现代大学英语精读4 thinking as a hobby 原文、课文对比版
Thinking as a Hobby
by William Golding
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.
I must have been an unsatisfactory child for grownups to deal with. I remember how
incomprehensible they appeared to me at first, but not, of course, how I appeared to them. It was
the headmaster of my grammar school who first brought the subject of thinking before me -
though neither in the way, nor with the result he intended. 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 labeled A-AH. My
innocence interpreted this as the victim's last, despairing cry. 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.
Some time later, I learned about these statuettes. The headmaster had placed them where they
would face delinquent children, because they symbolized to him to whole of life. The naked lady
was the Venus of Milo. 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. It is easy to buy
small plaster models of what you think life is like.
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; and I was puzzled. Grownups never made sense. Whenever I found myself in a
penal position before the headmaster's desk, with the statuettes glimmering whitely above him, I
would sink my head, clasp my hands behind my back, and writhe one shoe over the other.
The headmaster would look opaquely at me through flashing spectacles. "What are we going to do
with you?"
Well, what were they going to do with me? I would writhe my shoe some more and stare down at
the worn rug.
"Look up, boy! Can't you look up?"
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.
"Don't you ever think at all?"
No, I didn't think, wasn't thinking, couldn't think - I was simply waiting in anguish for the
interview to stop.
"Then you'd better learn - hadn't you?"
On one occasion the headmaster leaped to his feet, reached up and plonked Rodin's masterpiece
on the desk before me.
"That's what a man looks like when he's really thinking." I surveyed the gentleman without interest or comprehension.
"Go back to your class."
Clearly there was something missing in me. Nature had endowed the rest of the human race with a
sixth sense and left me out. This must be so, I mused, on my way back to the class, since whether I
had broken a window, or failed to remember Boyle's Law, or been late for school, my teachers
produced me one, adult answer: "Why can't you think?"
As I saw the case, I had broken the window because I had tried to hit Jack Arney with a cricket
ball and missed him; I could not remember Boyle's Law because I had never bothered to learn it;
and I was late for school because I preferred looking over the bridge into the river. In fact, I was
wicked. Were my teachers, perhaps, so good that they could not understand the depths of my
depravity? Were they clear, untormented people who could direct their every action by this
mysterious business of thinking? The whole thing was incomprehensible. In my earlier years, I
found even the statuette of the Thinker confusing. I did not believe any of my teachers were naked,
ever. Like someone born deaf, but bitterly determined to find out about sound, I watched my
teachers to find out about thought.
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
现代大学英语精读4课后答案(外语教学出版社)
Lesson One Thinking as a Hobby
Answers:
I. I have concluded that there were three grades of thinking since
I was a child, while myself could not think at all. The subject of
thinking was first brought up to me by my headmaster, in whose
study I was shown the statuettes of Venus, leopard and the Thinker,
which stands for love, nature and pure thought respectively. I was
demanded to learn thinking there. People like Mr. Houghten
provided me the image of Grade-three thinking, which is often full of
unconscious prejudice, ignorance and hypocrisy. The grade-two
thinker tends to find the deficiencies of the others, and may enjoy
moments of delight, but it does not make for personal security. A
still higher grade of thought demands people set out to find the truth
and get it .Though these grade-one thinkers were few, I aspired to
《英语精读3、4》课程教学日历
《英语精读3、4》课程教学日历
课程名称：IntensiveReading
课程编码：
学时与学分：216/4
适用学科专业：本专科生
起止日期：
主讲老师：李梦琦、肖体强、万灵、王菲菲、吴文勤、
