unit 1 thinking as a hobby.docx

unit 1 thinking as a hobby.docx

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unit1thinkingasahobby

基础英语4课程教案

授课题目（教学章、节或主题）：

Unit1ThinkingasaHobby

课时安排

8学时

授课时间

第一周,第二周

教学目和要求（分掌握、熟悉、了解三个层次）：

1.掌握Masterthekeywords,phrasesandsomeusefulsentencepatternsinthetext.

2．熟悉：

Getfamiliarwithrulesofwordformation，grammaticalpointsandunderstandthestructureofthetext

3．了解：

Gettoknowsomethingabouttheauthorandthethreegradesofthinking

教学内容（包括基本内容、重点、难点）：

1．基本内容：

Understandthewholetext;Thinkaboutthemeaningofthinking

2．重点：

keywords,phrasesandsomeusefulsentencepattern

lest,masterpiece,modest,muscular,patriotism,proficient,ruinous,spectacles,vanishacquaintance,centralized,compensation,compulsive,contemplate,contempt,contradiction,gloom,hideous,irresistible,

3．难点：

Grammar—theusesofbeing

讲课进程和时间分配：

Step1Leadin（15minuets）

1.Warm-upactivities;

2.IntroductoryRemarks;

3.Informationrelatedtothetext;

Step2GlobalReading（15minutes）

1.PartDivisionofthetext

2.questionsfordiscussion

Step3DetailedReading（200minutes）

1.Languagepoints;

2.Difficultsentences;

3.Questionsaboutthetextfordiscussion;

4.Grammar

Step4AfterReading（130minutes）

1.Discussion;

2.Makeasummaryofthetext

3.Exercisesinthetextbook

讨论、思考题、作业：

Assignments:

1.Student’sbookPage16:

ExercisesIIVocabulary

2.Student’sbookPages18-21

3.Translation:

Page17Exercise3sentence1，5，8，9+Page251，8，9

4.Translation4onPage25Paragraph3,4

参考资料（含参考书、文献等）：

ContemporaryCollegeEnglishIntensiveReading:

Teacher’sBook

AdvancedLearner’sEnglish-ChineseDictionary

On-lineresource

授课类型（请打√）：

理论课√讨论课□实验课□练习课□其他□

教学方式（请打√）：

传统讲授√双语□讨论□示教□指导□其他□

教学资源（请打√）：

多媒体√模型□实物□挂图□音像□其他□

Unit1ThinkingasaHobby

byWilliamGolding

TeachingObjectives

1.Masterthekeywords,phrasesandsomeusefulsentencepatternsinthetext.

2.Getfamiliarwithrulesofwordformation，grammaticalpointsandunderstandthestructureofthetext

3.Gettoknowsomethingabouttheauthorandthethreegradesofthinking

TeachingProcedure

PartIBackgroundInformation

1.Abouttheauthor--SirWilliamGeraldGolding（September19,1911—June19,1993）

HewasanEnglishnovelist,poetandwinnerofNobelinLiterature:

“forhisnovelswhich,withthePerspicuity（睿智）ofrealisticnarrativeartandthediversityanduniversalityofmyth,illuminatetheHumanconditionintheworldoftoday.”

Hisworkischaracterizedbyexplorationof'thedarknessofman'sheart',deepspiritualandethicalquestions.Golding'sviewispessimistic:

humannatureisinherentlycorruptibleandwicked.

Hisfirstnovel,LordoftheFlies《蝇王》（1954）,dealtwithanunsuccessfulstruggleagainstbarbarism（野蛮主义）andwar,thusshowingtheambiguity

（不确定性）andfragility（脆弱性）ofcivilization.Ithasalsobeensaidthatitisanallegory（寓言）ofWorldWarII.

