3 Unit 1 thinking as a hobby.docx

3 Unit 1 thinking as a hobby.docx

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3Unit1thinkingasahobby

UnitOne

一、授课时间：

第1周第3次课；第2周3次课；第3周第1和第2次课

二、授课类型（理论课、实践课）：

理论与实践相结合

三、授课题目（教学章、节或主题）：

TextA:

ThinkingasaHobby

四、授课时数：

共12课时

讲课9课时；练习2课时；实践1课时

五、教学目的、要求（分掌握、熟悉、了解三个层次）:

1）了解课文相关背景知识

2）熟悉文章的基本框架、主题思想、主要修辞手法

3）掌握重点词组、短语、句子和段落

4）通过课文学习，帮助学生培养高层次的思维能力

六、教学重点及难点：

1）Vocabulary:

Verb:

slip,integrate；Noun:

rule,interaction；Conj:

lest；Idiomsof“tostand”

2）GrammarFocus:

Parallelconstructions；Subjectcomplement；Tenses&Verbforms

七、教学基本内容纲要：

PartOneWarm-up

I.PictureDescription

II.QuotationsonThinking

III.WhatIsYourStory?

PartTwoBackgroundInformation

I.Author

SirWilliamGeraldGolding

TheAuthor’sBackground

WilliamGolding’smainworks

II．Rodin’sThinker

PartThreeTextAppreciation

I.TextAnalysis

Structure

GeneralAnalysis:

Somequestionsongeneralunderstandingofthetext;Thesummaryofthecharacteristicsofthethreegradesofthinking.

FurtherQuestionsonAppreciation

II.WritingDevices

1.Metonymy

2.Synecdoche

3.Irony

4.Hyperbole

5.Simile

6.Metaphor

III.SentenceParaphrase

PartFourLanguageStudy

WordBuilding

1.Prefix—hind

2.Suffix—-ette

3.Derivative:

4.Suffix—-fer

Grammar

1.Parallelism

2.TheUseofComplement

PartFiveExtension—Quiz

八、教学方法和措施：

1、以学生为主体，教师为主导，课堂上开展以任务为中心的形式多样的教学活动，在加强基础训练的同时，采用启发式、讨论式、发现式和研究式的教学方法，充分调动学生的积极性。

2、以课堂教学的内容为基础，引导学生阅读课文相关材料以及费尔丁的其它作品；鼓励学生模仿Ｍr.Houghton的滑稽动作，以帮助学生加深课文印象。

九、作业、讨论题、思考题：

I.OralWork

Retellthestoryabouthowtheauthorlosthisgirlfriend.

Giveabriefdescriptionofthethreegradesofthinkingwithyourownillustrations

II.Writing

Writeanessayabout200wordstoexpoundyouropinionsonthisquotation.Trytosupportyourideawithexamplesanddrawanaturalconclusiontoyouressay.

十、参考资料（含参考书、文献等）:

1．杨立民主编，《现代大学英语精读》（4）教师用书。

北京：

外语教学与研究出版社，2012年。

2．《高等学校英语专业英语教学大纲》，外语教学与研究出版社，上海外语教育出版社，2000年。

3．ASHornby主编，《牛津高阶英汉双解词典》（第6版）。

北京：

商务印书馆，香港：

牛津大学出版社（中国）有限公司，2004年。

4．丁往道、吴冰等编著，《英语写作手册》。

北京：

外语教学与研究出版社，1998年。

5．张道真，《现代英语用法词典》。

北京：

外语教学与研究出版社，1994年。

6．张道真、温志达，《英语语法大全》上、下卷。

北京：

外语教学与研究出版社，1998年。

十一、课后小结:

Unit1

TextA–ThinkingasaHobby

PartOneWarm-up

I.PictureDescription

Pleasedescribethefollowingpicturesindetailanddepicttheirsymbolicmeaninginyourownwords.

Compareyouranswerwiththatoftheauthor,andtrytofindtheirsymbolicmeaningintheboy’s（theauthor）eyes.

II.QuotationsonThinking

“Intelligenceissomethingwearebornwith.Thinkingisaskillthatmustbelearned.”

—EdwarddeBono

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

“Ithink,thereforeIam.”—RenéDéscartes

“Icannotteachanybodyanything,Icanonlymakethemthink.”—Socrates

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

“Thinkingiswhatagreatmanypeoplethinktheyaredoingwhentheyaremerelyrearrangingtheirprejudices.”—WilliamJames

“Nurtureyourmindwithgreatthoughts.”—BenjaminDisraeli

“Whatisthehardesttaskintheworld?

Tothink.”—RalphWaldoEmerson

III.WhatIsYourStory?

Haveyougotananecdoteortruestoryaboutyourschoollife?

Wouldyouliketotellittoyourpartner?

PartTwoBackgroundInformation

I.Author

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

“forhisnovelswhich,withtheperspicuityofrealisticnarrativeartandthediversityanduniversalityofmyth,illuminatethehumanconditionintheworldoftoday.”

TheAuthor’sBackground

BornonSeptember19,1911atSt.ColumbMinor,avillagenearNewquay,Cornwall,hestartedwritingattheageofseven.

HewenttoOxfordUniversity（BrasenoseCollege）in1930,wherehestudiednaturalsciencesandEnglishlanguage.Hisfirstbook,acollectionofpoems,appearedayearbeforeGoldingreceivedhisBA.

HemarriedAnnBrookfield,ananalyticalchemist,in1939.HebecameateacherofEnglishandphilosophyatBishopWordsworth’sSchoolinSalisbury.

