6 Twelve Angry Men (Part Two)教案及讲义

Lesson Six Twelve Angry Men (Part Two)
1．授课时间:
第13－14周
2．授课类型: 理论课三次；习题课一次
3．授课题目:Twelve Angry Men
4．教学目的、要求:
1). Help the students to know some basic information about English play;
2) Help the students to have a general idea about American judicial system, in which the jury is an important component;
3). Ask the students to compare the similarities and differences between Chinese and
American jury systems;
4). Ask the students to give some suggestions on how to improve Chinese jury system after
careful consideration.
5．教学重点及难点:
1）背景知识的传授：美国司法制度；审判的法律程序和裁决结果的公布
2）戏剧的相关知识的介绍
3）语言点的理解；
词缀-under; -al; -ward
Word study: favor; risk; stick; bear; remind
Grammar Focus: Modals + perfect infinitive; connectives
6. 教学基本内容纲要，教学方法、手段，实施步骤：
A内容纲要:
1)修辞讲解：双关
2)背景知识:律师服饰的特色
3)戏剧的介绍和故事情节的分析，高潮的赏析
4)课文讲解
5)词缀-under; -al; -ward
B教学方法和手段：
以学生为主体，教师为主导，课堂上开展以任务为中心的形式多样的教学活动，在加强基础训练的同时，采用启发式、讨论式、发现式和研究式的教学方法，充分调动学生的积极性。

C实施步骤：
1)口语讨论练习
2)律师服饰讲解
3修辞的分析：双关
4)剧情的分析
7．作业、讨论题、思考题:
完成课后练习;
多看英语报刊杂志及英语经典小说，扩大阅读量；
精听与泛听相结合，逐步提高自己的听力水平；
积极参加英语角等有助于提高英语口语的活动；
坚持用英语写日记；
做一些专四相关练习；
8．参考资料（含参考书、文献等）:
1)杨立民主编,《现代大学英语精读》（3）教学用书。

北京：外语教学与研究出版
社,2002。

2)梅仁毅主编,《现代大学英语精读》（3）教师用书。

北京：外语教学与研究出版
社,2002。

3)李观仪主编，《新编英语教程》（第三、四册）。

上海:上海外语教学研究出版, 1999。

4)黄源深，虞苏美等主编，《综合英语教程》（1-4册）。

北京：高等教育出版社，1998。

5)《高等学校英语专业英语教学大纲》，北京：外语教学研究出版社，2000。

6)Judy Pearsall主编，《新牛津英语词典》。

上海：上海外语教育出版社，1998。

7)丁往道、吴冰等编著，《英语写作手册》。

北京：外语教学与研究出版社。

8)张道真，《现代英语用法词典》（重排本）。

北京：外语教学与研究出版社，1994。

9)张道真，温志达, 《英语语法大全》上、下卷。

北京：外语教学与研究出版社，
1998。

9．课后小结
Lesson Six
Twelve Angry Men
Part I Warm-up
On Justice
The whole history of the world is summed up in the fact that, when nations are strong, they are not always just, and when they wish to be just, they are no longer strong.
—Winston Churchill
世界的整个历史可以归结为这个事实: 一个国家强大时就不太公正, 而当他们希望求得公正时, 就不再强大。

