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1、Unit 1 Thinking as a HobbyTeaching Aims:1. Through detailed explanation of the text, students are expected to grasp the general idea of the author.2. The students should have a perfect mastery of linguistic essentials as word and phrase usage.3. To make sure that the students grasp the basic facts a
2、nd the logic of argument.4. To make the students realize the difference in style.Teaching points:1. Introduction to the Text:Introduction; Synopsis; Organization of the Text2. Questions to help comprehension and appreciation.3. Think about why the author chose thinking as his hobby.Teaching difficul
3、ty:1. Students who have been using this textbook must have noticed that each book begins with an essay about studies or education, and this one is no exception. The present text is about thinking, and thinking is important. Intelligent young students do not need to be told this. They know that lingu
4、istic competence is not just grammar and vocabulary. They know that they have to learn to deal with more serious subjects and discuss more complex problems. They know a good liberal arts education must include good training in logical ad critical thinking.2. It should be noted that self-mockery used
5、 in this text is a very important kind of humor and can have an unusually powerful effect.Teaching contents: Warm-up, background information, text appreciation, language study, exercisesWarm-upWarming up activities (pair work/group work):1. understanding the use of word “hobby“ in the title;The auth
6、ors use of the word “hobby“ is interesting. By using this word he means that thinking is not just for professional thinkers like philosophers. It is something all educated people should enjoy doing. This special interest is often referred to as “idle curiosity，and it is considered one of the most pr
7、ecious qualities in young scholars. Students should play with ideas the way they play with balls. Both are important for their healthy development, one mental, and the other physical.2. What is your hobby? Do you want to choose thinking as your hobby? What kind of questionsdo you often think?3. Stud
8、ents who have been using this textbook must have noticed that each book begins with an essay about studies or education, and this one is no exception. The present text is about thinking, and thinking is important. Intelligent young students do not need to be told this. They know that linguistic comp
9、etence is not just grammar and vocabulary. They know that they have to learn to deal with more serious subjects and discuss more complex problems. They know a good liberal arts education must include good training in logical ad critical thinking.Background InformationI. AuthorSir William Gerald Gold
10、ing (September 19,1911June 19,1993) was an English novelist, poet and 1983 Nobel Laureate in Literature.The Nobel Foundation cited: nhis novels which, with the perspicuity of realistic narrative art and the diversity and universality of myth, illuminate the human condition in the world of today*.Wil
11、liam Goldings main works* Poems (1934)* Lord of the Flies (1954)* The Inheritors (1955)* Pincher Martin (1956)* Free Fall (1959)* The Spire (1964)* Darkness Visible (1979)* The Trilogy Rites of Passage (1980, Booker Prize)* Close Quarters (1987)* Fire Down Below (1989), republished under the general
12、 title To The Ends of the EarthII. Rodins ThinkerResting on the horizontal panel above the doors. The Thinker became the focal point of The Gates of Hell and subsequently perhaps the most well-known sculpture of all time. The athletic-looking figure, inspired by the sculpture of Michelangelo, depict
13、s a man in sober meditation, yet whose muscles strain with effortpossibly to evoke a powerful internal struggle. Rodin initially referred to the figure as Dante but eventually what we know as The Thinker evolved into a more symbolic representation of creativity, intellect, and above allthought.III.
