week 1_shen. goal appreciation application comprehension literal inferral critical theme style...

Week 1_SHENWeek 1_SHEN


Goal Goal

Appreciation

application

Comprehension

Literal Inferral Critical

Theme Style

Translation Writing Thinking


Teaching Model Teaching Model

Preparation:Preparation:

1. familiarity with the text1. familiarity with the text

2. variety of teaching material2. variety of teaching material

3. anticipation of students’ response3. anticipation of students’ response Class organization:Class organization:

Student contribution:Student contribution:


Images Images


Use of PPTUse of PPT

““ 始吾幼且少，为文章，以辞为工。及始吾幼且少，为文章，以辞为工。及长，乃知文者以明道，是固不苟为炳炳烺长，乃知文者以明道，是固不苟为炳炳烺烺，务采色，夸声音而以为能也。” 烺，务采色，夸声音而以为能也。”

-------- 柳宗元柳宗元


CLASS ORGANIZATIONCLASS ORGANIZATION

Six-hour arrangementSix-hour arrangement

1---2: lead-in, global understanding1---2: lead-in, global understanding

3---4: textual analysis3---4: textual analysis

text-based, activity-basedtext-based, activity-based

5---6: discussion, drills, quiz5---6: discussion, drills, quiz


Student contributionStudent contribution

Guide to preparationGuide to preparation PresentationPresentation QuizQuiz EssayEssay Exercise Exercise Additional readingAdditional reading


Conclusion Conclusion

Well-designed textbookWell-designed textbook

1. mastery of language1. mastery of language

2. reading skills2. reading skills

3. cultural and moral education3. cultural and moral education

4. critical thinking4. critical thinking


王安石：”善教者浃于民心王安石：”善教者浃于民心 ,, 而耳目无闻焉而耳目无闻焉 ,,以道扰民者也。不善教者施于民之耳目以道扰民者也。不善教者施于民之耳目 ,, 而而求浃于心求浃于心 ,, 以道强民者也”。以道强民者也”。


Lesson 1Lesson 1

Thinking as a Thinking as a HobbyHobby

By William GoldingBy William Golding


Beyond the leopard Beyond the leopard was a n________, was a n________,

m__________ m__________ gentleman, who sat, gentleman, who sat, looking down, with looking down, with his ____________ his ____________

and his and his _____________. _____________.

He seemed He seemed u________ u________ miserable.miserable.


Mr. HoughtonMr. Houghtonthought with histhought with his

NECKNECK

What does Houghton’s neck stand for?

Which part of your body do you think with?


Quotations Quotations

1. The famous star Jackie Chan uses this brand 1. The famous star Jackie Chan uses this brand of hair shampoo and his hair is gorgeous. I’d like of hair shampoo and his hair is gorgeous. I’d like to try it too.to try it too.

2. Man is Creation’s masterpiece; but who says 2. Man is Creation’s masterpiece; but who says so?so?

--------Elbert HubbardElbert Hubbard 3. The great masses of the people…will more ea3. The great masses of the people…will more ea

sily fall victims to a big lie than to a small one.sily fall victims to a big lie than to a small one. ~ ~ Adolf HitlerAdolf Hitler, Mein Kampf, 1933, Mein Kampf, 1933 4. Learning without thought is labor lost.4. Learning without thought is labor lost. ------ Confucius------ Confucius


Summary Summary

Grade-threeGrade-three Grade-two Grade-two Grade-one Grade-one

naturenature

proportionproportion

behaviorbehavior

consequenconsequencece


Grade-threeGrade-three Grade-two Grade-two Grade-one Grade-one

naturenature prejudiced, prejudiced, ignorant, ignorant, hypocriticalhypocritical

mocking, mocking, satirical, satirical, cynicalcynical

Moral,Moral,

LogicalLogical

Truth-seeking Truth-seeking

proportionproportion 9/109/10 fewerfewer fewestfewest

behaviorbehavior StampedeStampede

Group Group togethertogether

Withdraw,Withdraw,

Lag behindLag behind

Stick to truth,Stick to truth,

Dare to loseDare to lose

consequenconsequencece

Dangerous Dangerous Destructive Destructive but not but not constructiveconstructive

ConstructiveConstructive

creativecreative


Remorselessly: unstoppablyRemorselessly: unstoppably

The wind blows remorselessly.The wind blows remorselessly.

a remorseless pursuita remorseless pursuit Ruthlessly: determinedlyRuthlessly: determinedly

investigate the case ruthlesslyinvestigate the case ruthlessly Furiously: fiercely, with a lot of energyFuriously: fiercely, with a lot of energy

I read furiously in my first year of college.I read furiously in my first year of college.


