Unit 1 Thinking as a HobbyWord格式文档下载.docx

Unit 1 Thinking as a HobbyWord格式文档下载.docx

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PartOne 

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.” 

—René

Dé

scarteReneDescartes（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?

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） 

isathought-provokingnovelauthoredbyWilliamGoldingin1954.Thebookdescribesindetailthehorrificexploitsofabandofyoungchildrenwhomakeastrikingtransitionfromcivilizedtobarbaric. 

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.

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） 

Theauthor’sanalysisofthenatureof“grade-twothinking”

Part3（Paras.30—35） 

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.

Howdidtheauthordescribethefollowingfigurestodemonstratehisanalysesofdifferentgradesofthinking?

Headmaster:

nothinghumaninhiseyes,nopossibilityofcommunication（notunderstandhisstudents）

Me,theboy:

delinquent,notintegrated,misunderstandingthesymbolicmeaningofthestatuettes,couldn’tthink

Mr.Houghton:

ruinedbyalcohol,preachinghigh-morallifebutshowinghypocriticalandprejudicednature

Apiouslady:

whohatedGermanwiththepropositionoflovingenemies

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