14、Goddess VenusVenus of MiloVenus de Milo (about 150100 BC) is considered by many art historians to be the ideal of Hellenistic beauty. It was carved out of marble and stands approximately 205 cm (6 ft 10 in) high.As Roman Goddess of Love and Beauty, Venus is associated with cultivated fields and gard
15、ens and later identified by the Romans with the Greek Goddess of Love, Aphrodite.8 major planets in the solar system: Venus; Jupiter; Mercury; Mars; Saturn; Uranus; Neptune ； PlutoText AppreciationI. Text AnalysisThemeThinking is not just for professional thinkers like philosophers. It is something
16、all educated people should enjoy doing, and it is considered one of the most precious qualities in young scholars for the healthy mental development.StructurePart 1(Paras. I-24): How the subject of thinking was first brought up to the author and his understanding of the nature of “grade-three thinki
17、ngPart 2(Paras.2529): The authors analysis of the nature of grade-two thinking”Part 3(Paras.3035): The authors understanding of the “grade-one thinking“ and his desire for it1. How are the three statuettes described by the boy and what do they symbolize?Scan the text and list out the related informa
18、tion.VenusLeopardRodins Thinkernaked with nothing but a bath towel; no arms; in an unfortunate positioncrouching; nakednaked, muscular, who sal, looking down; his chin on his fist and elbow on his kneefrozen in panic, worryingabout the towelready to spring down at the top drawer from the cupboardutt
19、erly miserable; contemplate the hindquarters of the leopard in endless gloombusying being beautifulbusy being naturalnot miserable, an image of pure thought2. Question: What do the three statuettes symbolize? What effect do the boys descriptions have?They represented the whole of life. The leopard s
20、tood for all animal needs or desires; Venus stood for love and the Thinker stood for thinking as a uniquely human feature.An humorous and sarcastic effect has been achieved by the authors description of the statuettes, which established a background to support his later analysis of three grades ofth
21、inking and some human natures.3. Question: How did the author describe the following figures to demonstrate his analyses of different grades of thinking?Headmaster: nothing human in his eyes, no possibility of communication (not understand his students)Me, the boy: delinquent, not integrated, misund
22、erstanding the symbolic meaning of the statuettes, couldnt thinkMr. Houghton: ruined by alcohol, preaching high-moral life but showing hypocritical and prejudiced natureA pious lady: who hated German with the proposition of loving enemies4. Question: How did the author describe the following figures
23、 to demonstrate his analyses of different grades of thinking?Ruth: foolish argument, illogical and fled at lastBritish Prime Minister: talking about the great benefit conferring on India by jailing Nehru and GandhiAmerican politicians: talking about peace and refusing to join the League of NationsMe
24、, the author: not easily stampede, detect contradiction; turned into a professional thinkerThe summary of the characteristics of the three grades of thinkingthinkingcharacteristicsexamplesGrade-threeIgnorance,hypocrisy,prejudice,self-satisfied,contradictionsMr. Houghton, nine tens of peopleGrade-two
25、Detecting contradictions; do not stampede easily; lag behind, a withdrawal, destroy but not createRuth, the author,(maybe) some acquaintancesGrade-oneTo find out what is truth, based on a logical moral systemfar and few between, only in booksII. Writing DevicesMetonymy (转喻)It will lecture on disinte
26、rested purity while its neck is being remorselessly twisted toward a skirt.(Para.23)IMr. Houghtongirls In metonymy, an idea is evoked or named by means of term designating some associated notion.“Il” stands for “thoughl“ in grammar, but actually refers to Mr. Houghton, and it is vulgar torefer to a
27、girl as a skirt., The burglar was in Sallys mind all day long.(burglar=some idea of the burglar), Democracy favors the vote rather than the bullet.(Vote=election, bullet=military solutions) Political power grows out of the barrel of a gun.”(Mao Zedong refers it to the military revolution) Bill Gates
28、 is the king of operating systems worldwide.(Bill Gates = Microsoft), The pen is mightier than the sword,(pen = writer; sword = fighter) Synecdoche (提喻)Synecdoche can be included in metonymy, and it refers to the substitution of the part for the whole or of the whole for the part., If we were counti
29、ng heads, the Buddhists were the boys for my money.(Para.27)(head = person), There are two mouths to feed in my family,(mouth = person) God bless the hands that prepared this food,(hand = person) Irony (反语)Irony is the expression of ones meaning by using language that normally signifies the opposite
30、, typically for humorous or emphatic effect., Technically, it is about as proficient as most businessmens golf, as honest as most politicians9 intentions, or as coherent as most books that get written.(Para.23), Mr. Houghton was given to high-minded monologues about the good life, sexless and full o
31、f duty.(Para.20)Hyperbole (夸张)It is the deliberate use of overstatement or exaggeration to achieve emphasis., 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
32、 stagger back to his desk and collapse there, useless for the rest of the morning.(Para.19)Simile (明喻)It makes a comparison between two unlike elements having at least one quality or characteristic in common. To make the comparison, words like as,as. as,as if and like” are used to transfer the quali
33、ty we associate with one to the other. They all came tumbling down like so many rotten apples off a tree.(Para.31) Man enjoys agreement as cows will graze all the same way on the side of a hill.(Para.24)Metaphor (暗喻)It is like a simile, also makes a comparison between two unlike elements, but unlike
34、 a simile, this comparison is implied rather than stated., He seems to me ruled not by thought but by an invisible and irresistible spring in his neck.(Para.20)It took the swimmer some distance from the shore and left him there, out of his depth.(Para.29)III. Sentence Paraphrase1. I was not integrat
35、ed, I was, if anything, disintegrated.(Para.4) integrated: Forming a part of a harmonious group if anything: on the contrarydisintegrated: The direct opposite of “integrated”, and therefore means some kind of trouble maker. This is not the the way the word is normally used.if anythinga.如果有什么(区别)的话b.