—温斯顿·丘吉尔
I have always found that mercy bears richer fruits than strict justice. —Abraham Lincoln Courage is of no value unless accompanied by justice; yet if all men became just, there would be no need for courage. —Agesilaus the Second
It is in justice that the ordering of society is centered. —Aristotle Justice is the constant and perpetual will to allot to every man his due.
—Domitus Ulpian
If it were not for injustice, men would not know justice. —Heraclitus Justice consists not in being neutral between right and wrong, but in finding out the right and upholding it, wherever found, against the wrong. —Theodore Roosevelt Justice delayed, is justice denied. —William Galdstone
Part II Background Information
2.1 Judges
A judge or justice is an appointed or elected official who presides over a court. The powers, functions, and training of judges varies widely from jurisdiction to jurisdiction.
In USA, judges are not trained separately from lawyers and are generally appointed or elected from among practicing attorneys.
(A professional person authorized to practice law; conducts lawsuits or gives legal advice) Being a judge is usually a prestigious position in society, and as a result a variety of solemn traditions have become associated with the occupation. In most nations of the world judges wear
long robes, usually black or red, and sit on an elevated platform during trials. The standard judges uniform originated with the Roman toga.
In some countries, notably Britain, judges also wear long wigs and use special gavels to instill order in the courtroom.
In the People’s Republic of China, judges wore regular street clothes until 1984, when they began to wear military style uniforms, which were intended to demonstrate authority. These uniforms began to be replaced in 2000 by black robes similar to those in the rest of the world. In most English speaking countries (particularly the USA) a judge is addressed as "Your Honor" when presiding over the judge's court, as a sign of respect for the office.
The judges of the Supreme Court of the United States, and the judges of the supreme courts of several U.S. states and other countries are called ―justices‖. In the United Kingdom, a comparable rank is held by the House of Lords; its judges are not called judges, but Law Lords, and sit in the House of Lords as peers.
2.2 Barristers
In many common law jurisdictions, a barrister or advocate is a type of lawyer, particularly one entitled to appear before the superior courts of that jurisdiction.
The legal profession in England and Wales is divided between solicitors and barristers. Both are trained in law but serve different functions in the practice of law. Solicitors are regulated by the Law Society, barristers by the General Council of the Bar and the individual Inns of Court. Barristers' work dress is very traditional in that they are required to wear a horsehair wig when they appear as advocates in court, with a black gown and a dark suit and a white shirt with strips of white cotton called 'bands' hanging before a wing collar. This makes them very easy to distinguish, although individuals can be disguised and anonymous, whereas the garments emphasize the dramatic nature of their calling. (The question of barristers' and judges' clothing is currently the subject of review, and there is some pressure to adopt a more "modern" style of dress, with European-style gowns worn over lounge suits.)
Most barristers are probably properly equated with US trial lawyers in that they do not deal with the public (or lay clients) directly, but through the intermediary of a solicitor.
Barristers are also found in Northern Ireland, Ireland, and Australia (in the states without a fused profession, namely New South Wales, South Australia, Queensland and Victoria). In Canada the professions of barrister and solicitor are fused and many lawyers refer to themselves with both names.
2.3 Court Working Dresses in England and Wales
Judges hearing criminal cases
High Court Judge
Circuit Judge
Judges hearing civil cases
District Judge
(Judges hearing different cases wear different court dresses.)
Barristers or Advocates
Court Clerk
Court Usher
(red, black) gown, wig; gown, no wig
Judges hearing criminal cases:
Working dress and possible options
Circuit judge 巡回法官
Cons: Now it is proposed in Britain—as it is always proposed once every five years—that this anachronistic dress be abolished, and that judges and advocates, as in America, should appear in court as normal human beings. It is said that wigs and gowns intimidate the litigants and witnesses.
Pros:Yet some people argue that formal dress adds to the dignity of the court, is historic, and distinguishes the main actors from mere participants.
Part III Text Appreciation
3.1 General Introduction
Plot:A young delinquent awaits sentencing for the manslaughter of his aggressive father. One juror feels there is a reasonable doubt—to the frustration of his eleven colleagues—thus preventing a quick verdict. During the heated deliberations, the hidden preconceptions and prejudices of the jurors are revealed.
Plot elements:conflict, crisis/turning moment, climax, etc.
Setting:jury room
Protagonists : 12 jurors
Theme of the story:"Twelve Angry Men" is about one individual's ability to stand up for what he believes, even when others ridicule him. It is also a powerful study not just of the criminal
justice system, but also of the diversity of human experience, the nature of peer pressure, and the difficulty of ever fully knowing the truth.
3.2 Text Analysis
1. No. 7: Bright! He’s a common ignorant slob. He don’t even speak good English. (para.5) Question: What tone was No. 10 using when he attacked the accused? What can we know about No. 10?