Difficult sentencesDifficult sentences

There is a kind of innocence in prejudices.There is a kind of innocence in prejudices.

Because grade-thinkers are often Because grade-thinkers are often unaware of their prejudices (they believe unaware of their prejudices (they believe sincerely they are doing the right thing), they sincerely they are doing the right thing), they cannot be blamed for making deliberately a cannot be blamed for making deliberately a wrong judgment.wrong judgment.


paraphrasingparaphrasing ““I no longer dismiss lightly a I no longer dismiss lightly a mental mental

processprocess which for nine tenths of the which for nine tenths of the population is population is the nearestthe nearest they will ever they will ever get get to thoughtto thought.”.”

1.1. 9/10 of the population does grade-3 9/10 of the population does grade-3 thinking.thinking.

2.2. It is the best they can do in terms of It is the best they can do in terms of thinking.thinking.

3.3. I’ve learned not to ignore grade-3 I’ve learned not to ignore grade-3 thinking because….thinking because….


StampedeStampede


Stampede in a mass, easily agitated, thoughtless,

destructive

a bank run


Fox huntingFox hunting

http://news.bbc.co.uk/2/hi/uk_news/44913http://news.bbc.co.uk/2/hi/uk_news/449139.stm9.stm

http://news.bbc.co.uk/2/hi/uk_news/41868http://news.bbc.co.uk/2/hi/uk_news/418681.stm1.stm

Hunting ban in 2004, UKHunting ban in 2004, UK

http://news.bbc.co.uk/2/hi/uk_news/449139.stm





Sum-upSum-up

It’s not true!

What you said is self-contradictory!

Look, I don’t care what everybody says.

Here’s the truth!

I think so, because they all say so! Grade-three

Grade-one

Grade-two


Reading skill: tracing, gap-fillingReading skill: tracing, gap-filling Stylistic appreciation:Stylistic appreciation:

humor--- overstatement, defamiliarizationhumor--- overstatement, defamiliarization

parallelism--- P23, P25parallelism--- P23, P25


FURTHER FURTHER READINGREADING


I would dust Venus and put her aside, for I have come to love her and know her for the fair thing she is.

But I would put the Thinker, sunk in his desperate thought, where there were shadows before him –

and at his back, I would put the leopard, crouched and ready to spring.


,

“His work is characterized by exploration of 'the darkness of man's heart', deep spiritual and ethical questions.”

the Authorthe Author

William Golding (1911 – 1993), British writer,

1983 Nobel Prize Winner


His best-known work: Lord of the Flies (1954)

About a group of small British boys who lapse into violence after they have been stranded on a desert island and lost all adult guidance.

Ironically the adult world is ...


Questions for discussionQuestions for discussion

Golding obviously does not think highly of Golding obviously does not think highly of mass wisdom or set institutions and convemass wisdom or set institutions and conventions. Do you think he has good grounds?ntions. Do you think he has good grounds?

What good can grade-1 thinking bring us sWhat good can grade-1 thinking bring us since it is so costly/perilous?ince it is so costly/perilous?

Do you think it’s possible to be a grade-1 tDo you think it’s possible to be a grade-1 thinker?hinker?


We think so because other people all think We think so because other people all think so; or because – or because – after all we so; or because – or because – after all we do think so; or because we were told so, ado think so; or because we were told so, and think we must think so; or because we nd think we must think so; or because we once thought so, and think we still think so;once thought so, and think we still think so; or because, having thought so, we think w or because, having thought so, we think we will think so…e will think so…

-------Henry Sidgwick-------Henry Sidgwick


"God gave us two ends. One to sit on and "God gave us two ends. One to sit on and one to think with. Success depends on one to think with. Success depends on which one you use; heads you win -- tails, which one you use; heads you win -- tails, you lose."you lose."


Lead-inLead-in What are the three grades of thinking? Can you offer an What are the three grades of thinking? Can you offer an

example for each of them (e.g. historical figures, fictionaexample for each of them (e.g. historical figures, fictional characters or real people in your life)?l characters or real people in your life)?

