-
基础英语
4
课程教案
授课题目（教学章、节或主题）
：
Unit 1
Thinking
as a Hobby
课时安排
授课时间
8
学时
第一周
,
第二周
教学目的和要求（分掌握、熟
悉、了解三个层次）
：
1.
掌握
Master the key words,
phrases and some useful sentence patterns in the
text.
2
．
熟悉：
Get familiar with rules of word
formation
，
grammatical points
and understand the
structure of the
text
3
．了解：
Get to
know something about the author and the three
grades of thinking
教学内容（包括基本内容、重点、难点）
：
1
．基本内容：
Understand
the whole text; Think about the meaning of
thinking
2
．重点：
key
words, phrases and some useful sentence pattern
lest,
masterpiece,
modest,
muscular,
patriotism,
proficient,
ruinous,
spectacles,
vanish
acquaintance,
centralized,
compensation,
compulsive,
contemplate,
contempt,
contradiction, gloom, hideous, irresistible,
3
．难点：
Grammar
—
the uses of
being
讲课进程和时间分配：
Step 1
Lead in
(15 minuets)
1.
Warm-up activities;
2.
Introductory
Remarks;
3.
Information related to the text;
Step 2 Global Reading (15minutes)
1.
Part Division
of the text
2.
questions for discussion
Step 3 Detailed Reading(200 minutes)
1.
Language
points;
2.
Difficult sentences;
3.
Questions
about the text for discussion;
4.
Grammar
Step 4 After Reading (130minutes)
1.
Discussion;
- 1 -
2.
Make a summary
of the text
3.
Exercises in the textbook
讨论、思考题、作业：
Assignments:
t’s
book Page
16:
Exercises II V
ocabulary
t
’s
book Page
s 18-21
3.
Translation: Page 17 Exercise 3 sentence 1
< br>，
5
，
8
，
9+ Page 25
1
，
8
，
9
4. Translation 4 on Page 25 Paragraph
3,4
参考资料（含参考书、文献等）
：
Contemporary
College English
Intensive Reading:
Teacher’s Book
Advanced
Learner’s English
-Chinese Dictionary
On-line resource
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
√
< br>）
：多媒体
√
模型
□
实物
□
挂图
□
音像
□
其他
□
- 2 -
Unit 1
Thinking as a Hobby
by William Golding
Teaching
Objectives
1. Master the key words,
phrases and some useful sentence patterns in the
text.
2. Get familiar with rules of
word formation
，
grammatical
points and understand the structure of
the text
3. Get to know
something about the author and the three grades of
thinking
Teaching Procedure
Part I Background Information
1. About the author
--
Sir William Gerald Golding(September
19, 1911
—
June 19,
1993)
He was an English
novelist, poet and winner of Nobel in Literature:
“for his novels which,
wit
h the
Perspicuity
（睿智）
of realistic narrative art and the
diversity and
universality of myth,
illuminate
the Human condition in the
world of today.”
His
work is characterized by exploration of 'the
darkness of man's heart', deep spiritual and
ethical
questions.
Golding's
view
is
pessimistic:
human
nature
is
inherently
corruptible
and
wicked.
His
first novel, Lord of the Flies
《蝇王》
(1954), dealt with an
unsuccessful struggle against
barbarism
（野蛮主义）
and war, thus showing the ambiguity
（不确定性）
and
fragility
（脆弱性）
of
civilization. It has also been said that it is an
allegory(
寓
言
) of
World War II.
2. Brief Introduction to the Text
The
author’s
use
of
the
word
“hobby”
is
interesting.
By
using
this
word
he
means
that
thinking is not just for professional
thinkers like philosophers. It is something all
educated people
should
enjoy
doing.
This
special
interest
is
often
referred
to
as
“idle
curiosity”,
and
it
is
considered
one of the most precious qualities in young
scholars. Students should play with ideas
the way they play with balls. Both are
important for their healthy development, one
mental, and
the other physical.
The essay
can be neatly
divided into three parts. The first
part tells
us
how
the subject
of
thinking was
first brought up to the author and how he came to
understand the nature of what he
calls
“grade
-
three thinking”,
which, he discovered, was no thinking at all, but
a combination of
ignorance, prejudice
and hypocrisy. Unfortunately, according to the
author, most people belong to
this
category.
- 3 -
The
second
part
de
als
with
“grade
-
two
thinking”.
People
who
belong
to
this
category
can
detect the contradictions of
grade-
three thinkers’ beliefs. They can
see their ignorance, prejudice,
hypocrisy
and
lack
of
logic,
which
gives
them
great
delight
and
satisfies
their
ego.
However,
grade-two
thinking
has
nothing
constructive
to
offer.
It
destroys
without
the
power
to
create.
Therefore the
satisfaction it brings the thinker is limited and
does not last. The answer to this lies
in
the third part in
which the author discusses
the definition of
“grade
-
one thinkers”
—
people
who set out to find the truth and get
it.
It would be interesting
to ask ourselves which of the three categories we
belong to, and if, for
some reason, we
are not yet grade-one thinkers, whether we have
any need or wish to move up to
the next
grade.
The author does not say
explicitly what coherent system of thought he has
finally developed
which
makes
him
a
grade-one
thinker.
But
he
has
given
us
very
broad
hints.
Obviously
his
thinking
is
based
on
high
moral
standards
and
is
opposed
to
such
things
as
big
business,
centralized
government,
wars,
armies,
heady
patriotism,
dishonest
politicians,
etc.
which
he
regards
as
mere
trifles
or
pointless
actions.
We
can
also
infer
from
his
sarcastic
description
of
those historical events and political
figures where he stands in religion and politics.
Part II.
Questions for Discussion
1.
What is this essay talking about?
2.
What do the three statuettes symbolize?
What effect do the boy’s
descriptions have?
3.
How
did
the
author
describe
the
following
figures
to
demonstrate
his
analyses
of
different
grades of
thinking?
Headmaster
Me, the boy
A pious lady
Ruth
Mr.
Houghton
British Prime Minister
American politicians
Me,
the author
Part III.
Detailed Discussion of the Text
1.
nothing but(p2): nothing except; only
-- His parents care nothing but his
scores at school.
-- One was a lady
wearing nothing but a bath towel.
2. lest (p2):for fear that; in order to
make sure that sth. will
not happen
-- He hide behind the
curtain lest the professor (should) see him.
-- She turned pale when her son came
out of the study lest he (should) have heard what
she had
said.
3. farther: v.
further
-- After graduating from Fu Dan
University with the bachelor degree, he went
abroad to seek
- 4 -