(完整word版)unit1thinkingasahobby
(完整版)翻译：Thinking_as_a_Hobby
Unit1思考作为一种嗜好还是个孩子的时候我就得出了思考分为三种等级的结论。
后来思考成了嗜好，我进而得出了一个更加离奇的结论，那就是：我自己根本不会思考。
那个时候我一定是个很让大人头疼的小孩。
当然我已经忘记自己当初在他们眼里是什么样子了,但却记得他们一开始在我眼中就是如何不可理喻的。
第一个把思考这个问题带到我面前的是我文法学校的校长，当然这样的方式，这样的结果是他始料不及的。
他的办公室里有一些小雕像，就在他书桌后面一个高高的橱柜上面。
其中一位女士除了一条浴巾外一丝不挂。
她好像被永远地冻结在对浴巾再往下滑的恐惧中了。
而不幸的是她没有手臂，所以无法把浴巾拉上来。
在她的身边蜷伏着一头美洲豹，好像随时都会往下跳到档案橱柜最上层的抽屉上去，我懵懵懂懂地把那个抽屉上标着的"A-AH"理解成为猎物临死前绝望的哀鸣/惨叫。
在豹子的另一边端坐着一个健硕的裸体男子，他手肘支在膝头，手握拳托着腮帮子，全然一副痛苦不堪的样子。
过了一些时候，我对这些雕像有了一些了解,才知道把它们放在正对着犯错的孩子的位置是因为对校长来说这些雕像象征着整个生命。
那位裸体的女士是米洛斯的维纳丝。
她象征着爱。
她不是在为浴巾担心，而是忙着显示美丽。
美洲豹象征着自然，它在那里显得很自然而已。
那位健硕的裸体男子并不痛苦，他是洛丁的思索者，一个纯粹思索的象征。
要买到表达生活在你心中的意义的小石膏像是很容易的事情。
我想我得解释一下，我是校长办公室的常客，为我最近做过或者没做的事情。
用现在的话来说我是不堪教化的。
其实应该说，我是顽劣不羁，头脑迷糊的。
大人们从来不讲道理。
每次在校长桌前接受处罚，那些雕像在他上方白晃晃地耀眼时，我就会垂下头，在身后紧扣双手，两只鞋不停地蹭来蹭去。
校长透过亮晶晶的眼镜片眼神暗淡地看着我，：“我们该拿你怎么办呢？”哦，他们要拿我怎么办呢？我盯着旧地毯更狠命地蹂躏我的鞋。
“抬起头来，孩子！你就不能抬起头来吗？”然后我就会抬起头来看橱柜，看着裸体女士被冻结在恐惧中，健硕的男子无限忧郁地凝视着猎豹的后腿。
翻译ThinkingasaHobby
Unit1思考作为一种嗜好还是个孩子的时候我就得出了思考分为三种等级的结论。
后来思考成了嗜好，我进而得出了一个更加离奇的结论，那就是：我自己根本不会思考。
那个时候我一定是个很让大人头疼的小孩。
当然我已经忘记自己当初在他们眼里是什么样子了,但却记得他们一开始在我眼中就是如何不可理喻的。
第一个把思考这个问题带到我面前的是我文法学校的校长，当然这样的方式，这样的结果是他始料不及的。
他的办公室里有一些小雕像，就在他书桌后面一个高高的橱柜上面。
其中一位女士除了一条浴巾外一丝不挂。
她好像被永远地冻结在对浴巾再往下滑的恐惧中了。
而不幸的是她没有手臂，所以无法把浴巾拉上来。
在她的身边蜷伏着一头美洲豹，好像随时都会往下跳到档案橱柜最上层的抽屉上去，我懵懵懂懂地把那个抽屉上标着的"A-AH"理解成为猎物临死前绝望的哀鸣/惨叫。
在豹子的另一边端坐着一个健硕的裸体男子，他手肘支在膝头，手握拳托着腮帮子，全然一副痛苦不堪的样子。
过了一些时候，我对这些雕像有了一些了解,才知道把它们放在正对着犯错的孩子的位置是因为对校长来说这些雕像象征着整个生命。
那位裸体的女士是米洛斯的维纳丝。
她象征着爱。
她不是在为浴巾担心，而是忙着显示美丽。
美洲豹象征着自然，它在那里显得很自然而已。
那位健硕的裸体男子并不痛苦，他是洛丁的思索者，一个纯粹思索的象征。
要买到表达生活在你心中的意义的小石膏像是很容易的事情。
我想我得解释一下，我是校长办公室的常客，为我最近做过或者没做的事情。
用现在的话来说我是不堪教化的。
其实应该说，我是顽劣不羁，头脑迷糊的。
大人们从来不讲道理。
每次在校长桌前接受处罚，那些雕像在他上方白晃晃地耀眼时，我就会垂下头，在身后紧扣双手，两只鞋不停地蹭来蹭去。
Unit1thinking as a hobby
To make one fell proud of one’s ability and cleverness
To be in the water that is too deep for you to stand in and breathe
The author uses this metaphor to express the idea that grade-two thinking has its limitations. It does not have anything positive to offer.