What do the three statuettes symbolize separately? HoWhat do the three statuettes symbolize separately? How do the three ways of arrangement (para. 9, 34, 48) rew do the three ways of arrangement (para. 9, 34, 48) reflect the three levels of thinking? How would you arrangflect the three levels of thinking? How would you arrange them to reflect your own moral, coherent, logical systee them to reflect your own moral, coherent, logical system of living?m of living?

Why does the author include the episode of his encountWhy does the author include the episode of his encounter with Einstein? Does it help you understand what first er with Einstein? Does it help you understand what first grade thinking is? If not, what is his purpose?grade thinking is? If not, what is his purpose?

Why does Golding structure his essay as a narrative? HWhy does Golding structure his essay as a narrative? H

ow would you write an essay about “three grades of thinow would you write an essay about “three grades of thinking” instead? Which style may have the better effect?king” instead? Which style may have the better effect?


4. 5. 6. The trouble with the world is that 4. 5. 6. The trouble with the world is that the stupid are cocksure and the intelligent the stupid are cocksure and the intelligent are full of doubt.are full of doubt.

~ Bertrand Russell~ Bertrand Russell


7.7. 以铜镜为鉴，可以正衣冠，以人为鉴，可以知以铜镜为鉴，可以正衣冠，以人为鉴，可以知得失，以史为鉴，可以知兴替。得失，以史为鉴，可以知兴替。

8. The great masses of the people…will more ea8. The great masses of the people…will more easily fall victims to a big lie than to a small one.sily fall victims to a big lie than to a small one.

~ Adolf Hitler~ Adolf Hitler, Mein Kampf, 1933, Mein Kampf, 1933 9. Any formal attack on ignorance is bound to fail 9. Any formal attack on ignorance is bound to fail

because the masses are always ready to defend because the masses are always ready to defend their most precious possession – their ignorance.their most precious possession – their ignorance.

~ Hendrik Van Loon~ Hendrik Van Loon


10. A rich man is slave to his possessions. In ord10. A rich man is slave to his possessions. In order to obtain a quantity of false goods he has sold er to obtain a quantity of false goods he has sold the only true, lasting good, his own independencthe only true, lasting good, his own independence.e.

-------- Diogenes-------- Diogenes 11. We think so because other people all think s11. We think so because other people all think s

o; or because – or because – after all we do thino; or because – or because – after all we do think so; or because we were told so, and think we k so; or because we were told so, and think we must think so; or because we once thought so, amust think so; or because we once thought so, and think we still think so; or because, having thond think we still think so; or because, having thought so, we think we will think so…ught so, we think we will think so…

-------Henry Sidgwick-------Henry Sidgwick12.Learning without thought is labor lost.12.Learning without thought is labor lost. ------- Confucius------- Confucius


Role-playing Role-playing Describe the statue of Rodin’s Thinker from the Describe the statue of Rodin’s Thinker from the

perspectives of three grades of thinkers.perspectives of three grades of thinkers.


Wrap-upWrap-up ：： CTCT

Analysing by considering the ELEMENTS:Analysing by considering the ELEMENTS:

Point of view – Purpose – Question at issue – Concepts – Information – Interpretation and inference – Assumptions – Implications and consequences –


ASSIGNMENTASSIGNMENT

Produce a Produce a SEE-ISEE-I on the topic of : on the topic of :

I think it is _____________ to become a I think it is _____________ to become a grade-one thinker.grade-one thinker.

Come to the class with your SEE-I on Friday!!

Statement

Elaboration

Exemplification

illustration


Lord of the FliesLord of the Flies(movie: directed by Peter Brook)(movie: directed by Peter Brook)


The resounding question…The resounding question…

Is Man born good or evil???


Some other works

19801964

1995


At the Nobel Prize Reception

"Twenty-five years ago I accepted the label 'pessimist' thoughtlessly without realising that it was going to be tied to my tail… Critics have dug into my books until they could come up with something that looked hopeless. I can't think why. I don't feel hopeless myself… Under some critical interrogation I named myself a universal pessimist but a cosmic optimist…”

To listen to his Nobel lecture, please visit http://nobelprize.org/literature/laureates/1983/golding-lecture.html


To know more To know more about the writer, about the writer, please visit:please visit:

http://www.william-golding.co.uk/




Objectives Objectives

Theme: Theme:

- - What are the three grades of thinking?

