英语通识阅读教程 文学篇 课件 Unit 4 Imagination and Future

Unit4ImaginationandFutureTextA

FrankensteinTextB

DoAndroidsDreamofElectricSheep?BeforeReading

AbouttheAuthorandHerWorksExploretheWriter’sIdeas

UnderstandingtheTextReadingBetweentheLinesExploretheWriter’sTechniquesIncreaseYourLanguageProficiencyFurtherExplorationTextABeforeReadingWriter’sIdeasWriter’sTechniquesLanguageProficiency

FurtherExploration

1.AbouttheAuthorBiographyLiteraryStylesandThemes2.AboutHerWorksNovelsBiographyMaryShelley(1797-1851)wasaBritishnovelist,essayist,travelwriter,andeditoroftheworksofherhusband,theRomanticpoetPercyByssheShelley.MaryShelleyisfamousforherhorrornovelFrankenstein(1818),whichisregardedasthefirstpieceofsciencefiction.IttellsthetaleofDr.Frankenstein,astudentofscience,whomastersthemysteryoflifeandcreatesamonster.Butherunsawayinfearanddisgustfromhiscreation.Frankensteinwasagreatsuccessatthetimeofitspublication,anditisstillwidelyreadtoday.Ithasinspiredvariousstageandscreenadaptations.InChapter11,themonsterbecomesthenarratoranddescribeshisearlydaysafterbeingcreated.1.AbouttheAuthorBiography1.AbouttheAuthorEarlyLifeLiteraryStylesandThemesBiographyEarlyLifeMaryWollstonecraftShelley’spersonalstory,muchlikethefocusofherfictionalmasterpiece,wasmiredinthestruggleofgivinglifewhilesurroundedbydeath.HermotherwasradicalauthorMaryWollstonecraft,atrailblazingfeministwhoadvocatedforwomen’seducation.Wollstonecraftattemptedsuicidetwoyearsbeforeherdaughterwasbornanddiedjust11daysafterthebirth,frompuerperalfever.Wollstonecraft’shusbandandtheinfant’sfather,WilliamGodwin,wasalsoaradicalwriterandananarchistphilosophercommittedtoEnlightenmentidealsofrationality.Borntotheseparentsandintroducedtothecircleofwritersinwhichtheymoved—whichincluded,atvarioustimes,ThomasPaine,WilliamBlake,andWilliamWordsworth—MaryWollstonecraftGodwinwasuniquelypositionedtomakeherownwayintheliteraryscene.1.AbouttheAuthorBiographyEarlylifeGodwinbecamepregnantat16andelopedwiththepoetPercyByssheShelley.DuringtheeightyearsshewaswithShelley,shewaspregnantfivetimes.Onlyonechildsurvivedintoadulthood.TheShelleysmetthepoetLordByron,whowasdodginganextramaritalscandalofhisown,atamansionknownasVillaDiodatiinCologny,Switzerland,duringthesummerof1816.Theseasonwasatypical—cold,gloomy,andrifewithstorms—possiblybecauseofthe1815eruptionofMountTamborainwhatisnowIndonesia,and1816becameknownasthe“yearwithoutasummer.”Oninclementeveningswhenforcedindoorsbytheweather,thegroupregaledthemselveswith