WB T L E
II. Sentence Paraphrase 17
Unit 1—Thinking as a Hobby
I was given the third degree to find out what had happened. I lost Ruth and gained an undeserved reputation as a potential libertine. (Para. 28)
WB T L E
Unit 1—Thinking as a Hobby
II. Sentence Paraphrase 14
She claimed that the Bible was literally inspired. I countered by saying that the Catholics believed in the literal inspiration of Saint Jerome’s Vulgate and the two books were different. Argument flagged. (Para. 26)
(完整版)Thinkingasahobby
Thinking as a hobbyWilliam Golding1. While I was still a boy， I came to a conclusion that there were threegrades of thinking， and that I myself could not think at all.2. It was the headmaster of my grammar school who first brought thesubject of thinking before me. He has some statuettes in his study。
They stood on a cupboard behind his desk， one was the lady wearing nothing but a bath towel. She seemed frozen in a eternal panic lest the bath towel slip down any farther； and since she has no arms, she was in an unfortunate position to pull the towel again. Next to her crouched the statuettes of a leopard, ready to spring down at the top drawer of a filing cabinet. Beyond the leopard was a naked, muscular gentleman, who sat looking down， with his chin on his fist and his elbow on his knee. He seemed utterly miserable。
thinking as a hobby课文原文加段落标记
Lesson 1 Thinking as a Hobby1 While I was still a boy, I came to the conclusion that there were three grades of thinking; and that I myself could not think at all.2 It was the headmaster of my grammar school who first brought the subject of thinking before me. He had some statuettes in his study. They stood on a high cupboard behind his desk. One was a lady wearing nothing but a bath towel. She seemed frozen in an eternal panic lest the bath towel slip down any farther, and since she had no arms, she was in an unfortunate position to pull the towel up again. Next to her, crouched the statuette of a leopard, ready to spring down at the top drawer of a filing cabinet. Beyond the leopard was a naked, muscular gentleman, who sat, looking down, with his chin on his fist and his elbow on his knee. He seemed utterly miserable.3 Some time later, I learned about these statuettes. The headmaster had placed them where they would face delinquent children, because they symbolized to him whole of life. The naked lady was the Venus. She was Love. She was not worried about the towel. She was just busy being beautiful. The leopard was Nature, and he was being natural. The naked, muscular gentleman was not miserable. He was Rodin's Thinker, an image of pure thought.4 I had better explain that I was a frequent visitor to the headmaster's study, because of the latest thing I had done or left undone. As we now say, I was not integrated. I was, if anything, disintegrated. Whenever I found myself in a penal position before the headmaster's desk, I would sink my head, and writhe one shoe over the other.5 The headmaster would look at me and say,6 "What are we going to do with you?"7 Well, what were they going to do with me? I would writhe my shoe some more and stare down at the worn rug.8 "Look up, boy! Can't you look up?"9 Then I would look at the cupboard, where the naked lady was frozen in her panic and the muscular gentleman contemplated the hindquarters of the leopard in endless gloom. I had nothing to say to the headmaster. His spectacles caught the light so that you could see nothing human behind them. There was no possibility of communication.10 "Don't you ever think at all?"11 No, I didn't think, wasn't thinking, couldn't think - I was simply waiting in anguish for the interview to stop.12 "Then you'd better learn - hadn't you?"13 On one occasion the headmaster leaped to his feet, reached up and put Rodin's masterpiece on the desk before me.14 "That's what a man looks like when he's really thinking."15 Clearly there was something missing in me. Nature had endowed the rest of the human race with a sixth sense and left me out. But like someone born deaf, but bitterly determined to find out about sound, I watched my teachers to find out about thought.16 There was Mr. Houghton. He was always telling me to think. With a modest satisfaction, he would tell that he had thought a bit himself. Then why did he spend so much time drinking? Or was there more sense in drinking than there appeared to be? But if not, and if drinking were in fact ruinous to health - and Mr. Houghton was ruined, there was no doubt about that - why was he always talking about the clean life and the virtues of fresh air?17 Sometimes, exalted by his own oratory, he would leap from his desk and hustle us outside into a hideous wind.18 "Now, boys! Deep breaths! Feel it right down inside you - huge draughts of God's good air!"19 He would stand before us, put his hands on his waist and take a tremendous breath. 