Unit 1 Thinking as a Hobby.docx

Unit 1 Thinking as a Hobby.docx

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Unit1ThinkingasaHobby

Unit one- Thinking as a Hobby （Part A）

PartOne:

   Warm-up

PartTwo:

  BackgroundInformation

PartThree:

 TextAppreciation

PartFour:

  LanguageStudy

PartFive:

  Extension

PartOne   Warm-up

I.PictureDescription

Pleasedescribethefollowingpicturesindetailanddepicttheirsymbolicmeaninginyourownwords.

Compareyouranswerwiththatoftheauthor,andtrytofindtheirsymbolicmeaningintheboy’s（theauthor）eyes.

II.QuotationsonThinking

“Intelligenceissomethingwearebornwith.Thinkingisaskillthatmustbelearned.”

—EdwarddeBono（英）爱德华.德.博诺

       “Mostpeoplecan’tthink,mostoftheremainderwon’tthink,andthesmallfractionwhodothinkmostlycan’tdoitverywell.”

—RobertHeinlein美国现代科幻小说之父的罗伯特·海因莱因

       “Ithink,thereforeIam.” —RenéDéscarteReneDescartes（笛卡尔）是法国历史上最大的哲学家

 “Icannotteachanybodyanything,Icanonlymakethemthink.”

—Socrates苏格拉底（469-399BC,古希腊哲学家）

“Wethinktoosmall.Likethefrogatthebottomofthewell.Hethinkstheskyisonlyasbigasthetopofthewell.Ifhesurfaced,hewouldhaveanentirelydifferentview.”

—MaoZedong

“Thinkingiswhatagreatmanypeoplethinktheyaredoingwhentheyaremerelyrearrangingtheirprejudices.”

—WilliamJames美国心理学家、哲学家詹姆士（WilliamJames,1842-1910）

“Nurtureyourmindwithgreatthoughts.”

—BenjaminDisraeli （英国政治家、作家狄斯雷利）

“Whatisthehardesttaskintheworld?

Tothink.”

—RalphWaldoEmerson拉尔夫·沃尔多·爱默生是19世纪美国文学的思想领袖、著名作家和超验主义哲学家

III.WhatIsYourStory?

Haveyougotananecdoteortruestoryaboutyourschoollife?

Wouldyouliketotellittoyourpartner?

PartTwo:

  BackgroundInformation

I.Author

AuthorWilliamGolding威廉·戈尔丁（WilliamGolding，1911～1993）英国小说家。

生于英格兰康沃尔郡一个知识分子家庭，自小爱好文学。

1930年遵父命入牛津大学学习自然科学，两年后转攻文学。

1934年发表了处女作——一本包括29首小诗的诗集（麦克米伦当代诗丛之一）。

1935年毕业于牛津大学，获文学士学位，此后在一家小剧团里当过编导和演员。

194o年参加皇家海军，亲身投入了当时的战争。

1945年退役，到学校教授英国文学，并坚持业余写作。

1954年发表了长篇小说《蝇王》，获得巨大的声誉。

1955年成为皇家文学会成员。

1961年获牛津大学文学硕士学位，同年辞去教职，专门从事写作.戈尔丁是个多产作家.戈尔丁在西方被称为“寓言编撰家”，他运用现实主义的叙述方法编写寓言神话，承袭西方伦理学的传统，着力表现“人心的黑暗”这一主题，表现出作家对人类未来的关切。

由于他的小说“具有清晰的现实主义叙述技巧以及虚构故事的多样性与普遍性，阐述了今日世界人类的状况”，1983年获诺贝尔文学奖。

SirWilliamGeraldGolding（September19,1911—June19,1993）wasanEnglishnovelist,poetandwinnerof1983NobelLaureateinLiterature:

“forhisnovelswhich,withtheperspicuityofrealisticnarrativeartandthediversityanduniversalityofmyth,illuminatethehumanconditionintheworldoftoday.”

Theauthor’sbackground:

      BornonSeptember19,1911atSt.Columb  Minor,avillagenearNewquay,Cornwall,hestartedwritingattheageofseven.

