1、1Lesson 1 Thinking as a HobbyPurposes:1. To introduce the three grades of thinking classified by the author2. To inspire the students to think about what is logical, critical and independent thinking and to introspect their own thinking habit and model3. To familiar the students with parallel constr
2、uctions and subject complement4. To appreciate the humorous style of the textMethod:Intensive reading of the text A and extensive reading of text BContents:Background introductionWilliam GoldingThe Nobel Prize in Literature 1983 BiographyWilliam Golding was born in Cornwall in 1911 and was educated
3、at Marlborough Grammar School and at Brasenose College, Oxford. Apart from writing, his past and present occupations include being a schoolmaster, a lecturer, an actor, a sailor, and a musician. His father was a schoolmaster and his mother was a suffragette. He was brought up to be a scientist, but
4、revolted. After two years at Oxford he read English literature instead, and became devoted to Anglo-Saxon. He spent five years at Oxford. Published a volume of poems in 1935. Taught at Bishop Wordsworths School, Salisbury. Joined the Royal Navy in 1940 and spent six years afloat, except for seven mo
5、nths in New York and six months helping Lord Cherwell at the Naval Research Establishment. He saw action against battleships (at the sinking of the Bismarck), submarines and aircraft. Finished as Lieutenant in command of a rocket ship. He was present off the French coast for the D-Day invasion, and
6、later at the island of Walcheren. After the war he returned to teaching, and began to write again. Lord of the Flies, his first novel, was published in 1954. It was filmed by Peter Brook in 1963. His other books are:The Inheritors (novel) 1955Pincher Martin (novel) 1965The Brass Butterfly (play) 195
7、8Free Fall (novel) 1959The Spire (novel) 19642The Hot Gates (essays) 1965The Pyramid (novel) 1967The Scorpion God (three short novels) 1971Darkness Visible (novel) 1979Rites of Passage (novel) 1980A Moving Target (essays and autobiographical pieces) 1982The Paper Men (novel) 1984An Egyptian Journal
8、1985Close Quarters (novel) 1987Fire Down Below (novel) 1989In 1980 he won the Booker Prize for his novel Rites of Passage. He retired from teaching in 1962. After that, he lived in Wiltshire, listing his recreations as music, sailing, archaeology and classical Greek.Warming up questions1. What kind
9、of thinker are you? Which grade?Diagnosis of your grade of thinking: 1. You tend to be happy if you find you are in majority for a certain subject.2. You care lots about how most people think of one thing.3. You feel worried being alone.4. You are easily influenced by other peoples opinions.5. You a
10、re an organized person.6. You will stay by yourself trying to find a solution faced with difficulties.7. You prefer a question with a sure answer than an open question. 8. You are hungry for seeking an answer to a question.9. You are easily swayed by emotion than by reason.10. You respect others eve
11、n if they hold different views from yours.2. Do you have the need or wish to move up to the next grade if you find yourself not as a grade-one thinker. Students should play with ideas the way they play with balls. Both are important for their healthy development, one mental and the other physical.Te
12、xt analysisStructure: Part 1: par. 1-24; how the subject of thinking was first brought up and how he came to understand the nature of grade three thinkingPart 2: par. 25-29； what kind of people are grade two thinkers and what are their naturePart 3: par. 30-35; what is grade one thinking and the aut
13、hors determination to become such kind of 3thinkerLanguage pointsNaked A learned professor, the blessed morning, a wicked boy, the wretched life, his beloved wife, ragged pants, my aged parents, dogged efforts.A man aged 45I have learned a lot for you.Endow.with: if you are endowed with beauty and i
14、ntelligence. You are born to be beautiful and clever. Everybody, except me are born with the ability to think.Confront. with:confront reality 正视现实;A soldier has to confront danger and death.The prisoner was confronted with his accusers.犯人被带来与原告对质。Follow the crowd or jump on the bandwagonSlide usuall
15、y implies rapid, easy movement without loss of contact with the surface: coal sliding down a chute;slip: More often, however, the term is applied to accidental sliding resulting in loss of balance or foothold: slipped on a patch of ice and sprained his ankleSpire: breathe Conspire; Inspireaspire to:
16、 have a great desire foraspire after truth追求真理aspire after knowledge立志求知识aspire to fame追求名誉或地位aspire to become an author热望成为作家aspire after wealth渴望发财Speaking and writing skills and activities1. Parallel construction: identify the parallel constructions in the text and discuss their effect; imitate t
17、he constructions and make some sentences2. Write an essay in about 200 words on the topic: What kind of thinker am I? Homework:4Study Text B and discuss with your partner about the pleasure of learning you have experienced. Lesson 2 Waiting for the PolicePurposes:1. To appreciate the authors skill i