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. He would stagger back to his desk and collapse there, useless for the rest of the morning.20 Mr. Houghton was given to high-minded monologues about the good life, sexless and full of duty. Yet in the middle of one of these monologues, if a girl passed the window, his neck would turn of itself and he would watch her out of sight. In this instance, he seemed to me ruled not by thought but by an invisible and irresistible spring in his neck.21 His neck was an object of great interest to me. Normally it bulged a bit over his collar. But Mr. Houghton had fought in the First World War alongside both Americans and French, and had come to a settled detestation of both countries. If either country happened to be prominent in current affairs, no argument could make Mr. Houghton think well of it. He would bang the desk, his neck would bulge still further and go red. "You can say what you like," he would cry, "but I've thought about this - and I know what I think!"22 Mr. Houghton thought with his neck.23 This was my introduction to the nature of what is commonly called thought. Through them I discovered that thought is often full of unconscious prejudice, ignorance, and hypocrisy. It will lecture on disinterested purity while its neck is being remorselessly twisted toward a skirt. Technically, it is about as proficient as mostbusinessmen's golf, as honest as most politician's intentions, or as coherent as most books that get written. It is what I came to call grade-three thinking, though more properly, it is feeling, rather than thought.24 True, often there is a kind of innocence in prejudices, but in those days I viewed grade-three thinking with contempt and mockery. I delighted to confront a pious lady who hated the Germans with the proposition that we should love our enemies. She taught me a great truth in dealing with grade-three thinkers; because of her, I no longer dismiss lightly a mental process which for nine-tenths of the population is the nearest they will ever get to thought. They have immense solidarity. We had better respect them, for we are outnumbered and surrounded. A crowd of grade-three thinkers, all shouting the same thing, all warming their hands at the fire of their own prejudices, will not thank you for pointing out the contradictions in their beliefs. Man enjoys agreement as cows will graze all the same way on the side of a hill.25 Grade-two thinking is the detection of contradictions. Grade-two thinkers do not stampede easily, though often they fall into the other fault and lag behind. Grade-two thinking is a withdrawal, with eyes and ears open. It destroys without having the power to create. It set me watching the crowds cheering His Majesty the King and asking myself what all the fuss was about, without giving me anything positive to put in the place of that heady patriotism. But there were compensations. To hear people justify their habit of hunting foxes by claiming that the foxes like it. To her our Prime Minister talk about the great benefit we conferred on India by jailing people like Nehru and Gandhi. To hear American politicians talk about peace and refuse to join the League of Nations. Yes, there were moments of delight.26 But I was growing toward adolescence and had to admit that Mr. Houghton was not the only one with an irresistible spring in his neck. I, too, felt the compulsive hand of nature and began to find that pointing out contradiction could be costly as well as fun. There was Ruth, for example, a serious and attractive girl. I was an atheist at the time. And she was a Methodist. But, alas, instead of relying on the Holy Spirit to convert me, Ruth was foolish enough to open her pretty mouth in argument. She claimed that the Bible was literally inspired. I countered by saying that the Catholics believed in the literal inspiration of Saint Jerome's Vulgate, and the two books were different. Argument flagged.27 At last she remarked that there were an awful lot