现代大学英语精读4-第二版-unit1-Thinking-as-a-HobbyPPT课件.ppt

Thinking as a Hobby,William Golding,R,einforcement,T,ext Analysis,Thinking as a Hobby,B,ackground,W,arming up,Unit 1,Questions/Activities,Check-on Preview,Objectives,W,B,T,R,Thinking as a Hobby,Unit 1,Warming up,Warming up,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 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 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 thinking,Summarize the characteristics of each grade of thinking,Comment on the authors classification,Solve your own questions about the story,Writing&Language,Appreciate the use of humor,sarcasm,and exaggeration,Analyze the rhetorical devices used:similes,metaphors;metonymy,parallelism,etc.,W,B,T,R,Warming up,Background,Memorable Quotes,Author,B,W,T,R,Thinking as a Hobby,Unit 1,Background,AuthorB,W,T,R,“,His work is characterized by exploration of the darkness of mans heart,deep spiritual and ethical questions.”,William Golding(1911 1993),British writer,1983 Nobel Prize Winner,Background,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,C,ritics 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 critical interrogation I,named myself,a universal pessimist but a cosmic,optimist”,To listen to his Nobel lecture,please visit nobelprize.org/literature/laureates/1983/golding-lecture.html,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 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,Author,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,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 do people say about THINKING?,Background,Memorable Quotes,Detailed,Analysis,Structure,Theme,Thinking as a Hobby,Unit 1,Text Analysis,T,W,B,R,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,Text Analysis,Structure,T,W,B,R,The first part:p1-15,The second part:p16-24,The third part:p25-29,Introduction,Grade-two thinking,The fourth part:p30-35,Grade-one thinking,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,(Para.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 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 conclusion he came to in the end?,Can you briefly introduce the two characters:the headmaster&the boy?,Text Analysis,Detailed Analysis,For Further Thought,In 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 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 able 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.,The 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,Detailed 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 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,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 drinking,Health ruined,Unaccustomed 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 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 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 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。,(exalt),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 Analysis,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 her.,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 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,Fisch.,Fisch.Ja.Ja.,Heres a real grade-one thinker!How I aspire to them!,Detailed Analysis,Text Analysis,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,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 not pretty _ but after shed been crying she looked really ugly.,Scientists will have to _ new methods of increasing the worlds good supply.,It was clear that Mrs Thatcher _ to the leadership of the party.,Detailed Analysis,Text Analysis,Part III Exercise,R,W,B,T,Thinking as a Hobby,Unit 1,Reinforcement,Recap,Discussion,Recap:Content,Recap,Its not true!,What you said is self-contradictory!,Look,I dont care what everybody says.,heres the truth!,I think so,because they all say so!,Grade-three,Grade-two,Grade-one,Reinforcement,Recap:,Stylistic features,use of humor,sarcasm,exaggeration,(examples from portrayal of Mr.Houghton),use of parallel structures(examples?),use of simile&metaphor,(examples?),use of metonymy(,转喻,)substitution of the name of an attribute of a thing for the name of the thing itself,eg.,Detailed Analysis,Reinforcement,Reinforcement,Discussion,Work in groups of four:,What has impressed you most in this text?,What kind of thinker are you?,How can we develop a habit of thinking?,R,W,B,T,