Fantasmagoriana,ananthologyofGerman

ghoststories

translatedintoFrenchin1812.ThesetaleshadaprofoundimpactonGodwin,whichinspiredMaryWollstonecraftShelley’slatercreationofFrankenstein.1.AbouttheAuthorLiteraryStylesandThemesLiteraryStylesRomanticismwithDarkTwists.Romanticismwasanartistic,literaryandintellectualmovementthatoriginatedinEuropetowardstheendofthe18thcenturyandinmostareaswasatitspeakintheapproximateperiodfrom1800to1850.MaryShirley’sworksareimbuedwithasenseofwonder,adventureandthesublimeandaddedadarker,moreintrospectivetone.Herexplorationofthemacabre,supernaturalandforbiddenrealmsofsciencegivesherstoriesauniquepsychologicaldepthandemotionalintensity.PsychologicalRealism.MaryShirleyisrenownedforherintricateportrayalofhumanemotionsandcomplexitiesofthemind.InFrankenstein,forinstance,shedelvesdeeplyintotheprotagonist’sguilt,despairandpsychologicaltorment,offeringreadersavisceralunderstandingofhisdescentintomadness.1.AbouttheAuthorLiteraryStylesandThemesLiteraryStylesNarrativeExperimentationMaryShirleywasnotafraidtoexperimentwithnarrativestructure.InFrankenstein,sheemploysmultiplenarratorsandaframenarrative,whereinonestoryistoldwithinthecontextofanother.Thistechniquenotonlyaddslayersofcomplexitytotheplot,butalsoinvitesreaderstoengagewiththestoryonmultiplelevels.GossipHorror.MaryShirleywasdeeplyinfluencedbytheGothictraditionandherwritingoftenincorporateselementsofmystery,horrorandthesupernatural.Theeeriesettings,hauntingatmospheresandterrifymonstersinherstoriescreateasenseofuneaseandsuspensethatkeepsreadersontheedgeoftheirseats.1.AbouttheAuthorLiteraryStylesandThemesThemesMoralityandEthicsHerworksoftenservesasthought-provokingcommentariesonmoralandethicalissues.Frankensteinexplorestheconsequencesofuncheckedambition,theblurringofboundariesbetweencreatorandcreation,andtheresponsibilitywehaveforthebeingswebringintoexistence.FeminismandEmpathy.AlthoughMaryShirleydidnotexplicitlylabelherselfafeminist,herworksexhitastrongsenseofempathyformarginalizedcharacters,particularlywomenandtheoppressed.ThemonsterinFrankenstein,forexample,servesasapowerfulmetaphorforthealienationandsufferingexperiencedbythosewhoaredifferentorfearedbysociety.Herworksencouragereaderstoemphasizewiththeseoutcastsandquestionsocietalnorms.1.AbouttheAuthorLiteraryStylesandThemesThemesMaryShelley’swritingsfocusontheroleofthefamilyinsocietyandwomen’srolewithinthatfamily.Inthe1820sand1830s,shefrequentlywroteshortstoriesforgiftbooksorannuals.Inherstories,femaleidentityistiedtoawoman’sshort-livedvalueinthemarriagemarket,whilemaleidentitycanbesustainedandtransformedthroughtheuseofmoney.ShewrotemanybiographiesofnotableItalian,Spanish,PortugueseandFrenchmenandafewwomen.1.AbouttheAuthorRepresentativeWorks2.AboutHerWorksNovelsMaryShirleyleftarichcultureheritage:16booksandmonographs,manyshortstories,essays,travelnotes,poetry,lettersandsoon.ThetwomostinfluentialworksareFrankensteinandTheLastMan.Writer’sIdeasWriter’sTechniquesLanguageProficiency

FurtherExploration

BeforeReading1.UnderstandingtheTextSettingCharactersPointofViewPlotTheme2.ReadingBetweentheLinesTextualAnalysisKey

SentencesSetting(背景)Frankenstein（Frankenstein;or,TheModernPrometheus）《弗兰肯斯坦》(《科学怪人》)ThesettingofthenovelrangesalloverEurope,emphasizingplaceswithwhichShelleyherselfwasfamiliar:Italy,Switzerland,Germany,France,England,Scotland,Ireland,andeventheArctic.ThetalebeginsandendsintheArctic.Thelandscapeisbarrenandwhite;itishumanbeingswhoturnthelandscapeandscientificcreationintocolorfulcreationorblackhorror.1.UnderstandingtheTextMainCharacters(主要角色)VictorFrankenstein,theprotagonistandthenarratorofthestory,isabrilliantbutarrogantyoungscientist,obsessedwithunlockingthesecretoflife.Heisdrivenbyaninsatiablethirstforknowledgeandpower,whichultimatelyleadstohisdownfall.TheMonsteristheresultofVictorFrankenstein’sillicitexperiment,broughttolifethroughanelectricalcharge.Initially,themonsteriscurious,kindandeagerforcompanionship.However,rejectedandshunnedbysociety,hebecomesbitter,vengefulanddestructive.CaptainRobertWaltonisapolarexplorerwhorescuesVictorfromtheArcticandlistenstohisstory.Heisambitious,drivenandempathetic,sharingmanytraitswithVictor.1.UnderstandingtheTextPointofView(视角)Multiplenarrators.Threefirst-personperspectives:“I”CaptainRobertWaltonas“I”tellsthestoryinhislettertohissister;VictorFrankensteinas“I”