18、n achieving the suspense of a detective story with simple plot, neat style and vivid characters with a shade of humorous sense2. To Familiarize students with parenthetical elements and ways of making suggestions3. To introduce British sense of humorMethod:Intensive reading of the text A and extensiv
19、e reading of text B Contents:Background introduction1. A boarding house can also be called a “rooming house“ (mainly in the United States) or a “lodging house“. It is a house (often a family home) in which people on vacation or lodgers rent one or more rooms for one or more nights.2. British sense o
20、f humor. The British people pride themselves with a great sense of humor and like to weave a touch of humor even to a mystery story. Warming up questions1. Have you ever watched a Hitchcock movie or other movies full of suspense? How is the suspense effect achieved?2. What might be an interesting to
21、pic for a group of acquaintances with varied character and age? Text analysisStructure: Part 1: Par. 1-12 The first part is an idle discussion about where Mr. Wainwright has gone and serves to introduce the characters in the boarding-house.Part 2: Par. 13-89 The second part is the central one in whi
22、ch Mr. Penbury directs a general rehearsal of their alibis while waiting for the police to arrive.Part 3: the last two par. The mystery is solved when they hear footsteps coming and hear Mr. Wainwrights cough. Language pointsCommon and mutualEx: The British and the American share a common language.S
23、uch behavior is common to all young people.Common: 2. if something is common to two or more people or groups, it is done, possessed, or used by them all.( Often ADJ to n.)Ex: The East and the West can work together for their mutual benefit and progress.They do share a mutual interest in design. We w
24、ere introduced by a mutual friend who felt that we might like to go out together.Mutual:1) to describe a situation, feeling, or action that is experienced, felt or done by both of two people mentioned.52) you use mutual to describe sth such as an interest which two or more people share. (often ADJ n
25、.)eccentric, odd, queer, weird, peculiar, strange, bizarrepropose, suggest, advise,propose (proposal)Vn/ing; V that= suggestEx: Britain is about to propose changes to European Community Instituations.It was George who proposed that we dry clothes in that locker.V to-inf; V-ing; Vn= intendEx: The gov
26、ernment proposes to take over the affaire.Where do you propose building such a huge thing?Vn(a theory, an explanation); Vthat = propound, positEx: Newton proposed that heavenly and terrestrial motion could be unified with the idea of gravity.Propose a toast, propose to someone (propose marriage)Sugg
27、estVn/-ing; Vthat; Vwh; V with quoteEx: He suggested a link between class size and test results of seven-year-olds.I suggest you ask him about it.I suggest taking her out to dinner for a change.No one has suggested how this might occur.“Could he suffer from amnesia?” I suggested.V n; Vwh to-inf = re
28、commendEx: Could you suggest where to buy one?Could you suggest someone to advise me how to do this.V that = thinkIt is wrong to suggest that there are easy alternatives.Vn( something suggests another, it implies it or brings it to your mind through an association)Ex: This onomatopoeic word suggests
29、 to me the sound a mouse-trap makes when it snaps shut.AdviseVn to-inf; Vn wh; V against n; VthatEx: She would surely advise her how to approach the bankI would strong advise against it.Doctors advised that he should be transferred to a private room.Speaking and writing activitiesAdapt the story int
30、o a play and act out.Homework:6Study Text B, which is a horror story and retell the story to your partner to check the effect of your narration.Lesson 3 Why Historians DisagreePurposes:1. To reflect and reexamine our understanding of what is history and why historians disagree2. To identify the logi
31、c sequence in the authors argumentation3. To study the style of expository writing4. To get familiar with transitional words or phrases and ways of definingMethod:Intensive reading of the text through explanation, discussion, exercise, etc. Contents:Background introductionDuring the early years of w
32、hat was to become known as World War I, the overwhelming number of Americans were against entry into the war and saw it as a European conflict. Of the Americans who favored a particular side, a large segment were pro-German. Eleven out of every one hundred Americans had immigrated from Germany and a
33、nother sixteen considered their first nationality German. With 27%, that made the Germans the largest ethnic group (which they still are today) in the United States. The Irish, accounting for another large segment, also had no love for the Allies. In addition, a large part of the Jewish community su
