現(xiàn)代大學(xué)英語精讀4 第二版 unit1 Thinking as a Hobby課件

1、,Thinking as a Hobby,William Golding,1,學(xué)習(xí)交流PPT,Thinking as a Hobby,Unit 1,2,學(xué)習(xí)交流PPT,Questions / Activities,Check-on Preview,Objectives,W,B,T,R,Thinking as a Hobby,Unit 1,Warming up,3,學(xué)習(xí)交流PPT,Warming up,Questions / Activities,First, lets THINK about the title for a while: What do you do for a hobby?

2、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 given you a surprise? Do you like the text? Have you ever considered thinking as a hobby?,W,B,T,R,4

3、,學(xué)習(xí)交流PPT,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,5,學(xué)習(xí)交流PPT,Paraphrase: If either happened to be prominent in current affairs, no argument could make Mr. Houghton think well of it. (Para. 2

4、1) Grade-two thinking, though it filled life with fun and excitement, did not make for content. (Para. 29),Warming up,Check-on Preview (2),6,學(xué)習(xí)交流PPT,Objectives,Content: Understand the authors classification of three grades of thinking Summarize the characteristics of each grade of thinking Comment o

5、n the authors classification Solve your own questions about the story Writing metonymy, parallelism, etc.,W,B,T,R,Warming up,7,學(xué)習(xí)交流PPT,Background,Memorable Quotes,Author,B,W,T,R,Thinking as a Hobby,Unit 1,8,學(xué)習(xí)交流PPT,Background,Author,B,W,T,R,9,學(xué)習(xí)交流PPT,Background,Author,His Influence,B,W,T,R,At the No

6、bel 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 dont feel hopeless myself Under some criti

7、cal interrogation I named myself a universal pessimist but a cosmic optimist”,To listen to his Nobel lecture, please visit,10,學(xué)習(xí)交流PPT,Background,His Works,Author,B,W,T,R,His most well-known work: Lord of the Flies (1954),About a group of small British boys who lapse into violence after they have bee

8、n 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 ?,11,學(xué)習(xí)交流PPT,Some other works,1980,1995,1964,Author,Background,12,學(xué)習(xí)交流PPT,Learning without thoughtis labor lost. - Confucius Man is bu

9、t a reed, the most feeble thing in nature, but he is a thinking reed (一株會思考的蘆葦). - Blaise Pascal Reading furnishes the mind only with materials of knowledge; it is thinking that makes what we read ours. - John Locke Education is the methodical creation of the habit of thinking. - Ernest Dimne,What d

10、o people say about THINKING?,Background,Memorable Quotes,13,學(xué)習(xí)交流PPT,Thinking as a Hobby,Unit 1,Text Analysis,T,W,B,R,14,學(xué)習(xí)交流PPT,Text Analysis,Theme,What is the central idea of the text? Who was the author addressing to? What was his purpose?,T,W,B,R,15,學(xué)習(xí)交流PPT,Text Analysis,Structure,T,W,B,R,Grade-t

11、hree thinking,16,學(xué)習(xí)交流PPT,Text Analysis,Detailed Analysis,Comprehension Qs,Students Activities,Words & Expressions,Exercise,Part I Part II Part III Part IV,T,W,B,R,17,學(xué)習(xí)交流PPT,Text Analysis,Detailed Analysis,Section I (Para. 1 Para. 15) At the headmasters office,18,學(xué)習(xí)交流PPT,Text Analysis,Detailed Analy

12、sis,19,學(xué)習(xí)交流PPT,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,20,學(xué)習(xí)交流PPT,Why was he a frequent visitor to the headmasters study? What would he do when he found himself in a penal position before the

13、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,21,學(xué)習(xí)交流PPT,Did he change his idea later? Why couldnt he communicate with the headmaster? What was the conclusion he came to in the end? Can

14、you briefly introduce the two characters: the headmaster & the boy?,Text Analysis,Detailed Analysis,22,學(xué)習(xí)交流PPT,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 would rearranged them in a

15、 different way. Besides the humorous effect, does it imply anything else? How would you arrange the three statuettes?,Text Analysis,Detailed Analysis,23,學(xué)習(xí)交流PPT,Statuette (para. 2) Nothing but: only (para. 2) Lest (subjunctive mood in its clause) (para. 2) In a position to: to be able to do (para. 2