tellsthestorytoCaptainWalton;TheMonsteras“I”tellsthestorytoCaptainWalton(afterVictorFrankenstein’sdeath).

1.UnderstandingtheTextTheMonsteras“I”VictorFrankensteinas“I”CaptainRobertWaltonas“I”Plot(情节)1.UnderstandingtheTextVictorFrankensteinissenttotheuniversityandcreatesthemonsterinGermany.Plot(情节)1.UnderstandingtheTextThemonsterkillsVictor’sbrotherWilliamandframesJustine,theFrankensteins’servant.HeapproachesVictor,askinghimtomakeacompanion.Victorreluctantlyagrees.Plot(情节)1.UnderstandingtheTextVictorgoestoworkonthesecondmonsterbutheendsupdestroyinghiswork,whichfurtherprovokesthemonster.ThemonsterkillsVictor’sbestfriend,Clerval,andVictorisimprionedforthemurder.Plot(情节)1.UnderstandingtheTextVictorisfreedandmarriesElizabethbutthemonsterresurfacesandkillsElizabeth.Plot(情节)1.UnderstandingtheTextVictorFrankensteinchasesthemonster.CaptainWaltonseeksacrewforhisArcticvoyage.Plot(情节)1.UnderstandingtheTextWaltonreturnssouth.Victordiesofillness.Themonsterdisappears,banishinghimselffromhumanityforever.Theme(主题)TheDualityofHumanNature:thecoexistenceofgoodandevilwithinindividuals.TheMonster,thoughphysicallygrotesqueandfearedbysociety,possessesacompassionateandkindheart.Hisinitialdesireforcompanionshipandacceptanceismetwithrejectionandcruelty,whichultimatelyleadstohisdescentintoviolenceandrevenge.Thistransformationhighlightshowexternalfactorscaninfluenceone’sinternalmoralityandhoweventhepurestofintentionscanbecorruptedbysociety’sprejudicesandinjustices.TheDangersofUncheckedScientificProgress:thewarningagainsttheuncheckedpursuitofscientificknowledgeanditspotentialformisuse.VictorFrankenstein’sambitiontocreatelifethroughscientificmeansleadstodisastrousconsequences,bothfortheMonsterandforhimself.Shelleycritiquestheblindpursuitofknowledgewithoutconsideringitsethicalimplicationsandwarnsofthedehumanizingeffectsthatscientificadvancementscanhaveonsociety.1.UnderstandingtheTextTheme(主题)IsolationandAlienation:BothVictorandtheCreaturesufferfromprofoundfeelingsoflonelinessanddisconnectionfromsociety.Victor’ssingle-mindedpursuitofhisexperimentalienateshimfromhisfamilyandfriends,whiletheMonster’smonstrousappearanceandsociety’srejectionisolatehimcompletely.ThesethemesreflectShelley’sconcernsaboutthealienatingeffectsofscientificprogressandtheimportanceofhumanconnectionandempathy.TheNatureofResponsibility,particularlyinrelationtoone’screationsandactions.Victor’srefusaltotakeresponsibilityfortheMonsterhecreatesleadstoachainoftragicevents.HisabandonmentoftheMonstersetsinmotionacycleofrevengeandviolencethatultimatelyconsumesbothoftheirlives.Thisthemeunderscorestheimportanceofaccountabilityandtheconsequencesofneglectingone’sdutiesandobligations