        HewenttoOxfordUniversity（BrasenoseCollege）in1930,wherehestudiednaturalsciencesandEnglishlanguage.Hisfirstbook,acollectionofpoems,appearedayearbefore GoldingreceivedhisBA.

      HemarriedAnnBrookfield,ananalyticalchemist,in1939.HebecameateacherofEnglishandphilosophyatBishopWordsworth’sSchoolin  Salisbury.

        DuringWorldWarIIheservedintheRoyalNavy  andwasinvolvedinthesinkingofGermany’smightiestbattleship,theBismarck.He  participatedintheinvasionofNormandyonD-Dayandatwar’sendwentbacktoteachingandwriting.

      In1961hissuccessfulbooksallowedGoldingtoleavehisteachingpostandhespenta

     yearaswriter-in-residenceatHollinsCollegeinVirginia.Hethenbecameafull-timewriter.

         HereceivedaknighthoodfromQueen  ElizabethIIin1988.

         WilliamGoldingdiedinhishomeat  Perranarworthal,nearTruro,Cornwallon

     June19,1993.

WilliamGolding’smainworks

      Poems （1934）

      LordoftheFlies （1954） LordoftheFlies isathought-provokingnovelauthoredbyWilliamGoldingin1954.Thebookdescribesindetailthehorrificexploitsofabandofyoungchildrenwhomakeastrikingtransitionfromcivilizedtobarbaric. LordoftheFlies commandsapessimisticoutlookthatseemstoshowthatmanisinherentlytiedtosociety,andwithoutit,wewouldlikelyreturntosavagery.

      TheInheritors 《继承者》（1955）

      PincherMartin 《品契·马丁）（1956）

      TheSpire （1964）《塔尖》（1964）

      Darkness Visible （1979）《看得见的黑暗》（1979）

      TheTrilogyRitesofPassage （1980,BookerPrize）《航程祭典》（1980）

      CloseQuarters （1987）《近方位）（1987）

      FireDownBelow （1989）,republishedunderthegeneraltitle ToTheEndsoftheEarth

Quotationsoftheauthor

Languagefitsoverexperiencelikeastraight-jacket.

Myyesterdayswalkwithme.Theykeepstep,theyaregrayfacesthatpeerovermyshoulder.

Novelistsdonotwriteasbirdssing,bythepushofnature.Itispartofthejobthatthereshouldbemuchroutineandsomedailystuffonthelevelofcarpentry.

II.Rodin’sThinker

奥古斯特·罗丹（AugusteRodin,1840－1917）法国雕塑艺术家，他在很大程度上以纹理和造型表现他的作品，倾注以巨大的心理影响力，被认为是19世纪和20世纪初最伟大的现实主义雕塑艺术家。

他所塑造的人物都是忍辱负重、现实生活的内涵写照，他的艺术力量不是外在的呼喊，而是理性意义的表露，是内心情感与思想的自然爆发。

他的取材但丁“神曲”的“地狱之门”这一与建筑紧密相连的巨大艺术工程，耗去了他后半生的整整37年，至逝世也未完成。

著作有《罗丹艺术论》。

Restingonthehorizontalpanelabovethedoors,TheThinkerbecamethefocalpointofTheGatesofHellandsubsequentlyperhapsthemostwell-knownsculptureofalltime.Theathletic-lookingfigure,inspiredbythesculptureofMichelangelo,depictsamaninsobermeditation,yetwhosemusclesstrainwitheffort—possiblytoevokeapowerfulinternalstruggle.RodininitiallyreferredtothefigureasDantebuteventuallywhatweknowasTheThinkerevolvedintoamoresymbolicrepresentationofcreativity,intellect,andaboveall—thought.

III.GoddessVenus

VenusofMilo

VenusdeMilo （about150—100BC）isconsideredbymanyarthistorianstobetheidealofHellenisticbeauty.Itwascarvedoutofmarbleandstandsapproximately205cm（6ft10in）high.

AsRomanGoddessofLoveandBeauty,VenusisassociatedwithcultivatedfieldsandgardensandlateridentifiedbytheRomanswiththeGreekGoddessofLove,Aphrodite.

