精读4-第一单元-thinking-as-a-hobby.ppt

1、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

2、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。”,Thinking as a Hobby,William Golding,Thinking as a Hobby,Unit 1,Questions / Activities,Check-on Preview,Objectives,W,B,T,R,Thinking as a Hobby,Unit 1,Warming up,Warming u

3、p,Questions / Activities,First, lets THINK about the title for a while: What do you do for a hobby? What does a hobby mean for you? What does the author mean by saying “thinking as a hobby”? What kind of content did you expect or predict with such a title? Has the text met your expectation or has it

4、 given you a surprise? Do you like the text? Have you ever considered thinking as a hobby?,W,B,T,R,Check-on Preview (1),Definition: Argument flagged. (Para. 26) I was given the third degree to find out what had happened. (Para. 28),W,B,T,R,Warming up,Paraphrase: If either happened to be prominent in

5、 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 content. (Para. 29),Warming up,Check-on Preview (2),Objectives,Content: Understand the authors classification of three grades of thin

6、king Summarize the characteristics of each grade of thinking Comment on the authors classification Solve your own questions about the story Writing metonymy, parallelism, etc.,W,B,T,R,Warming up,Background,Memorable Quotes,Author,B,W,T,R,Thinking as a Hobby,Unit 1,Background,Author,B,W,T,R,Backgroun

7、d,Author,His Influence,B,W,T,R,At the Nobel Prize Reception,Twenty-five years ago I accepted the label pessimist thoughtlessly without realising that it was going to be tied to my tail Critics have dug into my books until they could come up with something that looked hopeless. I cant think why. I do

8、nt 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/laureates/1983/golding-lecture.html,Background,His Works,Author,B,W,T,R,His most well-known work: Lord of

9、 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 nuclear war. Human nature is inherently corruptible and wicked ?,Some other works,1980,1995,1964,Aut

10、hor,Background,Learning without thoughtis 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). - Blaise Pascal (French mathematician and philosopher ) Reading furnishes the mind only with materials of knowledge; it is thinking that makes w

11、hat we read ours. - John Locke (British philosopher) Education is the methodical creation of the habit of thinking. - Ernest Dimne,What do people say about THINKING?,Background,Memorable Quotes,Thinking as a Hobby,Unit 1,Text Analysis,T,W,B,R,Text Analysis,Theme,What is the central idea of the text?

12、 Who was the author addressing to? What was his purpose?,T,W,B,R,Text Analysis,Structure,T,W,B,R,Grade-three thinking,Text Analysis,Detailed Analysis,Comprehension Qs,Students Activities,Words & Expressions,Exercise,Part I Part II Part III Part IV,T,W,B,R,Text Analysis,Detailed Analysis,Section I (P

13、ara. 1 Para. 15) At the headmasters office,Text Analysis,Detailed Analysis,Dont you ever think at all?,Then youd better learn hadnt you?,Thats what a man looks like when hes really thinking.,Text Analysis,Detailed Analysis,Why was he a frequent visitor to the headmasters study? What would he do when

14、 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 Analysis,Detailed Analysis,Comprehension Qs,Did he change his idea later? Why couldnt he communicate with the headmaster? What was the

15、conclusion he came to in the end? Can you briefly introduce the two characters: the headmaster & the boy?,Text Analysis,Detailed Analysis,For Further ThoughtIn 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

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

17、e to do (para. 2) Next to (para. 2) Being natural (para. 3) If anything: on the contrary (para. 4) endowwith(para. 15) “there + be” pattern,Part I words & expressions,Detailed Analysis,Text Analysis,Part I Exercise Fill in the blanks: He did not tell his father about the exam _ he get mad at him. Th

18、e two 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.,lest,next to,if anything,in no position,endowed,D

19、etailed Analysis,Text Analysis,Section II (Para. 16 24)Grade-three Thinking,Text Analysis,Detailed Analysis,Mr. Houghton,Now, 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

20、 hear the wind, trapped in his chest and struggling with all 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 Analysis,Detailed Analysis,Comp

21、rehension Qs,What kind of person was Mr. Houghton?,What he claimed Telling me to think He had thought 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 Unaccu

22、stomed to fresh air Watching girls out of sight Settled detestation of France & America,Detailed Analysis,Text 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

23、his encounter with the pious lady?,Text Analysis,Detailed Analysis,Students activity,Text Analysis,Detailed Analysis,Simulate a conversation between the author & the “pious lady.”,Golding seemed to regard the mass as unthinking cows who only wanted to follow the crowd or jump on the bandwagon. What

24、do you think of his attitude towards mass wisdom? What do you think of mass wisdom?,Food for thought,Detailed Analysis,Text Analysis,the virtues of fresh air (para.16)be given to(para. 20) be exalted by (para. 17): oratory (para.17) (cf. oral, orally, orator, oration) turn of itself (para. 20): come

25、 to a settled detestation (para. 21): confront sb. with/about sth.(para.24),Part II words & expressions,Detailed Analysis,Text Analysis,Translate the following sentences into English, using words in the 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。(exa

26、lt),Detailed Analysis,Text Analysis,Part II Exercise,Section III (Para. 25 29)Grade-two thinking,Detailed Analysis,Text Analysis,What is grade-two thinking? What kind of follies and contradictions did the author detect? What did he realize after his failed romance with Ruth?,Text Analysis,Detailed A

27、nalysis,Comprehension Qs,Detailed Analysis,Text Analysis,There 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 & those countless Buddhists was too much for he

28、r.,Retell the story of Ruth in your own words.,Students activity,Detailed Analysis,Text Analysis,stampede n. & v.(para. 25) literally inspired (para. 26) (cf. respire, conspire, expire) make for (para. 29),Detailed Analysis,Text Analysis,Part III words & expressions,Translate: The larger print makes

29、 for easier reading. (E-C) 正在加大的贫富差距不利于社会稳定。(C-E),Detailed Analysis,Text Analysis,Part III Exercise,Section IV (Para. 30 35)Grade-one thinking,Text Analysis,Detailed Analysis,Detailed Analysis,Text Analysis,Why did the author decide to become a grade-one thinker? What were the benefits and costs of

30、his grade-one thinking? What happened to his hobby in the end?,Text Analysis,Detailed Analysis,Comprehension Qs,What was the authors system of living like? What is your system of living like?,Mini-Discussion,Detailed Analysis,Text Analysis,aspire to (para. 30) best of times (para. 31) come up with (para. 31) stand to gain/lose (para. 33),Text Analysis,Detailed Analysis,Part III words & expressions,Fill in the blanks: If the dispute is settled in her favor, she _ to gain $200,000. The girl was