.TheMonstrosityofPerception:WhiletheMonsterisphysicallygrotesqueandfearedbysociety,itisVictor’sselfishness,cruelty,andlackofempathythattrulymakehimmonstrous.Truemonstrosityliesnotinone’sphysicalappearancebutinone’sactionsandthewaytheytreatothers.1.UnderstandingtheText2.ReadingBetweentheLinesTextualAnalysisReadingactivityPleasereadParas.2,6,7,10,andanswerthefollowingquestions:1.Whywasthemonsterhalf-frightenedwhenheawoke?Hewashalf-frightenedbecausehefoundhimselfsodesolate.2.Whatdidthemonsterlearnfromthefire?Themonsterlearnedaboutthedualnatureoffire–bothwarmthandpain,itsutilityfordryingandcooking,itsroleasalightsource,aswellasitsfleetingandtransientnature.3.Howdidthevillagersreacttothemonsterwhenhearrived?Thewholevillagewasroused;somefled,andsomeattackedhim.2.ReadingBetweentheLinesTextualAnalysisReadingactivityPleasereadParas.1-5,13-18,andanswerthefollowingquestions:1.Whatdidthemonsterthinkofhimselfandwhy?Themonsterviewedhimselfasanoutcast,forsaken,andlefttosuffer.Hewascoldandlonely,withnoonetocareabouthim.Despitehisabilitytothinkandfeel,helivedinaworldthatwasessentiallyincomprehensibletohimduetohisisolation.2.Whenthemonsterarrivedatavillage,hesecretlywatchedafamily.Whywasheattractedtothefamily?Thefamilywasanexampleofthe“domesticaffection”hecraved.Thefamilialbondstheyshared,themutualcare,andtheharmoniousatmospheretheycultivatedweresomethingheyearnedforbutwaslargelydeprivedof,givenhisalienationandisolation.2.ReadingBetweentheLinesTextualAnalysisReadingactivityPleasereadPara.14,andanswerthefollowingquestion:3.Whenhewatchedtheoldmanandthegirlinthefamily,themonstersaid:“HeraisedherandsmiledwithsuchkindnessandaffectionthatIfeltsensationsofapeculiarandoverpoweringnature;theywereamixtureofpainandpleasure,suchasIhadneverbeforeexperienced,eitherfromhungerorcold,warmthorfood;andIwithdrewfromthewindow,unabletobeartheseemotions.”Whydidthemonsterfeelamixtureofpainandpleasure?Whenthemonsterwatchedtheinteractionbetweentheoldmanandthegirl,heempathizedwiththemandheexperiencedhumanemotionsthatwerestillstrangetohim.Hissenseswerestirredbythewarmaffectionhewitnessedandthebeautifulmusicheheard.Thesefeelingsofpleasure,however,alsounderscoredhissenseofisolationandtheharshrealityofhisowndeprivedexistence.Para.2ItwasdarkwhenIawoke;Ifeltcoldalso,andhalffrightened,asitwere,instinctively,findingmyselfsodesolate.BeforeIhadquittedyourapartment,onasensationofcold,Ihadcoveredmyselfwithsomeclothes,butthesewereinsufficienttosecuremefromthedewsofnight.Iwasapoor,helpless,miserablewretch;Iknew,andcoulddistinguish,nothing;butfeelingpaininvademeonallsides,Isatdownandwept.KeySentences

Vocabularydesolateadj.荒凉的；凄凉的insufficientadj.不充分的miserableadj.