of Methodists and they couldn't be wrong, could they - not all those millions? That was too easy, said I restively (for the nearer you were to Ruth, the nicer she was to be near to) since there were more Roman Catholics than Methodists anyway; and they couldn't be wrong, could they - not all those hundreds of millions? An awful flicker of doubt appeared in her eyes. I slid my arm round her waist and murmured that if we were counting heads, the Buddhists were the boys for my money. She fled. The combination of my arm and those countless Buddhists was too much for her.28 That night her father visited my father and left, red-cheeked and indignant.I was given the third degree to find out what had happened. I lost Ruth and gained an undeserved reputation as a potential libertine.29 Grade-two thinking, though it filled life with fun and excitement, did not make for content. To find out the deficiencies of our elders satisfies the young ego but does not make for personal security. It took the swimmer some distance from the shore and left him there, out of his depth. A typical grade-two thinker will say, "What is truth?" There is still a higher grade of thought which says, "What is truth?" and sets out to find it.30 But these grade-one thinkers were few and far between. They did not visit my grammar school in the flesh though they were there in books. I aspired to them, because I now saw my hobby as an unsatisfactory thing if it went no further. If you set out to climb a mountain, however high you climb, you have failed if you cannot reach the top.31 I therefore decided that I would be a grade-one thinker. I was irreverent at the best of times. Political and religious systems, social customs, loyalties and traditions, they all came tumbling down like so many rotten apples off a tree. I came up in the end with what must always remain the justification for grade-one thinking. I devised a coherent system for living. It was a moral system, which was wholly logical. Of course, as I readily admitted, conversion of the world to my way of thinking might be difficult, since my system did away with a number of trifles, such as big business, centralized government, armies, marriage...32 It was Ruth all over again. I had some very good friends who stood by me, and still do. But my acquaintances vanished, taking the girls with them. Young people seemed oddly contented with the world as it was. A young navy officer got as red-necked as Mr. Houghton when I proposed a world without any battleships in it.33 Had the game gone too far? In those prewar days, I stood to lose a great deal, for the sake of a hobby.34 Now you are expecting me to describe how I saw the folly of my ways and came back to the warm nest, where prejudices are called loyalties, pointless actions are turned into customs by repetition, where we are content to say we think when all we do is feel.35 But you would be wrong. I dropped my hobby and turned professional.。
Unit1 Thinking as a Hobby
Paraபைடு நூலகம் 2 be in a position to do
• Be able to do sth because you have the ability, money, or power to do it • I am not in the position to answer that question. • We are in a better financial position to deal with our social problems.
Para. 20. be given to
• To be habitually inclined to do sth • He is much given to blowing his own trumpet. • She was given to hasty decisions.
Para. 21 think well of sb
Para. 2 grammar school
• • a school founded in or before the 16th century for teaching Latin, later becoming a secondary school teaching academic subjects. • (in the UK) a state secondary school to which pupils are admitted on the basis of ability. Since 1965 most have been absorbed into the comprehensive school system.
• To think favorably of sb • To think ill of sb
Unit 1 Thinking as a Hobby
Statue of Venus
an ancient Greek statue and one of the most famous works of ancient Greek sculpture. Created at some time between 130 and 100 BC. It is believed to depict Aphrodite (Venus) the Greek goddess of love and beauty.
• The title is said to be a reference to the Hebrew name of Beelzebub (בעל זבוב, Ba’al-zvuv, “god of the fly”, “host of the fly”, or literally “Lord of Flies”), a name sometimes used as a synonym for Satan. The title of the book, in turn, has itself become a metaphor for a power struggle in a chaotic situation.
Part 1: para.1-24
Why does the author begin by describing the three statuettes in his school headmaster’s office?
