-
Unit one
Think as a hobby
本单元教学目标
1,
Explain the pre-class work.
2,Ask
students to acquire relevant background
information.
3,Elicit the
students
’
critical thinking
on the topic concerned
4,Summarize the
main idea of the author
’
s
argument.
5,Master the use of relevant
words and expression.
6,Highlight the
language points.
教学重点和难点
1,Words information
2,Background information
3,Useful expression
4,Understanding of
author
’
s argument
Background information
William Golding
Two
points
are
to
emphasize
here:1)
William
Golding
was
a
winner
of
the
Nobel
Prize
for
Literature, who was
versatile
（多才多艺的，多方面的，通用的）
in
his literature career. 2) His
novels
are
remarkable
for
their
striking
varied
setting
,thus
leading
to
the
2
specific
setting
exhibited in the
text : stories of Mr. Houghton, the headmaster and
Ruth, the author
’
s ex-
girlfriend.
Note
that
this
text
is
an
argumentation
in
style,
but
it
is
interwoven
with
many
vivid
descriptions,which
make
the
essay
not
only
eloquent
and
convincing,
but
also
lifelike
and
is the feature os that makes this
essay somewhat different from the other
text
’
s we
have
covered
in
Book
2
and
Book
3,
thus
the
writing
technique
of
interweaving
argument
and
description is worth our attention.
?
Text lecture
Global reading
The general idea of the passage: Think
is not just for professional thinkers like
philosophers. It is
also
something
all
educated
people
should
enjoy
doing,
and
it
is
considered
one
of
the
most
precious qualities in young scholars
for the healthy mental development.
Outline of the passage
1,Paragraph
1-24
How
the
subject
of
thinking
was
first
brought
up
to
the
author
and
his
understanding of the nature of
“
grade-three thinking.
2,Paragraph 25-29
The
author
’
s analysis of
“
grade-three
thinking
”
.
3,Paragraph 26-35
The
author
’
s understanding of
the
“
grade-three
thinking
”
and hie desire for
it.
Detail discussion of the
Text
1.I came to the conclusion that
there were three grades of think; and that I
myself could not think
at all. (para 1)
?
This is an
appositive clause
（同位语从句）
with two parts. Note that the second
introductory
“
that
”
is not to be omitted.
?
come to the conclusion
得出结论