He was sneering at the accused in an ironic tone, however he himself made a grammar mistake, thus revealing himself an incompetent language speaker.
2. No.12: … It wasn’t very nice to have it sticking out of some people’s chests.
No. 7: Especially relatives’.
Question: Do you think No. 7 was a humorous person? How do you like his joke here?
NO. 12 and No. 7 are joking about this murder. But in fact this is disgusting and distasteful to joke about a murder.
3. No. 11: Ah, this then would depend on your definition of panic. He would have to be calm enough to see to it that there were no fingerprints left on the knife. Now, where did the panic start and where did it end?(para.15)
Question: Figure out No. 11’s logic of reasoning.
No. 4 thought that the boy could run out in a panic after having killed his father, after he calmed down, he realized that he left his knife at the scene. But No. 11 didn’t think it held water because if the boy had run out in a panic, he couldn’t be so calm to be sure that there were no fingerprints left on the knife. So No. 11 asked where the panic started and where it ended.
4.No. 8: Maybe the boy did kill his father, did run out in a panic, …. Maybe all those things happened. But maybe they didn’t. I think there’s enough doubt that we can wonder if he was there at all during the time the killing took place.(para.17)
Question: What is the reasonable doubt here?
It is possible that the boy was not at the scene when the killing took place. (or: It is possible that he didn’t come back home only to get his knife, risking being caught.)
5. No. 7: (To No. 8) Ran, walked. What’s the difference? An yway he got there! (para.23) Question: What character did No. 7 reveal here, in your opinion?
He didn’t care much about the details, but in most cases, details can tell the detectives a lot about
what could have happened. In fact, No. 7 had got a theatre ticket burning in his pocket, he was in a hurry to get out of here, therefore he just wanted to rush up thus tended to leave out many important things. That just shows us how little he took another person’s life.
6. No. 3: He was an old man. Half the time, he was confused. How could he be positive about anything? (He tries to cover his blunder. …)(Para.31)
Question: What blunder did No. 3 make?
No. 3 said that half the time, the old man was confused and couldn’t be sure about anything, so how could he be so sure that it was 20 seconds?
7.No. 3: Assumed! Brother, I’ve seen all kinds of dishonesty in my day, but this little display takes the cake. What’s the matter with you guys? You all know he’s guilty. He’s got to burn and you let him slip through our fingers!(para.43)
Question: What did No. 3 assume himself to be? Do you think a conscientious juror should talk like that?
No. 3 was not the executioner, but he talked as if so. He was not supposed to base his judgment simply on what he thought to be. Facts and reason matter most. A conscientious juror should try to be impartial rather than biased.
8.No. 3: Phew, I’ll kill him! I’ll kill him!
No. 8: You don’t really mean you’d kill me, do you?(para.49)
Question: Why did No. 8 deliberately make No. 3 mad? How do you feel about the language power?
No. 3 couldn’t mean it when he said that ―I’ll kill you!‖, likewise, it is possible that the accused boy also didn’t mean it when he said the same thing.
It is a clever way to retort. No. 8 just used the same l ogic of reasoning to fight against No. 3’s logic –if the boy said it, he meant it.
9. No. 10: Don’t give me that! I’m sick and tired of facts. You can think any way you like.(para.55)
Question:In what way was No. 10’s view of facts different from that of No. 9? Compare and contrast these two jurors.
No. 9: a gentle old man, took his duty as a juror seriously. Decent , upright. ―The facts of the case are supposed to determine the case.‖
No. 10: prejudiced against poor people and people with little schoolin g. ―I’m sick and tired of facts.‖
10. No. 7: … How do you like this guy? He comes here running for his life. And now, before he can take a deep breath, he’s telling us how to run the show. The arrogance of this guy. (para.62) Question: How do you think of No.7?
No. 7 himself was arrogant. He despised No. 11’s identity as an immigrant, and was impatient with any reasoning and talking which could prolong this discussion, thus ruin his chance of going to the theatre.
11. No. 9: I think the point is made. No. 10: Big point!(para.86)
Question:What point was made? What did No. 10 mean by saying ―big point‖? Did he mean it or not? (Refer to Para. 113 for clearer understanding.)
No. 9 thinks that the demonstration has proved No. 8’s point that the boy couldn’t have remembered the details when questioned by the detectives, under great emotional stress. No. 10 was talking ironically. He didn’t mean it at all.
12. No. 3: (pointing to the knife.) Give me that. I’m going to give you a demonstration. Somebody get up.
(… He holds the knife up and then stabs downward towards No. 8’s chest. He stops just before the blade reaches his chest… )(para.92)
Question: How do you comment on what No. 3 did to No. 8? Under what circumstances would one say ―somebody get up‖?
No. 3 took this opportunity to take revenge on No. 8. No. 3 took this argument very personally. Thus we know that he was narrow-minded. On the other hand, he was biased because No.3 had serious problems with his own son who beat the father up, and he believed the accused boy was just like his own son.
It sounds more like an order, which is not a polite way to speak to other jurors.
