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。”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(Frenchmathematicianandphilosopher)•Readingfurnishesthemindonlywithmaterialsofknowledge;itisthinkingthatmakeswhatwereadours.--JohnLocke(Britishphilosopher)•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.•Allmenar