新世纪高等院校英语专业本科生系列教材-高级英语-第二册-Unit6

Unit6ThirdWalk新世纪高等院校英语专业本科生系列教材（修订版）高级英语2电子教案3DetailedReadingContents24516WarmUpGlobalReadingConsolidationActivitiesTextAppreciationFurtherEnhancementSection1:WarmUpWatchthevideoclipanddiscussthefollowingquestions.Lead-inBackgroundInformationSection1:WarmUpLead-inBackgroundInformation1.Canyouimaginehowyouwouldbelikeandhowyouwouldfeelwhenyouareold?Discussyourvisionwithyourpartners.Themorespecific,thebetter.2.Whatdoyouthinkoftheexperienceoneaccumulateswithage?Section1:WarmUpAbouttheAuthorJean-JacquesRousseauwasaGenevanphilosopheroftheEnlightenmentwhosepoliticalideasinfluencedtheFrenchRevolution,thedevelopmentofsocialisttheory,andthegrowthofnationalism.Rousseaualsomadeimportantcontributionstomusicbothasatheoristandasacomposer.WithhisConfessions1712-1778BackgroundInformationLead-inSection1:WarmUpandotherwritings,hepracticallyinventedmodernautobiographyandencouragedanewfocusonthebuildingofsubjectivitythatwouldbearfruitintheworkofthinkersasdiverseasHegelandFreud.BackgroundInformationLead-inSection1:WarmUpBackgroundInformationLead-inAbouttheTextThirdWalkispartofReveriesoftheSolitaryWalker,anunfinishedbookwrittenbetween1776and1778.ReveriesoftheSolitaryWalkerwasthelastofanumberofworkscomposedtowardtheendofRousseau’slife,whichweredeeplyautobiographicalinnature.ThebookisdividedintotenchapterscalledWalks.Thecontentofthebookisamixofbiographicalanecdotes,descriptionsofthesights,especiallyplants,thatRousseausawinhiswalksaroundParis,andelaborationsandextensionsofargumentspreviouslymadebyRousseauinfieldslikeeducationandpoliticalphilosophy.Section1:WarmUpBackgroundInformationLead-inTitlepagefromthefirsteditionofJean-JacquesRousseau’sReveriesoftheSolitaryWalkerSection2:GlobalReadingWhatisthetextmainlyabout?StructuralAnalysisMainIdeaInthispieceofwriting,Jean-JacquesRousseaudissuadestheambitiousattempttolearninone’soldageandjustifieshisdetachedattitudetowardslifefromseveralaspects.Section2:GlobalReadingPleasedividethetextinto4partsandsummarizethemainideaofeachpart.StructuralAnalysisMainIdeaPartI(Paragraphs1-3)DoubtsabouttheusefulnessofknowledgebroughtbyexperienceInthefirsttwoparagraphs,Rousseauexpresseshisdoubtsabouttheusefulnessofknowledgebroughtbyexperiencebycomparingitscostandgain.Hepointsoutthatsincethelessonsaredearlybought,theprofitisnotworththeprice;sincetheycomesolate,theyareofnousetous.Besides,theyareevenharmfultoourlifefortheymakeuspainfulbytellingusthetruthoflife.StructuralAnalysisMainIdeaSection2:GlobalReadingPartII(Paragraph4)Callfortheoldman’sartofdyingInParagraph3,Rousseaupointsoutthat,despitethemiscellaneousformstheordinarypeople’swaysofthinkingtake,theyshareonelimitation,i.e.,theirbasicviewisconfinedonlytothislifeandnevergoesbeyond.Therefore,theyhavenevertakenintoseriousconsiderationwhattheymayacquiretotakewiththemwhentheydie.StructuralAnalysisMainIdeaPartIII(Paragraphs5-7)ElaborationonhiscultivationofthedetachedviewoflifeIntheseparagraphs,Rousseauelaboratesonhowhisdetachedviewtowardslifewascultivated.Firstly,heexplainsthisviewisanaturalresultofhisunderstandingoflife.Then,tofurtherhisargument,hediscussestheroleplayedbyknowledgeinthiscourse.Hismainideascanbesummedupasfollows:oneshouldlearnforhimself,notforteachingothers.InParagraph6,hecontraststhefirsthalfofhislifepredominatedwiththesweetnessofhissolitarySection2:GlobalReadingStructuralAnalysisMainIdealearningwiththerecenttwentyyearsofhislifefullofthehustleandbustlearoundhim.Byanalyzingtheinfluencescastuponhimbythesetwoconflictingtypesoflife,Rousseaudisplaysinabriefmannerhisownpersonality.Section2:GlobalReadingStructuralAnalysisMainIdeaPartIV(Paragraph8)ConclusionInthelastparagraph,asortofconclusionisgiven.Afterhavingexperiencedtwodifferenttypesoflife,Rousseauseriouslymakesuphismindtoretirefromtheworld.Alltheefforthehasmadeisintendedtoconvincehisreadersthathischoiceiscarefullymadeandistheresultofsoundthinking.Section2:GlobalReading1Growingolder,Ilearnallthetime.2Solonoftenrepeatedthislineinhisoldage.InasenseIcouldsaythesame,[1]buttheknowledgethattheexperienceoftwentyyearshasbroughtmeisapoorthing,andevenignorancewouldbepreferable.Nodoubtadversityisagreatteacher,butitslessonsaredearlybought,andoftentheprofitwegainfromthemisnotworththepricetheycostus.Whatismore,theselessonscomesolateinthedaythatbythetimewemasterthemtheyareofnousetous.YouthisthetimetoSection3:DetailedReadingThirdWalkstudywisdom,agethetimetopracticeit.Experienceisalwaysinstructive,Iadmit,butitisonlyusefulinthetimewehavelefttolive.Whendeathisalreadyatthedoor,isitworthlearninghowweshouldhavelived?3WhatusetomearetheinsightsIhavegainedsolateandsopainfullyintomydestinyand[2]thepassionsofthosewhohavemadeitwhatitis?[3]IfIhavelearnedtoknowmenbetter,itisonlytofeelmorekeenlythemiseryintowhichtheyhaveplungedme,norhasthisknowledge,whilelayingbareSection3:DetailedReadingQUESTIONalltheirtraps,enabledmetoavoidasingleone.WhydidInotremaininthatfoolishyetblessedfaith,whichmademeforsomanyyearsthepreyandplaythingofmyvociferousfriendswithnevertheleastsuspicionofalltheplotsenvelopingme?Iwastheirdupeandtheirvictim,tobesur