Skim para. 1-3
She seemed frozen in an eternal panic lest the both towel alip down any further; and since she had no arms, she was in an unfortunate position to pull the towel up again. (2) lest
Unit 1 Thinking as a Hobby课文原文
Unit 1 Thinking as a Hobbyby William Golding1 While I was still a boy, I came to the conclusion that there were three grades of thinking, and since I was later to claim thinking as my hobby, I came to an even stranger conclusion - namely, that I myself could not think at all.开头说发现我不会思考2 It was the headmaster of my grammar school who first brought the subject of thinking before me. He had some statuettes in his study. They stood on a high cupboard（碗柜，食厨）behind his desk. One was a lady wearing nothing but a bath towel. She seemed frozen in an eternal panic lest （唯恐，担心，以免）the bath towel slip down any farther, and since she had no arms, she was in an unfortunate position to pull the towel up again. Next to her, crouched（蜷伏的）the statuette of a leopard （豹）, ready to spring down at the top drawer of a filing cabinet（档案橱柜）Beyond the leopard was a naked（裸体的，无装饰的）, muscular gentleman, who sat, looking down, with his chin（下巴）on his fist（拳）and his elbow on his knee. He seemed utterly（完全地）miserable.校长的三个雕塑，一个裹着浴巾的女人，一只蜷伏的豹，一个裸体沉思的男人3 Some time later, I learned about these statuettes. The headmaster had placed them where they would face delinquent（怠忽的，有过失的，流氓）children, because they symbolized to him to whole of life. The naked lady was Venus. She was Love. She was not worried about the towel（毛巾，纸巾）. She was just busy being beautiful. The leopard was Nature, and he was being natural. The muscular gentleman was not miserable. He was Rodin's Thinker, an image of pure thought.4 I had better explain that I was a frequent visitor to the headmaster's study, because of the latest thing I had done or 1eft undone. As we now say, I was not integrated（综合的，协调的）. I was, (if anything）, disintegrated（分裂的，奔溃的）, and I was puzzled. Whenever I found myself in a penal（刑事的，刑罚的）position before the headmaster's desk, I would sink （下沉，沉没，降低）my head, clasp（扣住，紧紧缠绕）my hands behind my back, and writhe（翻滚，扭动，苦恼）one shoe（鞋，蹄铁，给。
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基础英语4课程教案Unit 1 Thinking as a Hobbyby William GoldingTeaching Objectives1. 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 ofthe text3. Get to know something about the author and the three grades of thinkingTeaching ProcedurePart I Background Information1. 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 TextThe 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.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 Discussion1. 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 differentgrades of thinking?Headmaster Me, the boy A pious lady Ruth Mr. HoughtonBritish Prime Minister American politicians Me, the authorPart III. Detailed Discussion of the Text1. 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 seekfurther study.4. delinquent adj.&n. (p3) : (person, especially the young) doing wrong; failing to perform a duty-- juvenile delinquent-- delinquent children-- the problem of juvenile delinquency5. if anything(P4) :on the contrary-- Your suggestion did not encourage him. It, if anything, discouraged him.-- He is not known for his generosity. He is, if anything, quite miserly.6. confront sb.with sth.(vt.) (p24): to oppose sb. or bring sb. to sth.-- I confronted him with my suspicions, and he admitted everything.(对质)-- The customers are confronted with a bewildering amount of choice.-- We must confront the future with optimism.（勇敢面对）7. get sth. to thought(p24)--I no longer dismiss lightly a mental process which for nine tenths of the population is the nearest they will ever get to thought.Meaning: I no longer consider the way grade-three thinkers unimportant because they account for nine-tenths of the people and therefore have great power. Now I know that ignorance, prejudice and hypocrisy are very powerful enemies.8. confer v. (p25)1) give or grant-- The president of this university will confer bachelor degree on you after you complete your four-year study here.2) consult or discuss-- He conferred with his lawyer on/about the investment project.9. convert v. & n.--They have tried to convert him from atheism to Methodist.-- His convert (n.) to socialism is not easy.10. She claimed that the Bible was literally inspired (Pa.26)A true historical record; a factual accou nt of God’s divine plan and prophecies.This is the belief of fundamentalists.11. flag (vi.)(p26): begin to lose enthusiasm and energy; to decline in interest-- Argument flagged: argument became dull because Ruth did not know how to respond.-- His horse is flagging.-- The country’s economy continued to flag.12. for my money: I bet, I believe, in my opinion13. be given the third degree (p28): Be severely questioned or interrogated14. make for sb./sth. (p.29)1) contribute to; tend towards-- Frequent exposure to idiomatic English, such as VOA makes for your study at university.2) head for 走向，向某个方向移动-- It is late. We’d better make for home.3) charge at, rush towards 袭击，攻击，冲向-- The bull suddenly made for the girl in red and everybody was shocked.14. few and far between (p30) 相隔很久才发生的; 彼此相距很远；稀少Black and blue 遍体鳞伤Fair and square 公正，正大光明Hale and hearty 精神充沛, 老当益壮Safe and sound 完好无损的Dead and gone 已死去的Cut-and-dried 已成定局的Meek and mild 温顺的Fair and square 光明正大的15. aspire (p.30) vi. +for/to/after : be filled with high ambition-- Do you aspire after knowledge?