34、pported the Germans since they saw the German gains in Russia as a way of freeing Jews from the tyranny of the Tsars.On the other hand, the sale of war materials to the Allies and the purchase of bonds of Allied governments had given a small but influential northeast clique a great interest in an Al
35、lied victory. England had borrowed heavily from the United States to finance its war with Germany. J(ohn) Pierpont Morgan, the financier and son of J P Morgan, had become the chief purchasing agent for England which soon owed American banks and industrialists billions. Since “it is generally recogni
36、zed as a principle of international politics that when a country has loaned money to another it is likely to come to the aid of its debtor, should a third party threaten its ability to pay,“1 the “idealism of American,“ was said to be “pro-British.“Though President Wilsons personal sympathies may ha
37、ve lay with England and France, he suspected them of “impure motives“ and clung persistently to neutrality. Wilson never ceased in his attempts to end the war with a negotiated peace and he “saw politically little to choose between the warring alliances and in his public utterances spoke as if they
38、were Tweedledum and Tweedledee.“2 In his failed attempt to pressure the British to the bargaining table in the early years of the war, Wilson went so far as to tell U.S. banks they had better not lend Britain any more money. Wilson was so upset with Britains blockading and harassment of American shi
39、pping that at one point when he was asked what he would do if Germany was willing to seek a fair peace and France and Britain werent-Wilson answered: “If the Allies want war with us, we would not shrink from it.“ The British pound plummeted and many thought the Allies might lose the war.7The introdu
40、ction (after the failed German peace notes) of Germanys unrestricted submarine warfare against all shipping around Britain, renewed the hopes of the Allies. American copper, cotton, wheat, and war materials had been pouring across the Atlantic. Factories in the U.S. worked overtime on British and Fr
41、ench orders. The British alone were spending ten million dollars a day of their war budget in the United States. The American economy was booming. If the submarine stopped this trade, a lot of money would be lost. Although the Germans offered to let one ship a week pass through a prescribe route for
42、 humanitarian reasons, wealthy Americans seethed with indignation. On February 3, 1917 President Wilson was pressured to break off relations with Germany. He still hoped however, to avoid entering the war and to offer himself again as an impartial mediator. His hopes proved futile.The British held t
43、he cable communications between America and Europe and this had far reaching results. British propagandists, along with the pro-British element in northeast America, had already convinced many that Germanys submarine policy against “unarmed ships“ was a “ruthless“ and “overt“ act. It was never point
44、ed out to Americans that ruthless and overt British acts had created the situation.Long before the beginning of the war, the British Admiralty acknowledged that a merchant vessel should be treated by a submarine in exactly the same way as by a marauding cruiser. Under the “Cruiser Rules“ it was a “c
45、orrect practice to halt an unarmed ship by a shot across the bows, search it, and if it were neutral and not carrying contraband let it go. If it was a merchant ship belonging to a belligerent, then the crew and passengers became hostages, and the cargo and ship were taken as prizes.“3 If it wasnt p
46、ossible to take the ship to a friendly port, then the ship was expected to be sunk. Since no nations submarines, including Britains, were capable of carrying enough men to man captured vessels, it was expected that any merchant ship stopped by a sub would be sunk. Before the start of the war these p
47、rinciples regarding unarmed ships had been accepted with minor modifications by all maritime powers. Churchill, aware of upper class American sentiment, was more than happy with his strategy. “The first British countermove, made on my responsibility,“ Churchill would later write, “was to deter the G
48、ermans from surface attack. The submerged U-boat had to rely increasingly on underwater attack and thus ran the greater risk of mistaking neutral for British ships and of drowning neutral crews and thus embroiling Germany with other Great Powers.“9 The only “Great Powers“ not involved in W.W.I when
49、Churchill instituted his countermoves against the U-boats was the United States. “There can be little doubt that at the back of his mind he wished to bring the United States into the war.“10 Churchills strategy was designed to goad the Germans into a confrontation with the United States, even at the cost of innocent lives.In order to speed up the chances of German attacks on United States shipping, the British Admiralty issued instructions ordering all British ships to paint out their names and home port, and when in British waters to fly the flag of a neutral