痛苦的wretchn.可怜的人

Sentence:等我一觉醒来，天色已黑。这时，我感到冷得慌。也许是出于本能吧，我发现自己孤零零的，心中不免生出几分恐惧之感。我在离开你的住所之前，觉得有点冷，便在身上裹了几件衣服；但仅凭这几件衣服无法抵御夜晚的寒露。我是个两手空空、无依无靠的可怜虫，什么都不知道，什么也分辨不清，只感到周身疼痛。我一屁股坐在地上，伤心地哭泣起来。2.ReadingBetweentheLinesPara.6Oneday,whenIwasoppressedbycold,Ifoundafirewhichhadbeenleftbysomewanderingbeggars,andwasovercomewithdelightatthewarmthIexperiencedfromit.InmyjoyIthrustmyhandintotheliveembers,butquicklydrewitoutagainwithacryofpain.Howstrange,Ithought,thatthesamecauseshouldproducesuchoppositeeffects!KeySentences

Vocabularythrustv.

猛推，猛塞embern.余火；余烬

Sentence:有一天，正当我冻得瑟瑟发抖时，我发现了一堆篝火，那是几个四处流浪的乞丐遗留下来的。这堆火给我带来了温暖，我心里真有说不出的快活。我趁着一时高兴，将手伸进尚有余火的灰烬中，结果疼得我大叫一声，赶紧将手抽回来。我心想，同样一样东西竟能产生完全不同的结果，这真不可思议！2.ReadingBetweentheLinesPara.10ItwasnoonwhenIawoke,and,alluredbythewarmthofthesun,whichshonebrightlyonthewhiteground,Ideterminedtorecommencemytravels;and,depositingtheremainsofthepeasant’sbreakfastinawalletIfound,Iproceededacrossthefieldsforseveralhours,untilatsunsetIarrivedatavillage.KeySentences

Vocabularyallurev.

吸引，引诱recommencev.重新开始deposit

v.

放下，放置

Sentence:我醒来后已是中午时分。温暖的阳光晒在白雪皑皑的原野上；禁不住阳光的诱惑，我还是决定继续赶路。我找来一个皮口袋，将剩下的早餐倒了进去。我在野地里一连走了好几个小时，直至太阳落山时，来到了一座小村庄。2.ReadingBetweentheLinesPara.14HeraisedherandsmiledwithsuchkindnessandaffectionthatIfeltsensationsofapeculiarandoverpoweringnature;theywereamixtureofpainandpleasure,suchasIhadneverbeforeexperienced,eitherfromhungerorcold,warmthorfood;andIwithdrewfromthewindow,unabletobeartheseemotions.KeySentences

Vocabularysensationn.

感觉peculiaradj.不寻常的;古怪的withdraw

v.

退出，撤退

Sentence:老人将她扶起，向她投去慈祥而饱含深情的微笑。此情此景在我心中激起了一种不同寻常的、极其强烈的感觉，一种痛苦与欢愉交织在一起的感觉；以前我无论是饥寒或是温饱，都从未体验过这种感受。我无法忍受心头这番情感，便转身离开了窗户。2.ReadingBetweentheLinesWriter’sIdeasWriter’sTechniquesLanguageProficiency

FurtherExploration

BeforeReading1.FigureofSpeechMetaphorIrony2.SymbolismMetaphor（暗喻）Thetitleitself,“Frankenstein;or,TheModernPrometheus,”isametaphoricalreferencetotheGreekmythofPrometheus,whostolefirefromthegodsandgaveittomortals,leadingtotheiradvancementandeventualdownfall.Similarly,VictorFrankenstein’screationofthemonstercanbeseenasametaphorforhumanity’shubrisintamperingwiththenaturalorderandtheconsequencesthatfollow.1.FigureofSpeechIrony（反讽）Ironyisakeyfigureofspeechin“Frankenstein”,particularlyinthejuxtapositionbetweenVictor’sambitionsandthetragicconsequencesofhisactions.Victor’sdesiretocreatelifeandbecomeagod-likefigureironicallyleadstohisowndestructionandthesufferingofothers.Themonster,whoiscreatedasaresultofVictor’shubris,becomesasymboloftheunintendedconsequencesofscientificprogress.Thisironyunderscoresthenovel’sthemesofthedangersofuncheckedambitionandthelimitsofhumanknowledge.1.FigureofSpeechSymbolism（象征）Themonsterhimselfisasymbolofthedangersofuncheckedscientificprogressandthepotentialconsequencesofhumanhubris.Themonster’screationrepresentstherejectionofGod’sroleincreationandthebeliefthathumanitycansurpassnature.Additionally,themonster’sisolationandrejectionsymbolizethesocietalrejectionofthosewhodonotconformtosocietalnormsorexpectations.Symbolism:theuseofsymbolsinaliterarywork.Symbol:representssomethingbeyondliteralmeaning.2.SymbolismWriter’sIdeasWriter’sTechniquesLanguageProficiency

