatredforGerman55/76Ruth:foolishargument,illogicalandfledatlastBritishPrimeMinister:talkingaboutthegreatbenefitconferringonIndiabyjailingNehruandGandhiAmericanpoliticians:talkingaboutpeaceandrefusingtojointheLeagueofNationsMe,theauthor:noteasilystampede,detectcontradiction;turnedintoaprofessionalthinker56/76ThesummaryofthecharacteristicsofthethreegradesofthinkingGrade-threeGrade-twoGrade-onecharacteristicsexamplesIgnorance,hypocrisy,prejudice,self-satisfied,contradictionsMr.Houghton,ninetenthofpeopleDetectingcontradictions;donotstampedeeasily;lagbehind,awithdrawal,destroybutnotcreateRuth,theauthor,(maybe)someacquaintancesTofindoutwhatistruth,basedonalogicalmoralsystemfarandfewbetween,onlyinbooksthinking57/76StructurePart1(Paras.1—24)about:

Part2(Paras.25—29)about:Part3(Paras.30—35)about:Howthesubjectofthinkingwasfirstbroughtuptotheauthorandhisunderstandingofthenatureof“grade-threethinking”Theauthor’sanalysisofthenatureof“grade-twothinking”Theauthor’sunderstandingofthe“grade-onethinking”andhisdesireforit58/76ThemeThinkingisnotjustforprofessionalthinkerslikephilosophers.Itissomethingalleducatedpeopleshouldenjoydoing,anditisconsideredoneofthemostpreciousqualitiesinyoungscholarsforthehealthymentaldevelopment.59/76GrammarParallelismTheUseofComplement60/76GrammarMoreexamplesI.Themethodofexpressingideasofequalimportanceinthesameorsimilargrammaticalformiscalled

Parallelism.Parallelconstructions:listing,contrast, choice,comparison

allshoutingthesamething,allwarmingtheirhandsatthefireoftheirprejudices—twoabsoluteconstructions

notbythought;byaninvisibleandirresistiblespringinhisneck.—twoprepositionalphrases

Tobeornottobe,thatisaquestion.—twoinfinitivephrases

Crawlingdownamountainissometimesharderthanclimbingup.—twoparticiplephrases.61/76Forfurtherinformation,youcaneitherconsultanencyclopaediaorsurftheInternet.

—twoverbphrasesInthepasttenyearspeople,especiallyoldpeople,havebeenconcernedmoreabouttheirhealththanabouttheirincome.

—twonounprepositionalphrasesTheunemployedmanwantedajobratherthanwelfare.

—twonounsManythingscannotbelearnedintheclassroom,suchasplanningone’stime,workingonone’sownandmanagingone’saffairs.

—threeparticiplephrases(choice)(comparison)(contrast)(listing)62/76II.TheUseofComplement

Nexttoher,crouchedthestatuetteofaleopard,readytospringdown…—adjectivephraseassubjectcomplementYoucouldhearthewind,trapped

inhischestandstrugglingwithalltheunnaturalimpediments.—pastandpresentparticiplesasobjectcomplement

Ittooktheswimmersomedistancefromtheshoreandlefthimthere,

outofhisdepth.—prepositionalphraseasobjectcomplementMoreexamples63/76Moreexamples:

Tiredandsleepy,Iwenttobed.Lincolnwasbornapoorfarmer’sboyand

diedPresidentoftheUnitedStates.Peoplearejustbornwhatcolortheyare.

Asatruefriendhestoodbymetotheend.Johnwearshishairverylong.CanIhavethisparcelweighedhere?IcalledthisrobbingPetertopayPaul.

Asthemaineatingimplement,theChineseusechopstickseveryday.SubjectcomplementsObjectcomplements64/76PartVExtension

Quiz

ListeningLab65/761.Ihadan_________desiretorunaway.(resist)2.Ibelievehehasnever___________explainedhowhecametobeinsuchacondition.(satisfy)3.Thesenatorwasknownforhis______.(orate)4.Anelectronicsoundsystemrepresentsthe_________ofthousandsofcomponents.(integrate)QuizirresistibleFillintheblankswiththeproperformofthegivenwords.satisfactorilyoratoryintegration66/761.“Leteverynationknow,whetheritwishesuswellorill,thatweshall______,_____,_____,______,_____toassurethesurvivalandthesuccessofliberty.”—JohnF.Kennedy,InauguralAddressListeningLabListentotherecordingstoappreciatethesoundofparallelism.67/761.“Leteverynationknow,whetheritwish