- What is the purpose of the article?


StyleStyle

-- contrast in style between the two parts: -- contrast in style between the two parts:

-- humor, sarcasm, self-mockery -- humor, sarcasm, self-mockery

-- parallel structures-- parallel structures

-- simile, metaphor & metonymy-- simile, metaphor & metonymy


StructureStructure

Para. 1 – Para. 22: IntroductionPara. 1 – Para. 22: Introduction

Para. 23 – Para. 24: Grade-three thinkingPara. 23 – Para. 24: Grade-three thinking

Para. 25 – Para. 29: Grade-two thinkingPara. 25 – Para. 29: Grade-two thinking

Para. 30 – Para. 35: Grade-one thinkingPara. 30 – Para. 35: Grade-one thinking


Detailed StudyDetailed Study

Section ISection I

(Para. 1 – Para. 15)(Para. 1 – Para. 15)

At the headmaster’s officeAt the headmaster’s office


Don’t you ever think at all?

Then you’d better learn – hadn’t you?

That’s what a man looks like when

he’s really thinking.


Why was he a frequent visitor to the headmaster’s study?

(because of the latest thing I had done or left undone)

What would he do when he found himself in a penal position before the headmaster’s desk?

(sink his head, writhe his shoe, stare down at the worn rug)

What would he see when he was demanded to look up?

Comprehension Qs


……frozen in an eternal frozen in an eternal panic lest…panic lest…

……in an unfortunate in an unfortunate position to…position to…

……busy being …busy being …

Next to her, crouched…, ready to…

Beyond the leopard was…

He seemed ______ly miserable.


Humor Humor

Defamiliarization:Defamiliarization:

a technique by which the writer disrupts oa technique by which the writer disrupts our ur habitualhabitual perception of the world and ena perception of the world and enables us to see things bles us to see things afreshafresh..


Alternative perspectivesAlternative perspectives


Humor (2)Humor (2)

Exaggeration:Exaggeration:

para. 9para. 9

“ “contemplate”, “hindquarters”contemplate”, “hindquarters”

“ “inspecting the universe”inspecting the universe”


Why couldn’t he communicate with the headmaster?

(nothing human behind the headmaster’s spectacles when they caught the light)

What was the conclusion he came to in the end?

(he couldn’t think – something missing in him; others claimed they could think; there were three grades of thinking)

What does the story between the headmaster and the boy tell us?


Mr. Houghton

Now, boys! Deep breaths!

Feel it right down inside you – huge draughts of God’s good

air!


Comprehension QsComprehension Qs

What he claimed Telling me to think He had thought a bit

himself. Always talking about the

clean life and the virtues of fresh air.

High-minded monologues about the good life, sexless and full of duty.

What he did Heavy drinking Health ruined Unaccustomed to fresh

air Watching girls out of sight Settled detestation of

France & America

What kind of person was Mr. Houghton?What kind of person was Mr. Houghton?

Conclusion:

He thought with his neck. (irrational, illogical, hypocritical, biased …)


He would stand before us, put his hands on his waist and take a ___________breath.

You could hear the wind, _________in his chest and ______________with all the

unnatural ________________. His body would _________with shock and his face

_______white at the unaccustomed _____________. He would __________back

to his desk and ___________there, __________ for the rest of the morning.

tremendous

trappedstruggling

impediments

reel

govisitation stagger

collapseuseless

Check on Preview


Three statuettesThree statuettes

introduction of the subject; foreshadowingintroduction of the subject; foreshadowing The headmasterThe headmaster

the purpose of the article: how to educate peothe purpose of the article: how to educate people to thinkple to think

Mr. HoughtonMr. Houghton

a living example of grade-three thinkera living example of grade-three thinker

How I started to think;

my first step towards thinking

Sum-up


Additional question:Additional question:

In the original essay, Golding mentioned he later changed the positions of the three statuettes and also told us if he had had chance again, he would have rearranged them in a different way. Besides the humorous effect, does it imply anything else? How would you arrange the three statuettes?


Section IISection II(Para. 23 – 24)(Para. 23 – 24)

Grade-three ThinkingGrade-three Thinking


Homework Homework

Discussion:Discussion:

Provide an example of each grade of thinking.

Paraphrasing:Paraphrasing:

often there is a kind of innocence in often there is a kind of innocence in prejudices.prejudices.