2.BriefIntroductiontotheText

Theauthor’suseoftheword“hobby”isinteresting.Byusingthiswordhemeansthatthinkingisnotjustforprofessionalthinkerslikephilosophers.Itissomethingalleducatedpeopleshouldenjoydoing.Thisspecialinterestisoftenreferredtoas“idlecuriosity”,anditisconsideredoneofthemostpreciousqualitiesinyoungscholars.Studentsshouldplaywithideasthewaytheyplaywithballs.Bothareimportantfortheirhealthydevelopment,onemental,andtheotherphysical.

Theessaycanbeneatlydividedintothreeparts.Thefirstparttellsushowthesubjectofthinkingwasfirstbroughtuptotheauthorandhowhecametounderstandthenatureofwhathecalls“grade-threethinking”,which,hediscovered,wasnothinkingatall,butacombinationofignorance,prejudiceandhypocrisy.Unfortunately,accordingtotheauthor,mostpeoplebelongtothiscategory.

Thesecondpartdealswith“grade-twothinking”.Peoplewhobelongtothiscategorycandetectthecontradictionsofgrade-threethinkers’beliefs.Theycanseetheirignorance,prejudice,hypocrisyandlackoflogic,whichgivesthemgreatdelightandsatisfiestheirego.However,grade-twothinkinghasnothingconstructivetooffer.Itdestroyswithoutthepowertocreate.Thereforethesatisfactionitbringsthethinkerislimitedanddoesnotlast.Theanswertothisliesinthethirdpartinwhichtheauthordiscussesthedefinitionof“grade-onethinkers”—peoplewhosetouttofindthetruthandgetit.

Itwouldbeinterestingtoaskourselveswhichofthethreecategorieswebelongto,andif,forsomereason,wearenotyetgrade-onethinkers,whetherwehaveanyneedorwishtomoveuptothenextgrade.

Theauthordoesnotsayexplicitlywhatcoherentsystemofthoughthehasfinallydevelopedwhichmakeshimagrade-onethinker.Buthehasgivenusverybroadhints.Obviouslyhisthinkingisbasedonhighmoralstandardsandisopposedtosuchthingsasbigbusiness,centralizedgovernment,wars,armies,headypatriotism,dishonestpoliticians,etc.whichheregardsasmeretriflesorpointlessactions.Wecanalsoinferfromhissarcasticdescriptionofthosehistoricaleventsandpoliticalfigureswherehestandsinreligionandpolitics.

PartII.QuestionsforDiscussion

1.Whatisthisessaytalkingabout?

2.Whatdothethreestatuettessymbolize?

Whateffectdotheboy’sdescriptionshave?

3.Howdidtheauthordescribethefollowingfigurestodemonstratehisanalysesofdifferentgradesofthinking?

HeadmasterMe,theboyApiousladyRuthMr.Houghton

BritishPrimeMinisterAmericanpoliticiansMe,theauthor

PartIII.DetailedDiscussionoftheText

1.nothingbut（p2）:

nothingexcept;only

--Hisparentscarenothingbuthisscoresatschool.

--Onewasaladywearingnothingbutabathtowel.

2.lest（p2）:

forfearthat;inordertomakesurethatsth.willnothappen

--Hehidebehindthecurtainlesttheprofessor（should）seehim.

--Sheturnedpalewhenhersoncameoutofthestudylesthe（should）haveheardwhatshehadsaid.

3.farther:

v.further

--AftergraduatingfromFuDanUniversitywiththebachelordegree,hewentabroadtoseekfurtherstudy.

4.delinquentadj.&n.（p3）:

（person,especiallytheyoung）doingwrong;failingtoperformaduty

--juveniledelinquent

--delinquentchildren

--theproblemofjuveniledelinquency

5.ifanything（P4）:

onthecontrary

--Yoursuggestiondidnotencouragehim.It,ifanything,discouragedhim.

--Heisnotknownforhisgenerosity.Heis,ifanything,quitemiserly.

6.confrontsb.withsth.（vt.）（p24）:

toopposesb.orbringsb.tosth.

