现代大学英语精读4-第二版-unit1-Thinking-as-a-Hobby推荐课件

1、 Thinking as a HobbyWilliam GoldingR einforcementT ext AnalysisThinking as a HobbyB ackgroundW arming upUnit 1Questions / ActivitiesCheck-on PreviewObjectivesWBTRThinking as a HobbyUnit 1Warming upWarming upQuestions / ActivitiesWBTRCheck-on Preview (1) Definition: Argument flagged. (Para. 26) I was

2、 given the third degree to find out what had happened. (Para. 28)WBTRWarming up Paraphrase: If either happened to be prominent in current affairs, no argument could make Mr. Houghton think well of it. (Para. 21) Grade-two thinking, though it filled life with fun and excitement, did not make for cont

3、ent. (Para. 29)Warming upCheck-on Preview (2)Objectives Content: Understand the authors classification of three grades of thinking Summarize the characteristics of each grade of thinking Comment on the authors classification Solve your own questions about the story Writing & Language Appreciate

4、the use of humor, sarcasm, and exaggeration Analyze the rhetorical devices used: similes, metaphors; metonymy, parallelism, etc. WBTRWarming upBackgroundMemorable QuotesAuthorBWTRThinking as a HobbyUnit 1BackgroundAuthorBWTR,“His work is characterized by exploration of the darkness of mans heart, de

5、ep spiritual and ethical questions.”William Golding (1911 1993), British writer,1983 Nobel Prize WinnerBackgroundAuthorHis InfluenceBWTRAt the Nobel Prize ReceptionTwenty-five years ago I accepted the label pessimist thoughtlessly without realising that it was going to be tied to my tail Critics hav

6、e dug into my books until they could come up with something that looked hopeless. I cant think why. I dont feel hopeless myself Under some critical interrogation I named myself a universal pessimist but a cosmic optimist”To listen to his Nobel lecture, please visit /literature/la

7、ureates/1983/golding-lecture.html BackgroundHis WorksAuthorBWTRHis most well-known work: Lord of the Flies (1954)About a group of small British boys who lapse into violence after they have been stranded on a desert island and lost all adult guidance. Ironically the adult world is devastated by nucle

8、ar war. Human nature is inherently corruptible and wicked ?Some other works198019951964AuthorBackground Learning without thought is labor lost.- Confucius Man is but a reed, the most feeble thing in nature, but he is a thinking reed (一株会思考的芦苇一株会思考的芦苇).- Blaise Pascal Reading furnishes the mind only

9、with materials of knowledge; it is thinking that makes what we read ours.- John Locke Education is the methodical creation of the habit of thinking. - Ernest DimneWhat do people say about THINKING?BackgroundMemorable QuotesDetailedAnalysisStructureThemeThinking as a HobbyUnit 1Text AnalysisTWBRText

10、AnalysisThemeTWBRText AnalysisStructureTWBR The first part: p1-15 The second part: p16-24 The third part:p25-29IntroductionGrade-two thinking The fourth part:p30-35Grade-one thinkingGrade-three thinkingText AnalysisDetailed AnalysisComprehension QsStudents ActivitiesWords & ExpressionsExercisePa

11、rt I Part II Part III Part IV TWBRText AnalysisDetailed AnalysisText AnalysisDetailed AnalysisDont you ever think at all?Then youd better learn hadnt you?Thats what a man looks like when hes really thinking.Text AnalysisDetailed Analysis Why was he a frequent visitor to the headmasters study? What w

12、ould he do when he found himself in a penal position before the headmasters desk? What would he see when he was demanded to look up? How did he describe the three statuettes? Text AnalysisDetailed AnalysisComprehension Qs Did he change his idea later? Why couldnt he communicate with the headmaster?