I no longer dismiss lightly… to thought. I no longer dismiss lightly… to thought. (24)(24)


How did the author deal with grade-three How did the author deal with grade-three thinkers at first?thinkers at first?

Did he changed his idea about this group of Did he changed his idea about this group of people later? What do you think happened in people later? What do you think happened in his encounter with the pious lady?his encounter with the pious lady?


Sum-upSum-up

Grade-3 thinking:Grade-3 thinking: - prejudice- prejudice - ignorance- ignorance - hypocrisy- hypocrisy

“ “feeling” feeling” rather thanrather than “ “thought”thought”

Grade-3 thinkers:Grade-3 thinkers: - majoritymajority - solidaritysolidarity - dangerousness- dangerousness

cows cows grazinggrazing the same waythe same way


Section IIISection III(Para. 25 – 29)(Para. 25 – 29)

Grade-two thinkingGrade-two thinking


Grade- 3 thinkersGrade- 3 thinkers

MajorityMajority Self-contradictionSelf-contradiction StampedeStampede, jump on , jump on

the bandwagonthe bandwagon Delight in their Delight in their

solidaritysolidarity Innocent stupidityInnocent stupidity

Grade- 2 thinkersGrade- 2 thinkers

MinorityMinority the the contradictionscontradictions Lag behind, withdraw from Lag behind, withdraw from

the crowdthe crowd Delight in laughing at othersDelight in laughing at others Destruction without Destruction without

constructionconstruction

What kind of follies What kind of follies and contradictions and contradictions

did the author did the author detect?detect?Para. 25Para. 25


“But the Catholic’s Vulgate is also literally inspired. So

which is true, which is false?”

“The Bible was literally inspired. It was written in God’s exact words. So it

must be true.”


History of the Bible


Bible

Old Testament

HEBREW

New Testament

GREEK

Vulgate

LATIN (4th Cen.)

King James’ Bible

ENGLISH (17th Cen.)


Catholics Protestants


There were an awful lot of Methodists, and they couldn’t be wrong, could they – not all

those millions?

If we were counting heads, the Buddhists were the

boys for my money.

The combination of my arm & those

countless Buddhists was too much for her.


What is wrong with Ruth’s claim?What is wrong with Ruth’s claim?

jumping onto the bandwagonjumping onto the bandwagon

What lessons can we draw from William’s What lessons can we draw from William’s failed romance with Ruth?failed romance with Ruth?


How to How to court?court?

Flowers never fail.


The price for being a grade-2 The price for being a grade-2 thinker…thinker…

It “could be costly as well as fun”.It “could be costly as well as fun”.

It “did not It “did not make formake for content”. content”. It “satisfies the young ego but does not It “satisfies the young ego but does not

make for personal security”make for personal security” It “took the swimmer It “took the swimmer out of his depthout of his depth”.”. It asks “what is truth?” and stops there.It asks “what is truth?” and stops there.


Pontius Pilate as a typical grade-2 thinkerPontius Pilate as a typical grade-2 thinker

Pontius PilatePontius Pilate

Roman Governor Roman Governor of of JudaeaJudaea

( 26—37 A.D.)( 26—37 A.D.)


"Thou sayest that I a"Thou sayest that I am a king. To this end m a king. To this end was I born, and for twas I born, and for this cause came I inthis cause came I into the world, that I sho the world, that I should bear witness unould bear witness unto the truth. Everyonto the truth. Everyone that is of the truth e that is of the truth heareth my voice. "heareth my voice. "

(John 18:37) (John 18:37) "What is truth?""What is truth?" and and

left without waiting foleft without waiting for the answer.r the answer.

Cynical indifferenceCynical indifference


declined in interest,

became dull

Argument flagged. (Para. 26)

Definition:Definition:

Language studyLanguage study

Do you still rememberRussell Baker’s mother,

who needed a pep talk to recharge her flagging spirit?

An awful flicker of doubt appeared in her eyes.

Collocation: Interest, appetite, conversation

Synonyms: waver, flutter, tremble

A brief or slight sensation

Collocation: shadows, leaves, candles


Section IVSection IV(Para. 30 – 35)(Para. 30 – 35)

Grade-one thinkingGrade-one thinking


Fisch.

Fisch. Ja. Ja.

Here’s a real grade-one

thinker! How I aspire to them!


