大学英语精读4第一课_课文分析

BTLEWLesson1—ThinkingasaHobbyPartThreeENTERBTLEWLesson1—ThinkingasaHobbyTextAppreciationI.TextAnalysis1.Theme2.Structure3.GeneralAnalysis4.FurtherQuestionsonAppreciationII.WritingDevices1.Metonymy4.Hyperbole2.Synecdoche5.Simile3.Irony6.MetaphorIII.SentenceParaphraseBTLEWLesson1—ThinkingasaHobbyI.TextAnalysisThinkingisnotjustforprofessionalthinkerslikephilosophers.Itissomethingalleducatedpeopleshouldenjoydoing,anditisconsideredoneofthemostpreciousqualitiesinyoungscholarsforthehealthymentaldevelopment.ThemeTheendofTheme.BTLEWLesson1—ThinkingasaHobbyPart1(Paras.1—24)about:Part2(Paras.25—29)about:Part3(Paras.30—35)about:I.TextAnalysisStructureHowthesubjectofthinkingwasfirstbroughtuptotheauthorandhisunderstandingofthenatureof“grade-threethinking”Theauthor’sanalysisofthenatureof“grade-twothinking”TheendofStructure.Theauthor’sunderstandingofthe“grade-onethinking”andhisdesireforitBTLEWLesson1—ThinkingasaHobbyI.TextAnalysisHowarethethreestatuettesdescribedbytheboyandwhatdotheysymbolize?Scanthetextandlistouttherelatedinformation.Tobecontinuedonthenextpage.VenusLeopardRodin’sThinkernakedwithnothingbutabathtowel;noarms;inanunfortunatepositioncrouching;nakednaked,muscular,whosat,lookingdown;hischinonhisfistandelbowonhiskneefrozeninpanic,worryingaboutthetowelbusyingbeingbeautifulreadytospringdownatthetopdrawerfromthecupboardutterlymiserable;contemplatethehindquartersoftheleopardinendlessgloombusybeingnaturalnotmiserable,animageofpurethoughtBTLEWLesson1—ThinkingasaHobbyI.TextAnalysisTheyrepresentedthewholeoflife.Theleopardstoodforallanimalneedsordesires;VenusstoodforloveandtheThinkerstoodforthinkingasauniquelyhumanfeature.Anhumorousandsarcasticeffecthasbeenachievedbytheauthor’sdescriptionofthestatuettes,whichestablishedabackgroundtosupporthislateranalysisofthreegradesofthinkingandsomehumannatures.Tobecontinuedonthenextpage.Question:Whatdothethreestatuettessymbolize?Whateffectdotheboy’sdescriptionshave?BTLEWLBTLEWLesson1—ThinkingasaHobbyI.TextAnalysisTobecontinuedonthenextpage.Question:Howdidtheauthordescribethefollowingfigurestodemonstratehisanalysesofdifferentgradesofthinking?Headmaster:nothinghumaninhiseyes,nopossibilityofcommunication(notunderstandhisstudents)Me,theboy:delinquent,notintegrated,misunderstandingthesymbolicmeaningofthestatuettes,couldn’tthinkMr.Houghton:ruinedbyalcohol,preachinghigh-morallifebutshowinghypocriticalandprejudicednatureApiouslady:whohatedGermanwiththepropositionoflovingenemiesBTLEWLesson1—ThinkingasaHobbyI.TextAnalysisTobecontinuedonthenextpage.Ruth:foolishargument,illogicalandfledatlastBritishPrimeMinister:talkingaboutthegreatbenefitconferringonIndiabyjailingNehruandGandhiAmericanpoliticians:talkingaboutpeaceandrefusingtojointheLeagueofNationsMe,theauthor:noteasilystampede,detectcontradiction;turnedintoaprofessionalthinkerQuestion:Howdidtheauthordescribethefollowingfigurestodemonstratehisanalysesofdifferentgradesofthinking?BTLEWLesson1—ThinkingasaHobbyI.TextAnalysisThesummaryofthecharacteristicsofthethreegradesofthinkingGrade-threeGrade-twoGrade-onecharacteristicsexamplesIgnorance,hypocrisy,prejudice,self-satisfied,contradictionsMr.Houghton,ninetensofpeopleDetectingcontradictions;donotstampedeeasily;lagbehind,awithdrawal,destroybutnotcreateRuth,theauthor,(maybe)someacquaintancesTofindoutwhatistruth,basedonalogicalmoralsystemfarandfewbetween,onlyinbooksthinkingTheendofGeneralAnalysis.BTLEWLesson1—ThinkingasaHobby1.Whatdoestheauthormeanwhenhesay“…Idroppedmyhobbyandturnedprofessional”?2.Whyistheauthormuchmoreconclusiveandinformativeaboutgrade-threeandgrade-twothinkingthanaboutgrade-one?Whatdoyouthinkgrade-onethinkingis?Haveyougotanyindicationfromtheessay?3.GiveexamplesofGolding’swit.Doeshissenseofhumorandtheuseofsomewritingdeviceshelphimachievehispurposeinthisessay?Givesomeexamples.I.TextAnalysisFurtherQuestionsonAppreciationTheendofTextAnalysis.BTLEWLBTLEWLesson1—ThinkingasaHobbyII.WritingDevicesMetonymy（转喻）Inmetonymy,anideaisevokedornamedbymeansoftermdesignatingsomeassociatednotion.“It”standsfor“thought”ingrammar,butactuallyreferstoMr.Houghton,anditisvulgartorefertoagirlasaskirt.Itwilllectureondisinterestedpuritywhileitsneckisbeingremorselesslytwistedtowardaskirt.(Para.23)Mr.HoughtonMoreexamplesTobecontinuedonthenextpage.girlsBTLEWLesson1—ThinkingasaHobbyII.WritingDevicesTheburglarwasinSally’smindalldaylong.(burglar=someideaoftheburglar)•Democracyfavorsthevoteratherthanthebullet.(Vote=election,bullet=militarysolutions)•“Politicalpowergrowsoutofthebarrelofagun.”(MaoZedongrefersittothemilitaryrevolution)•BillGatesisthekingofoperatingsystemsworldwide.(BillGates=Microsoft)•Thepenismightierthanthesword.(pen=writer;sword=fighter)ComparisonsynecdocheTobecontinuedonthenextpage.BTLEWLesson1—ThinkingasaHobbyII.WritingDevicesSynecdoche（提喻）Tobecontinuedonthenextpage.Synecdochecanbeincludedinmetonymy,anditreferstothesubstitutionofthepartforthewholeorofthewholeforthepart.Ifwewerecountingheads,theBuddhistsweretheboysformymoney.(Para.27)(head=person)Therearetwomouthstofeedinmyfamily.(mouth=person)Godbles