-- The more power they have, the more they aspire to it.-- English majors in non-English speaking countries aspire to abandon their native accents and speak pure English.-- What do you aspire for at present?16. go too far/carry sth. too far:(p.33): go beyond the limits of what is considered reasonable-- You have gone too far in saying that you’d rather break with the family.Go far:1) (of person) : be successful; do much-- He is clever and intelligent, and will go far.2) (of money) buy goods, services, etc.-- A hundred does not go so far as it did ten years ago.Language points1. Rodin’s Thinker(Pa.3)This is the most famous piece of art by the French sculptor August Rodin. It is said to be thestatue that most clearly shows the abstract idea of thinking. The thinker is pondering so intensely that his toes are tightly clutching the ground.2. I was not integrated. I was, if anything, disintegrated.integrated: forming a part of a harmonious groupdisintegrated: Here, it is used by the author to mean the direct opposite of “integrated”, and therefore means some kind of a trouble-maker.3. Nature had endowed the rest of the human race with a sixth sense and left me out.a sixth sense: a keen intuitive power. Here, the author means the ability to think.to endow sb with sth: to provide sb with a natural quality or talent-- She is one of those lucky women who are endowed with both a sharp brain and great beauty.-- God has not endowed him with much humor.The whole sentence means: Everybody, except me, is born with the ability to think.4. Or was there more sense in drinking than there appeared to be? But if not, and if drinking were in fact ruinous to health—and Mr. Houghton was ruined, there was no doubt about that—why was he always talking about the clean life and the virtues of fresh air?Pay attention to some variations of the “There + be” pattern such as:There seems to be…; There appeared to be…; There are supposed to be…;the clean life: It normally refers to a life without vices or moral sins.the virtues of fresh air: the advantages of fresh airMr. Houghton obviously did not practice what he preached. He was a hopeless alcoholic, which had ruined his health, and he obviously did not like outdoor life. Yet he kept talking about a clean life and the virtues of fresh air.5. 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. He would stagger back to his desk and collapse there, useless for the rest of the morning.struggling with all the unnatural impediments: The fresh air had to struggle with difficulty to find its way to his chest because he was unaccustomed to this.His body would reel and his face go white: He would stagger or be thrown off balance, and his face would go white.6. Through him I discovered that thought is often full of unconscious prejudice, ignorance and hypocrisy. It will lecture on disinterested purity while its neck is being remorselessly twisted toward a skirt.Through him I discovered that what people call thought is often full of prejudice, ignorance and hypocrisy.Note here that the pronoun “it” stands for “thought” in grammar, but actually refers to Mr. Houghton. The word “skirt” stands for girls in general. It is a common figure of speech called metonymy in which an idea is evoked or named by means of a term-- The world is watching closely what the White House will do next. (The White House stands for the American government.)-- Democracy favors the vote rather than the bullet. (V ote stands for elections, and bullet stands for military solution.)-- They have no intention of turning their swords into ploughs. (Sword stand for war and plough for peace.)-- Political power grows out of the barrel of a gun. (Mao Zedong)7. It set me watching the crowds cheering His Majesty the King and asking myself what all the fuss was about, without giving me anything positive to put in the place of that heady patriotism. But there were compensation.•It made me watch people shouting in joy and support of the King and wonder what this senseless excitement was all about although I did not have anything good to replace this exciting or intoxicating patriotism. But I had my reward (I did get something out of it.).•to cheer: to shout in praise, approval and support•His Majesty the King: It is used as a title in speaking of a sovereign monarch.•Also: Your Majesty (when speaking to a sovereign monarch); Her majesty the Queen •fuss: too much attention to or uncalled-for excitement over things that are unnecessary and unimportant•to put in the place of: to replace•heady: inclined to go to your head and make your intoxicated (i.e. a heady trend; heady days; heady success)•compensation: pay, reward, sth that compensates for your loss, service or effort8. I slid my arm around her waist and murmured that if we were counting heads, the Buddhists were the boys for my money. She fled. The combination of my arm and those countless Buddhists was too much for her.•If we were counting heads: if we were talking about the number of people who believe in thisthe Buddhists were the boys for my money: I would bet on the Buddhists; I believe the Buddhists are greater in number•too much for her: more than she could accept or bearPart IV GrammarThe summary of the characteristics of the three grades of thinking教学反思:1.该单元书后练习中，“being”的用法较灵活，应给予学生更充分的时间去消化，特别是有些语法基础差的学生在做翻译练习的时候稍显吃力。