课程概述
《英语精读》是一门综合英语技能课，其主要目的在于培养和提高学生综合运用英
语的能力。本课程主要通过语言基础训练与篇章分析、讲解，使学生逐步提高语篇理解能力，
了解英语各文体的表达方式及特点，扩大词汇量和熟练运用英语常用句型，具备基本的口头
与笔头表达能力。本课程的教学要求是以课文为基础，以文化背景知识介绍为补充，开展课
堂交流活动，进行语音、语调、语法、词汇等的基础训练，突出听、说、读、写、译能力的
全面培养，为下一年级学习打下坚实基础。
教学方法：
采用课堂讲解，课堂实践活动，课外学生分组学习相结合
考核方法：
课后实践、课堂参与、出勤：40%
期末考试：60％
八、教学日程安排
日期教学内容教学目标课
时
分
配
第一
至三
周课程描述和基本知识介
绍Unit1YourCollege
Years让学生认识大学生活，了解在大学期间自身发展的特点，
使学生在学习知识的同时对社会、人生、家庭等方面进行
一定的思考；通过讲解重要单词结构，分析词缀和词根，
让学生掌握一些主要的构词法，以提高词汇的理解和记忆
能力；通过对课文结构分析，让学生掌握英语议论文的写
作技巧。18
第四
至六
周第二课Unit2HowReadingChangedMy
Life让学生明白阅读的重要性以及读书以功利为目的的错误
的阅读方式。通过对文中大量修辞手法的讲解，如排比，
比喻，头韵等，使学生掌握如何使语言更加生动的手段。18
第七
至九Unit3ADillPickle通过本课的学习，让学生理解什么才是真正的爱情，树立
正确的爱情观和婚姻观；学会如何刻画人物心理活动；18周学会如何分析故事的基本要素：plot,settings,characters,writingstyle,等。
第十
至十
二周Unit4Diogenesand
thinking as a hobby总结概括
thinking as a hobby总结概括
《思考作为一种业余爱好》是一篇关于思考的文章。思考是指人们通过自我反省、逻辑推理和思维训练来探索和理解问题的过程。本文将从思考的重要性、不同类型的思考以及思考对个人和社会的影响等方面进行拓展。
首先，思考作为一种业余爱好对个人的重要性不言而喻。通过思考，个人可以培养批判性思维、创造性思维和解决问题的能力。思考有助于拓展人们的思维边界，开阔视野，从而提高个人的认知能力和智力水平。同时，思考也是人们自我探索和提高自我意识的重要途径。
其次，思考可以分为不同类型，包括理论思考、实践思考和道德思考等。理论思考是指通过逻辑推理和知识积累来分析问题，寻求解决方案。实践思考是指通过实际操作和实验来验证理论，并从实践中获得新的思考。道德思考是指人们对道德价值观和伦理原则进行思考，从而指导个人的行为和决策。
最后，思考作为一种业余爱好对社会也具有重要影响。社会需要有思考者来解决各种复杂的问题和挑战。思考者可以提出创新的理论和方法，为社会发展和进步做出贡献。同时，思考者也可以帮助他人思考，促进知识的传播和共享，推动社会的智力发展。
总之，《思考作为一种业余爱好》强调了思考的重要性，以及思考对个人和社会的积极影响。通过思考，个人可以培养自己的能力和智力，而社会也可以从思考者的贡献中获得智慧和进步。因此，我们应该将思考作为一种业余爱好，并积极参与其中。
keys_to_Unit02-thinking-as-hobby
Unit Two Thinking as a Hobby
Keys to Exercise II
1. norm 2. incomprehensible 3. innocence 4. plonked
5. musing 6. depravity 7. exalted 8. impediment
9. reeled 10. staggered 11. bulged 12. detest
13. pious 14. proposition 15. hustled 16. conferred
17. portentous 18. deficiency 19. bolster 20. beamed
21. inscrutable 22. mingle 23. amiability 24. conceded
25. sordid 26. irreverent 27. delinquent 28. gregarious
29. revered 30. awe
Keys to Exercise III
1. nestled 2. where 3. doing 4. fall 5. through
6. wild 7. about 8. shrill 9. cat 10. vibrations
11. drum 12. darkness 13. bark 14. still 15. sounds
16. incessantly 17. muted 18. chorus 19. spills 20. runs
21. cascade 22. masks 23. day 24. trees 25. desperate
26. plays 27. I 28. outside 29. and 30. atop
31. acacia 32. witness 33. lumbering 34. testifies 35. dry
外研社_现代大学英语4教案
1 Lesson One: Thinking as a Hobby Text Analysis 1. What does “hobby” mean? 2. Why does author use this word in the title? hobby: an activity you do for pleasure when you are not working If thinking is just a hobby, then its purpose is just to have fun, do you think we think only because we want to have fun? Hint: The last sentence of this essay is “I dropped my hobby and turned professional”. What does it mean? Please discuss with your partner about the title. Theme: Thinking is not just for professional thinkers like philosophers. It is 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. However, most people
2 do not have this ability or could not think well: according to the author, nine tenths of the people are grade-three thinkers, still less are grade-two thinkers , not to mention grade-one thinkers, they are “few and far between”. What kind of thinker do you think you are? Why? Structure: Part 1 (Para. 1—24 ) about: How the subject of thinking was first brought up to the author and his understanding of the nature of “grade-three thinking” Part 2 (Pa 25—29) about: The author’s analysis of the nature of “grade-two thinking” Part 3 (Para. 30—35) about : The author’s understanding of the “grade-one thinking” and his desire for it. Question: What do the three statuettes symbolize? What effect do the boy’s descriptions have?
现代大学英语精读(4)课后习题参考答案Unit 1 to Unit 5
Contemporary College English 精读（4）期末复习资料
第1页 共15页 本资料由 Stilwell Joseph 整理 (1)浴巾
(2)(美)小学
(3)永恒的真理
(4)文件柜
(5)纯属无稽之谈
(6)违规行为
(7)常客
(8)新鲜空气
(9)格调很高的独自(一个人唱高调)
(10)一种固定的观点
(11)时事(当前国内外大事)
(12)身体障碍
(13)可怕吓人的风
(14)令人厌恶的景象 (15)言语障碍
(16)使人兴奋冲动的爱国激情
(17)无情的人侵者
(18)首相
(19)国际联盟(国联)
(20)思维过程(思想方式)
(21)条理清楚的文章
(22)一个完整的体系
(23)一位口译好手
(24)一种不可阻挡的趋向
(25)烂苹果
(26)根据事实(启示)写成的
(27)一位点头之交
现代大学英语精读（4）课后习题参考答案Unit 1 to Unit 5
Unit 1
I Translate_Phrases
1) Into Chinese
2) Into English
Ⅱ. Translate_Vocabulary
1) I knew I could expect my brother to stand by me whatever happened.