36、恰恰相反 I never had to clean up after him. If anything, he did most of the cleaning. Im not ashamed of he匚 If anything, Im proud.2. The muscular gentleman contemplated the hindquarters of the leopard in endless gloom.(Para.9)contemplated the hindquarters . in endless gloom: To think for a long time in
37、order to understand better in a gloomy mannerThe author expressed the boys viewing of the image of Thinker in a humorous way to show that the thinking doesnt make any sense to him.3. His spectacles caught the light so that you could see nothing human behind them. There was no possibility of communic
38、ation.(Para.9)caught the light: To have the light shine on it brightly and suddenlynothing human, no possibility of communication:The teachers glasses caught the light and therefore the boy could not see the teachers eyes. He could not have any eye contact. He could have any communication with him.
39、The implied meaning of this sentence is that they could not communicate, not because of this but because of the teachers lack of understanding of the boy.4. On one occasion he headmaster leaped 。his feet, reached up and put Rodins masterpiece onthe desk before me.(Para.13) leaped to his feet: to jum
40、p upreached up: lb move a hand or arm upward in order to touch, hold, or pick up sth. Also: toreach sth. down; to reach out (for); to reach into5. Nature had endowed the rest of the human race with a sixth sense and left me out.(Para.15) endowed.with: To provide sb. with a natural quality or talenta
41、 sixth sense: A keen intuitive (直觉的)power. Here the author means the ability to think.-*Everybody, except me, are born with the ability to think.6. 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
42、 the unaccustomed visitation. He would stagger back to his desk and collapse there, useless for the rest of the morning.(Para.19) struggling with all the unnatural impediments: The fresh air had to struggle with difficulty to find its way to his chest because he was unaccustomed to this.reel with sh
43、ock: He would stagger or be thrown off balanceuseless for the rest of the morning: Unable to do anything for the rest of the morning -*Note the humorous effect achieved through the use of the exaggeration and formal style7. Mr. Houghton was given to high-minded monologues about the good life, sexles
44、s and full of duty.(Para.20)was given to: To be habitually inclined to do (sth.):e.g., He is much given to blowing his own trumpet. She was given to hasty decision.high-minded monologues: a highly moral speech-*Obviously in Mr. Houghtons clean life, there is no place for alcoholic drink, sex, and ot
45、her worldly pleasures. This is, of course, ironical.8. Yet in the middle of these monologues, if a girl passed the window, his neck would turn of itself and he would watch her out of sight. In this instance, he seemed to me ruled not by thought but by an invisible and irresistible spring in his neck
46、.(Para.20) turn of itself: To turn by itself; to turn on its ownnot by thought but by an invisible and irresistible spring in his neck: Parallel structure of two prepositional phrases to show the contrastinvisible and irresistible spring in his neck: Metaphor: his sexual impulsef The author is ridic
47、uling the contradiction between his high moral tone and the working of his genes which compels him to turn his head toward young girls.9. Technically, it is about as proficient as most businessmens golf, as honest as most politicians intentions, or as coherent as most books that get written.(Para.23
48、)coherent: orderly, logical, and consistent relation of parts-*This ironical sentence shows that the author not only considers those people incompetent, dishonest and incoherent, but also despises most businessmen, distrust most politicians and dislikes most publications.10.1 no longer dismiss lightly a mental process.(Para.24)-*I no longer consider the way grade-three thinkers think unimportant because they account for nine-tenths of the people and therefore have great power. Now I know that ignorance, pre