13、What was the conclusion he came to in the end? Can you briefly introduce the two characters: the headmaster & the boy?Text AnalysisDetailed AnalysisIn the original essay, Golding mentioned he later changed the positions of the three statuettes and also told us if he had had chance again, he woul

14、d rearranged them in a different way. Besides the humorous effect, does it imply anything else? How would you arrange the three statuettes?Text AnalysisDetailed Analysis Statuette (para. 2) Nothing but: only (para. 2) Lest (subjunctive mood in its clause) (para. 2) In a position to: to be able to do

15、 (para. 2) Next to (para. 2) Being natural (para. 3) If anything: on the contrary (para. 4) endowwith(para. 15) “there + be” patternPart I words & expressions Detailed AnalysisText AnalysisPart I Exercise Fill in the blanks: He did not tell his father about the exam _ he get mad at him. The two

16、tall buildings used to stand right _ each other. He is not known for his generosity. He is, _, quite miserly. While Im unemployed, Im _ to support a family. All men are created equal. They are _ by their Creator with certain unalienable rights. lestnext to if anything in no positionendowedDetailed A

17、nalysisText AnalysisText AnalysisDetailed AnalysisMr. HoughtonNow, boys! Deep breaths! Feel it right down inside you huge draughts of Gods good air!He would stand before us, put his hands on his waist and take a tremendous breath. You could hear the wind, trapped in his chest and struggling with all

18、 the unnatural impediments. His body would reel with shock and his face go white at the unaccustomed visitation. He would stagger back to his desk and collapse there, useless for the rest of the morning.Text AnalysisDetailed Analysis Comprehension QsWhat he claimed Telling me to think He had thought

19、 a bit himself. Always talking about the clean life and the virtues of fresh air. High-minded monologues about the good life, sexless and full of duty.What he did Heavy drinking Health ruined Unaccustomed to fresh air Watching girls out of sight Settled detestation of France & AmericaDetailed An

20、alysisText Analysis What is grade-three thinking? How did the author deal with grade-three thinkers at first? Did he changed his idea about this group of people later? What do you think happened with his encounter with the pious lady?Text AnalysisDetailed AnalysisStudents activityText AnalysisDetail

21、ed Analysis Golding seemed to regard the mass as unthinking cows who only wanted to follow the crowd or jump on the bandwagon. What do you think of his attitude towards mass wisdom? What do you think of mass wisdom?Food for thoughtDetailed AnalysisText Analysis the virtues of fresh air (para.16)be g

22、iven to(para. 20) be exalted by (para. 17): oratory (para.17) (cf. oral, orally, orator, oration) turn of itself (para. 20): come to a settled detestation (para. 21): confront sb. with/about sth.(para.24)Detailed AnalysisText Analysis Translate the following sentences into English, using words in th

23、e brackets. 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)Detailed AnalysisText AnalysisDetailed AnalysisText Analysis What is grade-two thinking? What kind of follies and contradictions did the author detect? What did he realize after his failed romance w

24、ith Ruth?Text AnalysisDetailed AnalysisComprehension QsDetailed AnalysisText AnalysisThere were an awful lot of Methodists, and they couldnt be wrong, could they not all those millions?If we were counting heads, the Buddhists were the boys for my money.The combination of my arm & thosecountless

25、Buddhists was too much for her. Retell the story of Ruth in your own words.Students activityDetailed AnalysisText Analysis stampede n. & v.(para. 25) literally inspired (para. 26) (cf. respire, conspire, expire) make for (para. 29)Detailed AnalysisText AnalysisTranslate: The larger print makes f

26、or easier reading. (E-C) 正在加大的贫富差距不利于社会稳定。(C-E)Detailed AnalysisText AnalysisText AnalysisDetailed AnalysisFisch.Fisch. Ja. Ja.Heres a real grade-one thinker! How I aspire to them!Detailed AnalysisText Analysis Why did the author decide to become a grade-one thinker? What were the benefits and costs

27、 of his grade-one thinking? What happened to his hobby in the end?Text AnalysisDetailed AnalysisComprehension Qs What was the authors system of living like? What is your system of living like?Mini-DiscussionDetailed AnalysisText Analysis aspire to (para. 30) best of times (para. 31) come up with (para. 31) stand to gain/lose (para. 33) Text AnalysisDetailed AnalysisFill in the blanks: If the dispute