Why did the author decide to become a grade-Why did the author decide to become a grade-one thinker? What is the suggestion of the one thinker? What is the suggestion of the meeting between him and Einstein? meeting between him and Einstein?

What might be grade-one thinking like?What might be grade-one thinking like?

Comprehension QsComprehension Qs

systemmoral living

logical

unconventional


Can you give any examples of grade-1 Can you give any examples of grade-1 thinking?thinking?

What are the prices for grade-one What are the prices for grade-one thinking?thinking?


Can you think of any examples of these Can you think of any examples of these three grades of thinking in our history?three grades of thinking in our history?

grade-3:grade-3:

grade-2:grade-2:

grade-1:grade-1:


Essay QuestionEssay Question

Choose one topic to write an essay of about Choose one topic to write an essay of about 400 words.400 words.

Give a brief description of the three grades Give a brief description of the three grades of thinking with your own illustrations.of thinking with your own illustrations.

What kind of thinker are you? (Analyze the What kind of thinker are you? (Analyze the thoughts you have had on a recent issue, thoughts you have had on a recent issue, and explain why those thoughts result and explain why those thoughts result from grade-one, grade-two, or grade-three from grade-one, grade-two, or grade-three thinking.)thinking.)

““I think it is ____________ to be a grade-I think it is ____________ to be a grade-one thinker”one thinker”


Group discussionGroup discussion

What kind of thinker are you?What kind of thinker are you?

How can we develop a habit of thinking?How can we develop a habit of thinking?


Paraphrasing Paraphrasing Grade-two thinking is a Grade-two thinking is a withdrawal withdrawal (from what?), (from what?),

with with eyes and ears open eyes and ears open (for what?).(for what?). grade-two thinkers detach themselves from the grade-two thinkers detach themselves from the

crowd, while keeping alert for detecting their crowd, while keeping alert for detecting their mistakes. They are on-lookers and mistakes. They are on-lookers and commentators of others’ behavior. commentators of others’ behavior.

But there are compensations (for what? In what But there are compensations (for what? In what way?).way?).

though being a grade-two thinker I suffer from though being a grade-two thinker I suffer from my inability to find any useful solutions, I can my inability to find any useful solutions, I can make up by finding some fun out of others’ make up by finding some fun out of others’ follies. follies.


Summary: blank-filling Summary: blank-filling

I discovered that grade-three thinking is I discovered that grade-three thinking is often full of ________ prejudice, ignorance often full of ________ prejudice, ignorance and hypocrisy. More properly, it is and hypocrisy. More properly, it is ________, rather than thought. ________, rather than thought.

But it is not to be ________ lightly for it But it is not to be ________ lightly for it engages nine tenths of the population. engages nine tenths of the population. They have immense ________. We had They have immense ________. We had better respect them, for we are _________ better respect them, for we are _________ and surrounded. and surrounded.

unconscious

feeling

dismissed

solidarity

outnumbered

(5min)


Grade-two thinking is the ___________ of Grade-two thinking is the ___________ of contradictions. Grade-two thinkers do not contradictions. Grade-two thinkers do not _______ easily, though often they fall into _______ easily, though often they fall into the other fault and _____ behind. Grade-the other fault and _____ behind. Grade-two thinking is a __________. It two thinking is a __________. It destroys without having the power to without having the power to create. .

Grade-two thinking, though it filled life with Grade-two thinking, though it filled life with fun and excitement, did not bring fun and excitement, did not bring ________. To find out the _________ of ________. To find out the _________ of our elders satisfies the young ____ but our elders satisfies the young ____ but does not make _______ personal security. does not make _______ personal security.

detection

stampede

lag

withdrawal

contentdeficiencies

ego


These grade-one thinkers were few and These grade-one thinkers were few and ___________. They did not visit my ___________. They did not visit my grammar school in the ______ though grammar school in the ______ though they were there in books. I ________ to they were there in books. I ________ to them, because I now saw my hobby as an them, because I now saw my hobby as an unsatisfactory thing if it went no unsatisfactory thing if it went no _________. I therefore decided that I _________. I therefore decided that I would be a grade-one thinker. I ________ would be a grade-one thinker. I ________ in the end with what must always remain in the end with what must always remain the ___________ for grade-one thinking. I the ___________ for grade-one thinking. I ________ a coherent system for living. It ________ a coherent system for living. It was a moral system, which was wholly was a moral system, which was wholly ______. ______.

far between

flesh

aspired

further

came up

devised

logical

justification


Language studyLanguage study 1.1. Since she had no arms, she was ___ an unfortunate ______

to pull the towel up again.2. Whenever I found myself in a ________ position, I would…3. I was not integrated. I was, ________, disintegrated.4. Nature had ______ the rest of the human race ____ a sixth

sense and let me out.