FurtherExploration

BeforeReading1.WordsandExpressions2.VocabularyExercisesWordsandExpressionsopaque/əʊˈpeɪk/[CET6]adj.不透明的impervious/ɪmˈpɜːviəs/adj.不受影响的surmount/səˈmaʊnt/v.克服，解决dormant/ˈdɔːmənt/adj.休眠的slake/sleɪk/v.缓和（口渴）desolate/ˈdesələt/[CET6]adj.荒凉的，凄凉的insufficient/ˌɪnsəˈfɪʃ(ə)nt/adj.不充分的miserable/ˈmɪzrəbl/[CET4]adj.痛苦的wretch/retʃ/n.可怜的人WordsandExpressionssalute/səˈluːt/[CET6]v.向···致意orb/ɔːb/n.球状物foliage/ˈfəʊliɪdʒ/n.（总称）叶子intercept/ˌɪntəˈsept/v.拦截，拦阻canopy/ˈkænəpi/v.用顶篷遮盖uncouth/ʌnˈkuːθ/adj.笨拙的inarticulate/ˌɪnɑːˈtɪkjələt/adj.口齿不清的thrush/θrʌʃ/n.画眉（鸟）enticing/ɪnˈtaɪsɪŋ/adj.迷人的，有吸引力的WordsandExpressionsthrust/θrʌst/[CET4]v.猛推，猛塞ember/ˈembə(r)/n.余火，余烬extinguish/ɪkˈstɪŋɡwɪʃ/[CET4]v.使熄灭contrive/kənˈtraɪv/[CET6]v.造出，设计出offal/ˈɒfl/n.（动物的）内脏savoury/ˈseɪvəri/adj.好吃的acorn/ˈeɪkɔːn/n.橡子，橡果assuage/əˈsweɪdʒ/v.缓和，减轻lament/ləˈment/v.痛惜WordsandExpressionsrelinquish/rɪˈlɪŋkwɪʃ/v.（尤指不情愿地）放弃ramble/ˈræmb(ə)l/v.漫步，闲逛disconsolate/dɪsˈkɒnsələt/adj.忧郁的，孤独的shriek/ʃriːk/v.尖叫debilitated/dɪˈbɪlɪteɪtɪd/adj.虚弱的exquisite/ɪkˈskwɪzɪt/[CET6]adj.精致的，精美的Pandemonium/ˌpændəˈməʊniəm/n.万魔殿（传说中魔王居住之地）allure/əˈlʊə(r)/[CET6]v.吸引，引诱n.魅力，吸引力recommence/ˌriːkəˈmens/v.重新开始WordsandExpressionsdeposit/dɪˈpɒzɪt/[CET4]v.放下，放置bruise/bruːz/[CET6]v.出现伤痕，撞伤hovel/ˈhɒvl/n.陋屋，破屋chink/tʃɪŋk/n.缝隙inclemency/ɪnˈklemənsi/n.（天气的）险恶barbarity/bɑːˈbærəti/n.暴行，残忍pigsty/ˈpɪɡstaɪ/n.猪圈crevice/ˈkrevɪs/n.裂缝purloin/pɜːˈlɔɪn/v.偷窃WordsandExpressionsvicinity/vəˈsɪnəti/[CET6]n.附近dank/dæŋk/adj.潮湿的plank/plæŋk/n.木板procure/prəˈkjʊə(r)/v.获得，取得pail/peɪl/n.桶demeanour/dɪˈmiːnə(r)/n.行为incommode/ˌɪnkəˈməʊd/v.使感不便，妨碍despondence/dɪˈspɒndəns/n.丧气，沮丧imperceptible/ˌɪmpəˈseptəbl/adj.感觉不到的，极细微的WordsandExpressionsaught/ɔːt/n.任何事物sensation/senˈseɪʃ(ə)n/[CET6]n.感觉peculiar/pɪˈkjuːliə(r)/[CET4]adj.不寻常的;古怪的withdraw/wɪðˈdrɔː/[CET4]v.退出，撤退pensive/ˈpensɪv/adj.悲伤的，哀愁的taper/ˈteɪpə(r)/n.细蜡烛conjecture/kənˈdʒektʃə(r)/v.猜测VocabularyExercises1.IwassicksoIspenta