--Iconfrontedhimwithmysuspicions,andheadmittedeverything.（对质）

--Thecustomersareconfrontedwithabewilderingamountofchoice.

--Wemustconfrontthefuturewithoptimism.（勇敢面对）

7.getsth.tothought（p24）

--Inolongerdismisslightlyamentalprocesswhichforninetenthsofthepopulationisthenearesttheywillevergettothought.

Meaning:

Inolongerconsiderthewaygrade-threethinkersunimportantbecausetheyaccountfornine-tenthsofthepeopleandthereforehavegreatpower.NowIknowthatignorance,prejudiceandhypocrisyareverypowerfulenemies.

8.conferv.（p25）

1）giveorgrant

--Thepresidentofthisuniversitywillconferbachelordegreeonyouafteryoucompleteyourfour-yearstudyhere.

2）consultordiscuss

--Heconferredwithhislawyeron/abouttheinvestmentproject.

9.convertv.&n.

--TheyhavetriedtoconverthimfromatheismtoMethodist.

--Hisconvert（n.）tosocialismisnoteasy.

10.SheclaimedthattheBiblewasliterallyinspired（Pa.26）

Atruehistoricalrecord;afactualaccountofGod’sdivineplanandprophecies.

Thisisthebeliefoffundamentalists.

11.flag（vi.）（p26）:

begintoloseenthusiasmandenergy;todeclineininterest

--Argumentflagged:

argumentbecamedullbecauseRuthdidnotknowhowtorespond.

--Hishorseisflagging.

--Thecountry’seconomycontinuedtoflag.

12.formymoney:

Ibet,Ibelieve,inmyopinion

13.begiventhethirddegree（p28）:

Beseverelyquestionedorinterrogated

14.makeforsb./sth.（p.29）

1）contributeto;tendtowards

--FrequentexposuretoidiomaticEnglish,suchasVOAmakesforyourstudyatuniversity.

2）headfor走向，向某个方向移动

--Itislate.We’dbettermakeforhome.

3）chargeat,rushtowards袭击，攻击，冲向

--Thebullsuddenlymadeforthegirlinredandeverybodywasshocked.

14.fewandfarbetween（p30）相隔很久才发生;彼此相距很远；稀少

--Goodnovelsarefewandfarbetween.

Idiomaticpairsofadj.

Blackandblue遍体鳞伤

Fairandsquare公正，正大光明

Haleandhearty精神充沛,老当益壮

Safeandsound完好无损

Deadandgone已死去

Cut-and-dried已成定局

Meekandmild温顺

Fairandsquare光明正大

15.aspire（p.30）vi.+for/to/after:

befilledwithhighambition

--Doyouaspireafterknowledge?

--Themorepowertheyhave,themoretheyaspiretoit.

--Englishmajorsinnon-EnglishspeakingcountriesaspiretoabandontheirnativeaccentsandspeakpureEnglish.

--Whatdoyouaspireforatpresent?

16.gotoofar/carrysth.toofar:

（p.33）:

gobeyondthelimitsofwhatisconsideredreasonable

--Youhavegonetoofarinsayingthatyou’dratherbreakwiththefamily.

Gofar:

1）（ofperson）:

besuccessful;domuch

--Heiscleverandintelligent,andwillgofar.

2）（ofmoney）buygoods,services,etc.

--Ahundreddoesnotgosofarasitdidtenyearsago.

Languagepoints

1.Rodin’sThinker（Pa.3）

ThisisthemostfamouspieceofartbytheFrenchsculptorAugustRodin.Itissaidtobethestatuethatmostclearlyshowstheabstractideaofthinking.Thethinkerisponderingsointenselythathistoesaretightlyclutchingtheground.

2.Iwasnotintegrated.Iwas,ifanything,disintegrated.

integrated:

formingapartofaharmoniousgroup

disintegrated:

Here,itisusedbytheauthortomeanthedirectoppositeof“integrated”,and