PartThree:

  Text Appreciation

1.TextAnalysis 

       1.Theme

       2.Structure

       3.GeneralAnalysis

       4.FurtherQuestionsonAppreciation

II.WritingDevices

     1.Metonymy             4.Hyperbole

     2.Synecdoche           5.Simile

     3.Irony                     6.Metaphor

III.SentenceParaphrase

TextAnalysis

Theme

Thinkingisnotjustforprofessionalthinkerslikephilosophers.Itissomethingalleducatedpeople  shouldenjoydoing,anditisconsideredoneofthemostpreciousqualitiesinyoungscholarsforthehealthymentaldevelopment. 

Structure

Part1（Paras.  1—24） about:

Howthesubjectofthinkingwasfirstbroughtuptotheauthorandhisunderstandingofthenatureof“grade-threethinking”

Part2（Paras.25—29） about:

Theauthor’sanalysisofthenatureof“grade-twothinking”

Part3（Paras.30—35） about:

Theauthor’s  understandingofthe“grade-onethinking”andhisdesireforit

Howarethethreestatuettesdescribedbytheboyandwhatdotheysymbolize?

Venus

nakedwithnothingbutabathtowel;noarms;inanunfortunateposition

frozeninpanic,worryingaboutthetowel

busyingbeingbeautiful

Leopard

crouching;naked

readytospringdownatthetopdrawerfromthecupboard

busybeingnatural

Rodin’sThinker

naked,muscular,whosat,lookingdown;hischinonhisfistandelbowonhisknee（Scanthetextandlistouttherelatedinformation）

utterlymiserable;contemplatethehindquartersoftheleopardinendlessgloom

notmiserable,animageofpurethought

Question:

  Whatdothethreestatuettessymbolize?

  Whateffectdotheboy’sdescriptionshave?

Theyrepresentedthewholeoflife.Theleopardstoodforallanimalneedsordesires;VenusstoodforloveandtheThinkerstoodforthinkingasauniquelyhumanfeature.

Anhumorousandsarcasticeffecthasbeenachievedbytheauthor’sdescriptionofthestatuettes,whichestablishedabackgroundtosupporthislateranalysisofthreegradesofthinkingandsomehumannatures.

Question:

Howdidtheauthordescribethefollowingfigurestodemonstratehisanalysesofdifferentgradesofthinking?

Headmaster:

nothinghumaninhiseyes,nopossibilityofcommunication（notunderstandhisstudents）

Me,theboy:

delinquent,notintegrated,misunderstandingthesymbolicmeaningofthestatuettes,couldn’tthink

Mr.Houghton:

ruinedbyalcohol,preachinghigh-morallifebutshowinghypocriticalandprejudicednature

Apiouslady:

whohatedGermanwiththepropositionoflovingenemies

Question:

Howdidtheauthordescribethefollowingfigurestodemonstratehisanalysesofdifferentgradesofthinking?

Ruth:

foolishargument,illogicalandfledatlast

BritishPrimeMinister:

talkingaboutthegreatbenefitconferringonIndiabyjailingNehruandGandhi

Americanpoliticians:

talkingaboutpeaceandrefusingtojointheLeagueofNations

Me,theauthor:

noteasilystampede,detectcontradiction;turnedintoaprofessionalthinker

Thesummaryofthecharacteristicsofthethreegradesofthinking

ThinkingGrade-three-----characteristics:

  Ignorance,hypocrisy,prejudice,self-satisfied,contradictions------examples:

Mr.Houghton,ninetensofpeople

ThinkingGrade-two-----characteristics:

:

Detectingcontradictions;donotstampedeeasily;lagbehind,awithdrawal,destroybutnotcreate------examples:

  Ruth,theauthor,（maybe）someacquaintances

ThinkingGrade-one---characteristics:

Tofindoutwhatistruth,basedonalogicalmoralsystem

examples:

  farandfewbetween,onlyinbooks

FurtherQuestionsonAppreciation

      1.Whatdoestheauthormeanwhenhesay“…Idroppedmyhobbyandturnedprofessional”?

      2.Whyistheauthormuchmoreconclusiveandinformativeaboutgrade-threeandgrade-twothinkingthanaboutgrade-one?

Whatdoyouthinkgrade-onethinkingis?

Haveyougotanyindicationfromtheessay?

      3.GiveexamplesofGolding’swit.Doeshissenseofhum