DuringWorldWarIIheservedintheRoyalNavyandwasinvolvedinthesinkingofGermany’smightiestbattleship,theBismarck.HeparticipatedintheinvasionofNormandyonD-Dayandatwar’sendwentbacktoteachingand]writing.

In1961hissuccessfulbooksallowedGoldingtoleavehisteachingpostandhespentayearaswriter-in-residenceatHollinsCollegeinVirginia.Hethenbecameafull-timewriter.HereceivedaknighthoodfromQueenElizabethIIin1988.

WilliamGoldingdiedinhishomeatPerranarworthal,nearTruro,CornwallonJune19,1993.

WilliamGolding’smainworks

Poems（1934）；LordoftheFlies（1954）；TheInheritors（1955）；PincherMartin（1956）

FreeFall（1959）；TheSpire（1964）；DarknessVisible（1979）

TheTrilogyRitesofPassage（1980,BookerPrize）

CloseQuarters（1987）；FireDownBelow（1989）,republishedunderthegeneraltitleToTheEndsoftheEarth

Quotationsoftheauthor

Languagefitsoverexperiencelikeastraight-jacket.

Myyesterdayswalkwithme.Theykeepstep,theyaregrayfacesthatpeerovermyshoulder.

Novelistsdonotwriteasbirdssing,bythepushofnature.Itispartofthejobthatthereshouldbemuchroutineandsomedailystuffonthelevelofcarpentry.

II．Rodin’sThinker

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

III.GoddessVenus

AsRomanGoddessofLoveandBeauty,VenusisassociatedwithcultivatedfieldsandgardensandlateridentifiedbytheRomanswiththeGreekGoddessofLove,Aphrodite

PartThreeTextAppreciation

I.TextAnalysis

1.Theme:

Thinkingisnotjustforprofessionalthinkerslikephilosophers.Itissomethingalleducatedpeopleshouldenjoydoing,anditisconsideredoneofthemostpreciousqualitiesinyoungscholarsforthehealthymentaldevelopment.

2.Structure

Part1（Paras.1—24）about:

Howthesubjectofthinkingwasfirstbroughtuptotheauthorandhisunderstandingofthenatureof“grade-threethinking”

Part2（Paras.25—29）about:

Theauthor’sanalysisofthenatureof“grade-twothinking”

Part3（Paras.30—35）about:

Theauthor’sunderstandingofthe“grade-onethinking”andhisdesireforit

3.GeneralAnalysis

Question1:

Howarethethreestatuettesdescribedbytheboyandwhatdotheysymbolize?

Venus

nakedwithnothingbutabathtowel;noarms;inanunfortunatepositionfrozeninpanic,worryingaboutthetowelbusyingbeingbeautiful

Leopard

crouching;naked,readytospringdownatthetopdrawerfromthecupboard

busybeingnatural

Rodin’sThinker

naked,muscular,whosat,lookingdown;hischinonhisfistandelbowonhisknee,utterlymiserable;contemplatethehindquartersoftheleopardinendlessgloom,notmiserable,animageofpurethought

Question2:

Whatdothethreestatuettessymbolize?

Whateffectdotheboy’sdescriptionshave?

Theyrepresentedthewholeoflife.Theleopardstoodforallanimalneedsordesires;VenusstoodforloveandtheThinkerstoodforthinkingasauniquelyhumanfeature.

Anhumorousandsarcasticeffecthasbeenachievedbytheauthor’sdescriptionofthestatuettes,whichestablishedabackgroundtosupporthislateranalysisofthreegradesofthinkingandsomehumannatures.

Question3:

Howdidtheauthordescribethefollowingfigurestodemonstratehisanalysesofdifferentgradesofthinking?

Headmaster:

nothinghumaninhiseyes,nopossibilityofcommunication（notunderstandhisstudents）

Me,theboy:

delinquent,notintegrated,misunderstandingthesymbolicmeaningofthestatuettes,couldn’tthink

Mr.Houghton:

ruinedbyalcohol,preachinghigh-morallifebutshowinghypocriticalandprejudicednature

Apiouslady:

whohatedGermanwiththepropositionoflovingenemies

Question4:

Howdidtheauthordescribethefollowingfigurestodemonstratehisanalysesofdifferentgradesofthinking?

Ruth:

foolishargument,illogicalandfledatlast

BritishPrimeMinister:

talkingaboutthegreatbenefitconferringonIndiabyjailingNehruandGandhi

Americanpoliticians:

talkingaboutpeaceandrefusingtojointheLeagueofNations

Me,theauthor:

noteasilystampede,detectcontradiction;turnedintoaprofessionalthinker

Thesummaryofthecharacteristicsofthethreegradesofthinking

ThinkingCharacteristicsandexamples

Grade-threeIgnorance,hypocrisy,prejudice,self-satisfied,contradictions

Mr.Houghton,ninetensofpeople

Grade-twoDetectingcontradictions;donotstampedeeasily;lagbehind,awithdrawal,destroybutnotcreate

Ruth,theauthor,（maybe）someacquaintances

Grade-oneTofindoutwhatistruth,basedonalogicalmoralsystem

farandfewbetween,onlyinbooks

4.FurtherQuestionsonAppreciation

1.Whatdoestheauthormeanwhenhesay“…Idroppedmyhobbyandturnedprofessional”?

2.Whyistheauthormuchmoreconclusiveandinformativeaboutgrade-threeandgrade-twothinkingthanaboutgrade-one?

Whatdoyouthinkgrade-onethinkingis?

Haveyougotanyindicationfromtheessay?

3.GiveexamplesofGolding’swit.Doeshissenseofhumorandtheuseofsomewritingdeviceshelphimachievehispurposeinthisessay?

Givesomeexamples