《综合英语》课程教学资源Ⅳ_48291_课程资源_综合英语Ⅳ_unit 1

CONTEMPORARYCOLLEGEENGLISHBOOK4Unit 1 Thinking as a Hobby

Unit 1 Thinking as a Hobby CONTEMPORARY COLLEGE ENGLISH BOOK 4

Cultural Background Surf the internet to find information on thefollowing topics:1. What do you know about william Golding?2. Try to find at least one thesis on the writing styleof William Golding. You'll be asked to share yourdiscovery in class next time when we meet.3. Offer information on the three statuettesmentioned at the beginning of the text

• Surf the internet to find information on the following topics: 1. What do you know about william Golding? 2. Try to find at least one thesis on the writing style of William Golding. You’ll be asked to share your discovery in class next time when we meet. 3. Offer information on the three statuettes mentioned at the beginning of the text. Cultural Background

A Summary of the three types of thinkingthinkingcharacteristicsexamplesGrade-one thinkingGrade-two thinkingGrade-three thinking

A Summary of the three types of thinking thinking characteristics examples Grade-one thinking Grade-two thinking Grade-three thinking

eaangCRead the text and answer the following questions:How did the headmaster teach the child? What'sthe problem with his way of teaching?The writer dipicted Mr Houghton in vein ofhumor. How did he acvhieve it? What's theproblem with Mr. Houghton's way of thinking?

• Read the text and answer the following questions: 1. How did the headmaster teach the child? What’s the problem with his way of teaching? 2. The writer dipicted Mr Houghton in vein of humor. How did he acvhieve it? What’s the problem with Mr. Houghton’s way of thinking? Indepth Reading

IndepthReading How did the author deal with grade-threethinkers at first? Illustrate your viewpoint withanexample. Did he change his idea about this group ofpeople later? What do you think happened inhis encounter with the pious lady?

Indepth Reading • How did the author deal with grade-three thinkers at first? Illustrate your viewpoint with an example. • Did he change his idea about this group of people later? What do you think happened in his encounter with the pious lady?

Indepth Reading What happened to his romance with Ruth? Please present the argument between Ruth andhim in a dialogue What price is paid for being a grade-two thinker?Answer the question by using sentences fromthe text

Indepth Reading • What happened to his romance with Ruth? • Please present the argument between Ruth and him in a dialogue. • What price is paid for being a grade-two thinker? Answer the question by using sentences from the text

Indepth ReadingWhydoestheauthordecidetobecomeagrade-one thinker? How does he distinguishgrade-one thinking from grade-two thinking?Hesaysthatall grade-onethinkersmustdevelopacoherentsystemforliving?Whatdoeshemeanbythis?

Indepth Reading • Why does the author decide to become a grade-one thinker? How does he distinguish grade-one thinking from grade-two thinking? He says that all grade-one thinkers must develop a coherent system for living? What does he mean by this?

Indepth Reading When discussing the three grades ofthinking with typical examples, the writeralso ridiculed fine arts production, British andAmerican politicians, businessmen, mostbooks, a young navy officer. How did hedipict these? Try to summarize thedescription

Indepth Reading • When discussing the three grades of thinking with typical examples, the writer also ridiculed fine arts production, British and American politicians, businessmen, most books, a young navy officer. How did he dipict these? Try to summarize the description

Paraphrasethe FollowingSentencesI was not integrated, I was, if anything, disintegrated. (Para.Nature had endowed the rest of the human race with a sixthsense and left me out. (Para. 15)You could hear the wind, trapped in his chest and strugglingwith all the unnatural impediments. His body would reel witshock and his face go white at the unaccustomed visitation.Para.19)Technically, it is about as proficient as most businessmen's gas honest as most politicians' intentions, or as coherent as mbooks thatget written. (Para.23)

I was not integrated, I was, if anything, disintegrated. (Para. 4) Nature had endowed the rest of the human race with a sixth sense and left me out. (Para. 15) You could hear the wind, trapped in his chest and struggling with all the unnatural impediments. His body would reel with shock and his face go white at the unaccustomed visitation. (Para. 19) Technically, it is about as proficient as most businessmen’s golf, as honest as most politicians’ intentions, or as coherent as most books that get written. (Para. 23) Paraphrase the Following Sentences

Paraphrasethe FollowingSentencesI no longer dismiss lightly a mental process which for ninetenths of the population is the nearest they will get to though(Para. 24)Grade-two thinking is a withdrawal, with eyes and ears opendestroys without having the power to create. (Para. 25)I slid my arm around her waist and murmured that if we wecounting heads, the Buddhists were the boys for my money.Had the game gone too far? In those prewar days, I stood tolose a great deal, for the sake of a hobby. (Para. 33)

I no longer dismiss lightly a mental process which for nine tenths of the population is the nearest they will get to thought (Para. 24) Grade-two thinking is a withdrawal, with eyes and ears open. It destroys without having the power to create. (Para. 25) I slid my arm around her waist and murmured that if we were counting heads, the Buddhists were the boys for my money. Had the game gone too far? In those prewar days, I stood to lose a great deal, for the sake of a hobby. (Para. 33) Paraphrase the Following Sentences