1. She was not generous. She was, ________, rather miserly.2. Everyone is ___________ some talent. We only have to find

it out on our own.3. According to Rachel Carson, man is the only species that is

________ to alter the nature of his world.

in position

in a position

if anything

if anything

endowed with

endowed with

penal


Language studyLanguage study1. Mr. Houghton was _________ high-minded

monologues.2. I ___________ the grade-one thinkers.3. In the prewar days, I ___________ lose a great

deal.

.

1.We all ___________ a good command of English. 2.He ____________ stardom (= he aspired to _________

a star).3.He was __________ blushing in front the teacher.4.We ___________ make lots of money out of the deal.5.Harry potter knows that he has friends who’d ________

him whatever happens.6. I want to know what she ___________ before I vote for

her.

stand tostand by

stands for


Additional translationAdditional translation

SlipSlip 我脚一滑，差点摔倒。我脚一滑，差点摔倒。 My foot slipped and I nearly fell. My foot slipped and I nearly fell. 这几周在不知不觉中就溜走了。这几周在不知不觉中就溜走了。 These few weeks slipped by.These few weeks slipped by. 恐怖分子混过了机场的安检系统。恐怖分子混过了机场的安检系统。 The terrorists had slipped through the airport’s secThe terrorists had slipped through the airport’s sec

urity net.urity net. 在火车上为了补个硬卧，我朋友塞了点钱给他。在火车上为了补个硬卧，我朋友塞了点钱给他。 My friend slipped him some money on the train in oMy friend slipped him some money on the train in o

rder to get a hard berth. rder to get a hard berth.


对不起，我错过你的生日了，我完全忘了。对不起，我错过你的生日了，我完全忘了。 I’m sorry I missed your birthday; it completely sliI’m sorry I missed your birthday; it completely sli

pped my mind.pped my mind. 你不会错过那样的好机会吧，是吗？你不会错过那样的好机会吧，是吗？ You’re not going to let a chance like that slip throYou’re not going to let a chance like that slip thro

ugh your fingers, are you? ugh your fingers, are you? 她无意中说出她准备离开这个公司。她无意中说出她准备离开这个公司。 She let slip that she’s going to leave the companShe let slip that she’s going to leave the compan

y. (to let slip that / to slip out )y. (to let slip that / to slip out ) n. a slip of paper; a slip of tongue / pen; a woman. a slip of paper; a slip of tongue / pen; a woma

n’s slipn’s slip （衬裙）（衬裙）


Learning without thought is labor lost. -- Confucius

Man is but a reed, the most feeble thing in nature, but he is a thinking reed (一株会思考的芦苇 ).

-- Blaise Pascal

Reading furnishes the mind only with materials of knowledge; it is thinking that makes what we read ours.

-- John Locke


"God gave us two ends. One to sit on and "God gave us two ends. One to sit on and one to think with. Success depends on one to think with. Success depends on which one you use; heads you win -- tails, which one you use; heads you win -- tails, you lose."you lose."


Use our head!

&

Thank you!


Lord of the FliesLord of the Flies

BeelzebubBeelzebub Christian myth, one of the Christian myth, one of the

powerful seraphim first recruited powerful seraphim first recruited by Satan. He became associated by Satan. He became associated with flies because he had sent a with flies because he had sent a plague of the insects to Canaan. plague of the insects to Canaan. He may also have become He may also have become known as the "Lord of the Flies" known as the "Lord of the Flies" because of the popular belief that because of the popular belief that decaying corpses generated flies.decaying corpses generated flies.

when summoned by sorcerers or when summoned by sorcerers or witches, he would appear in the witches, he would appear in the form of a fly, a gargantuan cow, form of a fly, a gargantuan cow, or a male goat with a long tail. He or a male goat with a long tail. He had a tendency to vomit flames if had a tendency to vomit flames if he was angeredhe was angered

week 1_shen. goal appreciation application comprehension literal inferral critical theme style...

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