16、) 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,24,學(xué)習(xí)交流PPT,Part I Exercise Fill in the blanks: He did not tell his father about the exam _ he get mad at him. The two

17、 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,Detail

18、ed Analysis,Text Analysis,25,學(xué)習(xí)交流PPT,Section II (Para. 16 24)Grade-three Thinking,Text Analysis,Detailed Analysis,26,學(xué)習(xí)交流PPT,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

19、breath. You could 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,Detai

20、led Analysis,27,學(xué)習(xí)交流PPT,Comprehension 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 d

21、rinking Health ruined Unaccustomed to fresh air Watching girls out of sight Settled detestation of France & America,Detailed Analysis,Text Analysis,28,學(xué)習(xí)交流PPT,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

22、later? What do you think happened with his encounter with the pious lady?,Text Analysis,Detailed Analysis,29,學(xué)習(xí)交流PPT,Students activity,Text Analysis,Detailed Analysis,Simulate a conversation between the author & the “pious lady.”,30,學(xué)習(xí)交流PPT,Golding seemed to regard the mass as unthinking cows who on

23、ly wanted to follow the crowd or jump on the bandwagon. What do you think of his attitude towards mass wisdom? What do you think of mass wisdom?,Food for thought,Detailed Analysis,Text Analysis,31,學(xué)習(xí)交流PPT,the virtues of fresh air (para.16)be given to(para. 20) be exalted by (para. 17): oratory (para

24、.17) (cf. oral, orally, orator, oration) turn of itself (para. 20): come to a settled detestation (para. 21): confront sb. with/about sth.(para.24),Part II words & expressions,Detailed Analysis,Text Analysis,32,學(xué)習(xí)交流PPT,Translate the following sentences into English, using words in the brackets. 他在贊揚(yáng)

25、互聯(lián)網(wǎng)的長處。（virtue) 我們必須樂觀地面對未來。(confront) 她慣于用尖酸刻薄語言挖苦人。(given) 莎士比亞的抒情詩激發(fā)了聽眾的想像力。(exalt),Detailed Analysis,Text Analysis,Part II Exercise,33,學(xué)習(xí)交流PPT,Section III (Para. 25 29)Grade-two thinking,Detailed Analysis,Text Analysis,34,學(xué)習(xí)交流PPT,What is grade-two thinking? What kind of follies and contradiction

26、s did the author detect? What did he realize after his failed romance with Ruth?,Text Analysis,Detailed Analysis,Comprehension Qs,35,學(xué)習(xí)交流PPT,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,

27、 the Buddhists were the boys for my money.,The combination of my arm & those countless Buddhists was too much for her.,36,學(xué)習(xí)交流PPT,Retell the story of Ruth in your own words.,Students activity,Detailed Analysis,Text Analysis,37,學(xué)習(xí)交流PPT,stampede n. & v.(para. 25) literally inspired (para. 26) (cf. res

28、pire, conspire, expire) make for (para. 29),Detailed Analysis,Text Analysis,Part III words & expressions,38,學(xué)習(xí)交流PPT,Translate: The larger print makes for easier reading. (E-C) 正在加大的貧富差距不利于社會穩(wěn)定。(C-E),Detailed Analysis,Text Analysis,Part III Exercise,39,學(xué)習(xí)交流PPT,Section IV (Para. 30 35)Grade-one thinki

29、ng,Text Analysis,Detailed Analysis,40,學(xué)習(xí)交流PPT,Detailed Analysis,Text Analysis,41,學(xué)習(xí)交流PPT,Why did the author decide to become a grade-one thinker? What were the benefits and costs of his grade-one thinking? What happened to his hobby in the end?,Text Analysis,Detailed Analysis,Comprehension Qs,42,學(xué)習(xí)交

30、流PPT,What was the authors system of living like? What is your system of living like?,Mini-Discussion,Detailed Analysis,Text Analysis,43,學(xué)習(xí)交流PPT,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,44,學(xué)習(xí)交流PPT,Fill in the blanks: If the dispute is settled in her favor, she _ to gain $200,000. The girl was not pretty _ but after shed been crying she looked really