现代大学英语精读4 第二版 unit1 Thinking as a Hobby

ThinkingasaHobbyWilliamGoldingReinforcementTextAnalysisThinkingasaHobbyBackgroundWarmingupUnit1Questions/ActivitiesCheck-onPreviewObjectivesWBTRThinkingasaHobbyUnit1WarmingupWarmingupQuestions/ActivitiesFirst,let’sTHINKaboutthetitleforawhile:Whatdoyoudoforahobby?Whatdoesahobbymeanforyou?Whatdoestheauthormeanbysaying“thinkingasahobby”?Whatkindofcontentdidyouexpectorpredictwithsuchatitle?Hasthetextmetyourexpectationorhasitgivenyouasurprise?Doyoulikethetext?Haveyoueverconsideredthinkingasahobby?WBTRCheck-onPreview(1)•Definition:–Argumentflagged.(Para.26)–Iwasgiventhethirddegreetofindoutwhathadhappened.(Para.28)WBTRWarmingup•Paraphrase:–Ifeitherhappenedtobeprominentincurrentaffairs,noargumentcouldmakeMr.Houghtonthinkwellofit.(Para.21)–Grade-twothinking,thoughitfilledlifewithfunandexcitement,didnotmakeforcontent.(Para.29)WarmingupCheck-onPreview(2)Objectives•Content:•Understandtheauthor’sclassificationofthreegradesofthinking•Summarizethecharacteristicsofeachgradeofthinking•Commentontheauthor’sclassification•Solveyourownquestionsaboutthestory•Writing&Language•Appreciatetheuseofhumor,sarcasm,andexaggeration•Analyzetherhetoricaldevicesused:similes,metaphors;metonymy,parallelism,etc.WBTRWarmingupBackgroundMemorableQuotesAuthorBWTRThinkingasaHobbyUnit1BackgroundAuthorBWTR,“Hisworkischaracterizedbyexplorationof'thedarknessofman'sheart',deepspiritualandethicalquestions.”WilliamGolding(1911–1993),Britishwriter,1983NobelPrizeWinnerBackgroundAuthorHisInfluenceBWTRAttheNobelPrizeReceptionTwenty-fiveyearsagoIacceptedthelabel'pessimist'thoughtlesslywithoutrealisingthatitwasgoingtobetiedtomytail…Criticshavedugintomybooksuntiltheycouldcomeupwithsomethingthatlookedhopeless.Ican'tthinkwhy.Idon'tfeelhopelessmyself…UndersomecriticalinterrogationInamedmyselfauniversalpessimistbutacosmicoptimist…”TolistentohisNobellecture,pleasevisit:LordoftheFlies(1954)AboutagroupofsmallBritishboyswholapseintoviolenceaftertheyhavebeenstrandedonadesertislandandlostalladultguidance.Ironicallytheadultworldisdevastatedbynuclearwar.Humannatureisinherentlycorruptibleandwicked??Someotherworks198019951964AuthorBackground•Learningwithoutthoughtislaborlost.--Confucius•Manisbutareed,themostfeeblethinginnature,butheisathinkingreed(一株会思考的芦苇).--BlaisePascal•Readingfurnishesthemindonlywithmaterialsofknowledge;itisthinkingthatmakeswhatwereadours.--JohnLocke•Educationisthemethodicalcreationofthehabitofthinking.--ErnestDimneWhatdopeoplesayaboutTHINKING?BackgroundMemorableQuotesDetailedAnalysisStructureThemeThinkingasaHobbyUnit1TextAnalysisTWBRTextAnalysisTheme•Whatisthecentralideaofthetext?•Whowastheauthoraddressingto?•Whatwashispurpose?TWBRTextAnalysisStructureTWBRThefirstpart:p1-15Thesecondpart:p16-24Thethirdpart:p25-29IntroductionGrade-twothinkingThefourthpart:p30-35Grade-onethinkingGrade-threethinkingTextAnalysisDetailedAnalysisComprehensionQsStudents’ActivitiesWords&ExpressionsExercisePartIPartIIPartIIIPartIVTWBRTextAnalysisDetailedAnalysisSectionI(Para.1–Para.15)Attheheadmaster’sofficeTextAnalysisDetailedAnalysisDon’tyoueverthinkatall?Thenyou’dbetterlearn–hadn’tyou?That’swhatamanlookslikewhenhe’sreallythinking.TextAnalysisDetailedAnalysis•Whywasheafrequentvisitortotheheadmaster’sstudy?•Whatwouldhedowhenhefoundhimselfinapenalpositionbeforetheheadmaster’sdesk?•Whatwouldheseewhenhewasdemandedtolookup?•Howdidhedescribethethreestatuettes?TextAnalysisDetailedAnalysisComprehensionQs•Didhechangehisidealater?•Whycouldn’thecommunicatewiththeheadmaster?•Whatwastheconclusionhecametointheend?•Canyoubrieflyintroducethetwocharacters:theheadmaster&theboy?TextAnalysisDetailedAnalysisForFurtherThoughtIntheoriginalessay,Goldingmentionedhelaterchangedthepositionsofthethreestatuettesandalsotoldusifhehadhadchanceagain,hewouldrearrangedtheminadifferentway.Besidesthehumorouseffect,doesitimplyanythingelse?Howwouldyouarrangethethreestatuettes?TextAnalysisDetailedAnalysis•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)•endow…with…(para.15)•“there+be”patternPartIwords&expressionsDetailedAnalysisTextAnalysisPartIExerciseFillintheblanks:•Hedidnottellhisfatherabouttheexam______hegetmadathim.•Thetwotallbuildingsusedtostandright____________eachother.•Heisnotknownforhisgenerosity.Heis,____________,quitemiserly.•WhileI’munemployed,I’m____________tosupportafamily.•Allmenarecreatedequal.Theyare_________bytheirCreatorwithcertainunalienablerights.lestnexttoifanythinginnopositionendowedDetailedAnalysisTextAnalysisSectionII(Para.16–24)Grade-threeThinkingTextAnalysisDetailedAnalysisMr.HoughtonNow,boys!Deepbreaths!Feelitrightdowninsideyou–hugedraughtsofGod’sgoodair!Hewouldstandbeforeus,puthishandsonhiswaistandtakeatremendousbreath.Youcouldhearthewind,trappedinhischestandstrugglingwithalltheunnaturalimpediments.Hisbodywouldreelwithshockandhisface