weekendaloneathome.2.Therewassomething

inthewayhesmiledaftertheincident.3.Hestatedthatallforeignforceswould

assoonasthecrisisended.4.Amidallthechanges,Antarcticamaintainsits

toexplorers.5.Guestsmay

theirvaluablesinthehotelsafe.Listedintheboxbelowaresomeofthewordsyouhavelearnedinthetext.Completethefollowingsentenceswiththem.Changetheformwherenecessary.miserablepeculiaropaquesensationinsufficientextinguishwithdrawvicinitybruiseexquisitethrustdesolatedepositallurecontrivemiserablepeculiaralluredepositwithdrawVocabularyExercisesTheroomwasdecoratedin

taste.She

herwayintothecrowd.Thereisnohospitalintheimmediate

.Facilitiesforpeoplewithdisabilitiesarestill

.Todayit’spretty

,barrenandextremelyhot.Listedintheboxbelowaresomeofthewordsyouhavelearnedinthetext.Completethefollowingsentenceswiththem.Changetheformwherenecessary.exquisitepeculiaropaquesensationinsufficientextinguishwithdrawvicinitybruiseexquisitethrustdesolatedepositallurecontrivemiserablethrustinsufficientdesolatevicinityEvaluate&ConnectHowdidthemonsterlearntoliveandacquirehumanemotions?Whatroledidhumansplayinthisprocess?Themonsterlearnedtoliveandacquirehumanemotionsthroughkeenobservationandexperientiallearning.Humanssetanexampleforthemonstertoliveacomparablycomfortablelife.Helearnedfromhumanstousefire,eatcookedfood,andliveinashelter.Moreimportantly,hisobservationoftheirinteractionsprovidedhimwithadeepunderstandingofcomplexemotions.Helearnedlove,affection,sadness,anddespondencyfromthefamilyhewatched.Thislearningprocessunderscoredthesignificantrolehumansindirectlyplayedinshapinghisemotionalandpracticalunderstanding.Evaluate&Connect2.Doyouthinkhumanshavetherighttocreatehumanlikecreatures?Whyorwhynot?Humansdon’thavetherighttocreatehumanlikecreatures.Thefollowingaresomeofthereasons:Thecreationofnewcreaturesmayviolatethebalanceofnature.Thecreationofhumanlikecreaturesmaycauseethicalproblems.Iftheyhavehumanconsciousness,itisnotrightorethicaltotreatthemlikeanimals.Ifhumanlikecreatureshavehighintelligenceandhumanconsciousness,it’sinhumantoperformexperimentsonthem.Lifeisdivineandprecious,soweshouldtreatallcreatures’livesseriously.TextBBeforeReading

AbouttheAuthorandHisWorksExploretheWriter’sIdeas

UnderstandingtheTextIncreaseYourLanguageProficiencyFurtherExplorationBiographyPhilipK.Dick(1928-1982),anAmericanscience-fictionwriter,isregardedasoneofthegreatestscience-fictionandfantasywritersofalltime.Hisworksoftendepictthepsychologicalstrugglesofcharacterstrappedinillusoryenvironments.Amonghisnovels,themostfamousareTheManintheHighCastle,DoAndroidsDreamofElectricSheep?,Ubik,andFlowMyTears,ThePolicemanSaid.DoAndroidsDreamofElectricSheep?(1968),Dick’smostimportantwork,issetinapost-apocalypticworlddamagedbynuclearwar.Itlooksatwhatitmeanstobehuman,questionsreality,andexamineswhatisauthenticinaworldofthefuture.UnderstandingtheTextTextualAnalysisReadingactivity-RecallPleasereadParas.2,5,9,andanswerthefollowingquestions:WhywerethehousesinthesuburbsofSanFranciscoempty?Whathappenedtotheowners?ThehouseswereemptyafterWorldWarTerminus.Theownershadeitherdiedormigratedtoacolonyworld.2.Whatwastheultimateincentiveforpeopletoemigrate?Theultimateincentiveforemigrationwas“theandroidservantascarrot,theradioactivefalloutasstick,”whichmeantthatbyusingtheandroidservantasatemptationandtheradioactivefalloutasathreat,theU.N.pushedpeopletoemigrate.3.WherewasNewAmerica,thechiefU.S.settlement?ItwasonMars.UnderstandingtheTextTextualAnalysisReadingactivity-RecallPleasereadParas.13,33-35,andanswerthefollowingquestions:4.Whycouldn’tIsidoreemigrate?Hecouldn’temigratenotonlybecauseofthedistortedgeneswhichhecarried,butalsobecausehehadfailedtopasstheminimummentalfacultiestest.5.WhywasIsidoreexcitedwhenheheardaTVset?WhenheheardaTVset,itindicatedtohimthatsomeonehadmovedintothebuilding.Inhisextremeloneliness,thepotentialofhavinganeighborwasacauseforexcitement,asitmeanthewasnotalonethereanymore.UnderstandingtheTextTextualAnalysisReadingactivity-InterpretPleasereadParas.19-28,andanswerthefollowingquestions:Whatisanempathybox?Itisadevicethatcangeneratesharedvirtualexperiences.Itstimulatesusers’internalemotionsandallowsthemtoempathicallyconnectwithbothacharacternamedMercerandothersusingthedeviceatthesametime,promotingasenseofsharedcommunityinafragmentedsociety.UnderstandingtheTextTextualAnalysisReadingactivity-InterpretPleasereadParas.19-28,andanswerthefollowingquestions:2.Whenheturnedontheempathybox,Isidoreexperiencedtheexistenceofothers,andheincorporatedthebabbleoftheirthoughts.What’sthesignificanceofthisexperience?Isidore’sexperiencewiththeempathyboxrepresentsthedeephumanneedforconnectionandunderstanding.Theprocessofsharingandexperiencingthethoughtsandfeelingsofothersthroughtheempathyboxprovidesasenseofcommunityandmutualempathy,whichhelpstocombatthefeelingsofisolationexperiencedbyindividualsinthissociety.It’sawayforpeopletofeelconnectedinaworldthatoftenseemsdisconnected.WordsandExpressionshawk/hɔːk/[CET6]v.兜售monorailrapidtransit单轨地铁peninsula/pəˈnɪnsjələ/[CET6]n.半岛valiant/ˈvæliənt/adj.坚定的，勇敢的smug/smʌɡ/adj.自鸣得意的fluffy/ˈflʌfi/覆有绒毛的plague/pleɪɡ/[CET4]n.瘟疫meager/ˈmiːɡə(r)/adj.劣质的humanoid/ˈhjuːmənɔɪd/adj.像人的WordsandExpressionsincentive/ɪnˈsentɪv/[CET4]n.刺激，动机fallout/ˈfɔːlaʊt/n.核爆炸后的）放射性沉降物loiter/ˈlɔɪtə(r)/v.徘徊perp