精读4-第一单元-thinking-as-a-hobby

叶开双手背在背后，享受着众人崇拜的眼光。可就在这时，只听陈小胖气喘吁吁的声音传来过来：“老大，你要的馒头。”叶开额头顿时冒出了黑线。陈小胖将手中一大袋馒头递到叶开面前：“老大，你要的馒头。”尼玛，没看到这么多人啊，丢人现眼。叶开无语，瞪了陈小胖一眼，一脸不耐烦：“有多远拿多远。”“可是老大”“滚！”然后，在陈小胖委屈的眼神中，只见叶开凑到苏婉面前，笑嘻嘻地说：“美女姐姐，现在感觉怎么样？”“我已经好了，医生，真的谢谢你，我都不知道怎么感谢你才好”苏婉话还没说完，叶开就抢话道：“美女姐姐，如果你真想谢我的话，就请我吃饭吧！”听到叶开这话，陈小胖望向叶开的眼神充满了鄙视。贱，太他妈贱了，免费送上门的馒头不要，居然找女人要饭吃，身为男人，你怎么可以这么没骨气？“好啊。”苏婉想都没想到答应了。偶也！叶开暗自开心，脸上却装的很平静，对苏婉说：“美女姐姐，那我们走吧。”“嗯。”见叶开要走，韩老急了，连忙冲叶开道：“小兄弟，请留步。”,ThinkingasaHobby,WilliamGolding,ThinkingasaHobby,Unit1,Questions/Activities,Check-onPreview,Objectives,W,B,T,R,ThinkingasaHobby,Unit1,Warmingup,Warmingup,Questions/Activities,First,letsTHINKaboutthetitleforawhile:Whatdoyoudoforahobby?Whatdoesahobbymeanforyou?Whatdoestheauthormeanbysaying“thinkingasahobby”?Whatkindofcontentdidyouexpectorpredictwithsuchatitle?Hasthetextmetyourexpectationorhasitgivenyouasurprise?Doyoulikethetext?Haveyoueverconsideredthinkingasahobby?,W,B,T,R,Check-onPreview(1),Definition:Argumentflagged.(Para.26)Iwasgiventhethirddegreetofindoutwhathadhappened.(Para.28),W,B,T,R,Warmingup,Paraphrase:Ifeitherhappenedtobeprominentincurrentaffairs,noargumentcouldmakeMr.Houghtonthinkwellofit.(Para.21)Grade-twothinking,thoughitfilledlifewithfunandexcitement,didnotmakeforcontent.(Para.29),Warmingup,Check-onPreview(2),Objectives,Content:UnderstandtheauthorsclassificationofthreegradesofthinkingSummarizethecharacteristicsofeachgradeofthinkingCommentontheauthorsclassificationSolveyourownquestionsaboutthestoryWritingmetonymy,parallelism,etc.,W,B,T,R,Warmingup,Background,MemorableQuotes,Author,B,W,T,R,ThinkingasaHobby,Unit1,Background,Author,B,W,T,R,Background,Author,HisInfluence,B,W,T,R,AttheNobelPrizeReception,Twenty-fiveyearsagoIacceptedthelabelpessimistthoughtlesslywithoutrealisingthatitwasgoingtobetiedtomytailCriticshavedugintomybooksuntiltheycouldcomeupwithsomethingthatlookedhopeless.Icantthinkwhy.IdontfeelhopelessmyselfUndersomecriticalinterrogationInamedmyselfauniversalpessimistbutacosmicoptimist”,TolistentohisNobellecture,pleasevisit/literature/laureates/1983/golding-lecture.html,Background,HisWorks,Author,B,W,T,R,Hismostwell-knownwork:LordoftheFlies(1954),AboutagroupofsmallBritishboyswholapseintoviolenceaftertheyhavebeenstrandedonadesertislandandlostalladultguidance.Ironicallytheadultworldisdevastatedbynuclearwar.Humannatureisinherentlycorruptibleandwicked?,Someotherworks,1980,1995,1964,Author,Background,Learningwithoutthoughtislaborlost.-ConfuciusManisbutareed,themostfeeblethinginnature,butheisathinkingreed(一株会思考的芦苇).-BlaisePascal(Frenchmathematicianandphilosopher)Readingfurnishesthemindonlywithmaterialsofknowledge;itisthinkingthatmakeswhatwereadours.-JohnLocke(Britishphilosopher)Educationisthemethodicalcreationofthehabitofthinking.-ErnestDimne,WhatdopeoplesayaboutTHINKING?,Background,MemorableQuotes,ThinkingasaHobby,Unit1,TextAnalysis,T,W,B,R,TextAnalysis,Theme,Whatisthecentralideaofthetext?Whowastheauthoraddressingto?Whatwashispurpose?,T,W,B,R,TextAnalysis,Structure,T,W,B,R,Grade-threethinking,TextAnalysis,DetailedAnalysis,ComprehensionQs,StudentsActivities,Words&Expressions,Exercise,PartIPartIIPartIIIPartIV,T,W,B,R,TextAnalysis,DetailedAnalysis,SectionI(Para.1Para.15)Attheheadmastersoffice,TextAnalysis,DetailedAnalysis,Dontyoueverthinkatall?,Thenyoudbetterlearnhadntyou?,Thatswhatamanlookslikewhenhesreallythinking.,TextAnalysis,DetailedAnalysis,Whywasheafrequentvisitortotheheadmastersstudy?Whatwouldhedowhenhefoundhimselfinapenalpositionbeforetheheadmastersdesk?Whatwouldheseewhenhewasdemandedtolookup?Howdidhedescribethethreestatuettes?,TextAnalysis,DetailedAnalysis,ComprehensionQs,Didhechangehisidealater?Whycouldnthecommunicatewiththeheadmaster?Whatwastheconclusionhecametointheend?Canyoubrieflyintroducethetwocharacters:theheadmaster&theboy?,TextAnalysis,DetailedAnalysis,ForFurtherThoughtIntheoriginalessay,Goldingmentionedhelaterchangedthepositionsofthethreestatuettesandalsotoldusifhehadhadchanceagain,hewouldrearrangedtheminadifferentway.Besidesthehumorouseffect,doesitimplyanythingelse?Howwouldyouarrangethethreestatuettes?,TextAnalysis,DetailedAnalysis,Statuette(para.2)Nothingbut:only(para.2)Lest(subjunctivemoodinitsclause)(para.2)Inapositionto:tobeabletodo(para.2)Nextto(para.2)Beingnatural(para.3)Ifanything:onthecontrary(para.4)endowwith(para.15)“there+be”pattern,PartIwords&expressions,DetailedAnalysis,TextAnalysis,PartIExerciseFillintheblanks:Hedidnottellhisfatherabouttheexam_hegetmadathim.Thetwotallbuildingsusedtostandright_eachother.Heisnotknownforhisgenerosity.Heis,_,quitemiserly.WhileImunemployed,Im_tosupportafamily.Allmenarecreatedequal.Theyare_bytheirCreatorwithcertainunalienablerights.,lest,nextto,ifanything,innoposition,endowed,DetailedAnalysis,TextAnalysis,SectionII(Para.1624)Grade-threeThinking,TextAnalysis,DetailedAnalysis,Mr.Houghton,Now,boys!Deepbreaths!FeelitrightdowninsideyouhugedraughtsofGodsgoodair!,Hewouldstandbeforeus,puthishandsonhiswaistandtakeatremendousbreath.Youcouldhearthewind,trappedinhischestandstrugglingwithalltheunnaturalimpediments.Hisbodywouldreelwithshockandhisfacegowhiteattheunaccustomedvisitation.Hewouldstaggerbacktohisdeskandcollapsethere,uselessfortherestofthemorning.,TextAnalysis,DetailedAnalysis,ComprehensionQs,WhatkindofpersonwasMr.Houghton?,WhatheclaimedTellingmetothinkHehadthoughtabithimself.Alwaystalkingaboutthecleanlifeandthevirtuesoffreshair.High-mindedmonologuesaboutthegoodlife,sexlessandfullofduty.,WhathedidHeavydrinkingHealthruinedUnaccustomedtofreshairWatchinggirlsoutofsightSettleddetestationofFrance&America,DetailedAnalysis,TextAnalysis,Whatisgrade-threethinking?Howdidtheauthordealwithgrade-threethinkersatfirst?Didhechangedhisideaaboutthisgroupofpeoplelater?Whatdoyouthinkhappenedwithhisencounterwiththepiouslady?,TextAnalysis,DetailedAnalysis,Studentsactivity,TextAnalysis,DetailedAnalysis,Simulateaconversationbetweentheauthor&the“piouslady.”,Goldingseemedtoregardthemassasunthinkingcowswhoonlywantedtofollowthecrowdorjumponthebandwagon.Whatdoyouthinkofhisattitudetowardsmasswisdom?Whatdoyouthinkofmasswisdom?,Foodforthought,DetailedAnalysis,TextAnalysis,thevirtuesoffreshair(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&expressions,DetailedAnalysis,TextAnalysis,TranslatethefollowingsentencesintoEnglish,usingwordsinthebrackets.他在赞扬互联网的长处。（virtue)我们必须乐观地面对未来。(confront)她惯于用尖酸刻薄语言挖苦人。(given)莎士比亚的抒情诗激发了听众的想像力。(exalt),DetailedAnalysis,TextAnalysis,PartIIExercise,SectionIII(Para.2529)Grade-twothinking,DetailedAnalysis,TextAnalysis,Whatisgrade-twothinking?Whatkindoffolliesandcontradictionsdidtheauthordetect?WhatdidherealizeafterhisfailedromancewithRuth?,TextAnalysis,DetailedAnalysis,ComprehensionQs,DetailedAnalysis,TextAnalysis,TherewereanawfullotofMethodists,andtheycouldntbewrong,couldtheynotallthosemillions?,Ifwewerecountingheads,theBuddhistsweretheboysformymoney.,Thecombinationofmyarm&thosecountlessBuddhistswastoomuchforher.,RetellthestoryofRuthinyourownwords.,Studentsactivity,DetailedAnalysis,TextAnalysis,stampeden.&v.(para.25)literallyinspired(para.26)(cf.respire,conspire,expire)makefor(para.29),DetailedAnalysis,TextAnalysis,PartIIIwords&expressions,Translate:Thelargerprintmakesforeasierreading.(E-C)正在加大的贫富差距不利于社会稳定。(C-E),DetailedAnalysis,TextAnalysis,PartIIIExercise,SectionIV(Para.3035)Grade-onethinking,TextAnalysis,DetailedAnalysis,DetailedAnalysis,TextAnalysis,Whydidtheauthordecidetobecomeagrade-onethinker?Whatwerethebenefitsandcostsofhisgrade-onethinking?Whathappenedtohishobbyintheend?,TextAnalysis,DetailedAnalysis,ComprehensionQs,Whatwastheauthorssystemoflivinglike?Whatisyoursystemoflivinglike?,Mini-Discussion,DetailedAnalysis,TextAnalysis,aspireto(para.30)bestoftimes(para.31)comeupwith(para.31)standtogain/lose(para.33),TextAnalysis,DetailedAnalysis,PartIIIwords&expressions,Fillintheblanks:Ifthedisputeissettledinherfavor,she_togain$200,000.Thegirlwasn