2) As a general rule, young people tend to be more interested in the present and the future.
3) Both sides will stand to lose if they do not compromise.
4) It is our hope to integrate all the courses and teaching materials.
5) The Chinese written language has been a major factor for integrating our nation.
thinking as a hobby二级思考例子
thinking as a hobby二级思考例子
戈尔丁的文章《Thinking as a hobby》，此文中戈尔丁阐述了“思考有三个等级”的结论；本文则是依托这个金字塔状的结构，对《蝇王》中的人物进行分析。
1：三级思考者
在弄清谁是三级思考者之前，我们得先搞明白什么是三级思考者？
“一群三级思考者，围坐在偏见的火炉旁暖手，高声叫嚷。你若指出他们信仰中的矛盾之处，他们绝不会对你感恩戴德。人类喜欢跟风，就像牛都喜欢以同样的方式在一个山坡上吃草一样。”
在戈尔丁的定义中，三级思考是充斥着偏见、无知、虚伪和言行不一的。“这根本算不上思考，充其量不过是感觉。”
在我看来，猪崽子和罗杰都属于三级思考者。
是的，猪崽子。在我看的很多文学分析中，都把猪崽子视为文明理性、科学秩序的象征；而猪崽子也是第一个提出召集人员开会的人，在后续发展中也被拉尔夫视作智囊。
只是，猪崽子对于海螺的执著、对“大人”的信赖，与其说是他独立思考的结果，不如说是长期以来强权世界强加给他的观点。
我们可以看到，猪崽子的确是有过思考，他甚至是第一个点明杰克对拉尔夫的恨的人，作者戈尔丁借猪崽子之口，说出了人性的虚伪。
但是评价一个人，不是看他说了什么，而是看他做了什么。猪崽子对全局有很多“衣冠楚楚”的分析，可是每当突发事件降临，他要么吓得不知所措，要么直接逃开。 猪崽子做的最多的事情是抢夺海螺、保护海螺；说的最多的话是“大人们……”、“我拿着海螺”；对于西蒙之死，他冷漠不为所动。
猪崽子死了，然而他注定活不长，因为他只是空想主义在荒岛上的体现。
他那些所谓的民主和秩序，是大人世界强加给他的，他的信赖和安全感来源于他的姨妈；他就像一个掉进权威世界这桶白漆的乒乓球，即使染上白色的颜料，也并没有改变中空的事实。
他只是一个带着“现代民主政治”烙印，服从权威的奴隶；如果说，猪崽子的确是某种科学、民主的象征，那么我们是不是真的应该反思一下，我们夸夸其谈的德先生、赛先生是一级思考的结果，还是只是人云亦云？
现代大学英语精读4第四课正文lionsandtigersandbears课文原文带段落教学总结
现代大学英语精读4第四课正文lionsandtigersandbears课文原文带段落教学总结
现代大学英语精读4第四课正文l i o n s
a n d t i g e r s a n d
b e a r s课文原文带段
落
Lions and Tigers and Bears
Bill Buford
1．So I thought I'd spend the night in Central Park, and,
having stuffed my small rucksack with a sleeping bag, a big bottle
of mineral water, a map, and a toothbrush, I arrived one heavy,
muggy Friday evening in July to do just that: to walk around until
I got so tired that I'd curl up under a tree and drop off to a
peaceful, outdoorsy sleep. Of course, anybody who knows
anything about New York knows the city's essential platitude—that you don't wander around Central Park at night—and in that,
needless to say, was the appeal: it was the thing you don't do.
And, from what I can tell, it has always been the thing you don't
do, ever since the Park's founding commissioners, nearly a
现代大学英语精读4 Unit 1 Text A Thinking as a Hobby
Thinking as a Hobby
by William Golding
1
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 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.
现代大学英语精读4基础英语
现代大学英语精读4 基础英语(总19页)
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Unit 1 Text Ⅰ Thinking as a Hobby
Paraphrases of the Text
1.
2. The leopard was Nature, and he was being natural.(3)
The leopard symbolizes Nature,which stands for all animal needs or desires.
美洲豹象征着自然，它在那里显得很自然而已。
3.
4. Nature had endowed the rest of the human race with a sixth sense and
left me out.(15)
Everybody, except me ,is born with the ability to thin
大自然赋予其余的所有的人第六感觉却独独漏掉了我。
5.
6. You could hear the wind trapped in the cavern of his chest and
struggling with all the unnatural impediments. His body would reel with
shock and his ruined face go white at the unaccustomed visitation.(19)
你能听到风被他的胸腔堵住，遇到障碍物艰难前进发出的声音。他的身体因为不习惯这样的感觉而摇摇晃晃，脸色变得惨白。 7.
8. In this instance, he seemed to me ruled not by thought but by an