13.No. 10: … You know how these people lie. It’s born in them… They don’t know what the truth is. And let me tell you. They don’t even need any real big reason to kill someone, either. No sir! That’s the way they are. By nature. Violent!… The kid’s liar. I know it…(para.113) Question: Was No. 10 talking about the facts or opinions? What kind of person was No. 10? No. 10 was not talking about facts, he was talking about opinions, to be exact, strongly held prejudices.
14. No. 4: I’m trying to settle something. Do you mind?
No. 4: If it’s any of your business, I was rubbing it because it bothered me a little.
No. 4: Very annoying.(paras.122,124,128)
Question:How did No. 4’s attitude change from politeness to irony? Pay attention to his tone. He was getting impatient with No. 9, thus we can observe a shade of irony in his tone: ―if it’s any of your business‖,―very annoying‖
―Very annoying‖ , a pun, is used ironically to contain two layers of meaning:
one, No. 4 found the two deep impressions beside his nose annoying; the other, he thought No. 9’s persistent interruption was annoying.
15. No. 3:…Well, say something! You lousy bunch of bleeding hearts. You’re not going to intimidate me. I’m entitled to my opinion…(para.164)
Question:Compare No. 3 and No. 8’s performances in the courtroom. In what way did they impress you?
No. 3 couldn’t get rid of his prejudices against the accused boy, but he based his judgment not on logical reasoning but on emotional associations.
No. 8 successfully brought all other jurors around by persistent efforts, logical reasoning, support and respect he won from other jurors. He was cool, logical and rational.
3.3 Further discussion about the story
1. Why do you think the author gives ―Twelve Angry Men‖ as the title of the play? Why are these people so angry? Do you agree that strong emotions can often affect our judgment?
2. Do you find it strange that the truth is sometimes in the hands of one person? Why is it so easy for people to go along with the crowd? What lesson should we draw from this?
3. How does No. 5 begin to doubt that the downward stab could have been made by the boy? Do you think he has made a good point? What supportive arguments does he get from No. 7? In order to convince the others No. 3 also gives a demonstration. But does his demonstration have the same effect on others?
4. What does No. 10 say that disgusts almost everybody and discredits whatever else he has to say?
5. What does No. 4 consider ―the unshakable testimony‖? How is this ―unshakable‖ testimony finally shaken?
6. What is the question raised by No. 11? How do those still voting guilty try to explain why the boy risked being caught and came back 3 hours after he had killed his father? Do you agree with him?
7. No. 7 says that the old man ran to the door. Is that a faithful description of what happened? Why does No. 5 make such a fuss about the use of the word ―ran‖ then? What does No. 8 want
the diagram of the apartment for? Can you draw that diagram to show how everything is supposed to have happened according to the testimonies? Do you think No. 8’s little demonstration proves their doubt reasonable?
3.4 Writing Devices: Pun
A pun is defined by Webster as "the humorous use of a word, or of words which are formed or sounded alike but have different meanings, in such a way as to play on two or more of the possible applications; a play on words."
e.g. Did you hear about the two molecules walking down the street? One lost an electron, and exclaimed: "I've lost an electron!" The other said: "Are you sure?" And the first one said: "I'm positive!"
1. Seven days without food makes one weak.
2. Income Tax: Capital punishment.
3. Why didn't the lions eat Daniel when he was thrown in their den? Because he read to them from his Bible all night. He was the first prophet to read between the lions.
Ads. Sign on an electrician's truck: Let us remove your shorts.
Maternity Clothes Shop: We are open on labor day.
Non-smoking area: If we see you smoking we will assume you on fire and take appropriate action.
On a Maternity Room Door: Push, Push, Push.
Hotel: "Help!" We need inn–experienced people.
Butcher's Window: Pleased to meat you.
Beauty Shop: Dye now!
Computer Store: Out for a quick byte.
Pun: examples in the text
No.4: Very annoying. (Para. 128)
―Very annoying‖ here is used ironically as a pun: No.4 found the two deep impressions beside his nose annoying; and he thought No.9’s persistent interruption was annoying, too.
3.5 Sentence Paraphrase
1. But supposing he really did hear this phrase, how many time have all of you used it? (Para. 2) Even if he did hear this phrase, we all have used it so many times but we don’t mean i t. Supposing: adverbial clause of condition, also used as ―suppose‖ in spoken English
2. The kid yelled it out at the top of his lungs. (Para. 3)
→The boy cried out as loudly as he could.
3. Wouldn’t he be afraid of being caught? (Para. 9)
passive gerund, used as the object of the phrase ―afraid of‖
e.g. He was afraid of being seen by his mother.
She was fond of being looked at.
He is not interested in being regarded as a celebrity.
She did not understand why she was criticized instead of being praised for disclosing the dirty dealings.
4.And from what was presented at the trial, the boy looks guilty on the surface. (Para. 9)
→Apparently, it seems that the boy is guilty based on the evidence at the trial.
5.… why did he leave it there in the first pl ace? (Para. 13)
→… why did the boy leave the knife at the scene at the very beginning?
6.We can assume that the boy ran out in a state of panic after having just killed his father. (Para.14)
→We can suppose that the boy killed his father first, then ran out, overwhelmed with terror.
in a state of panic: More formal than ―in panic‖. Likewise, ―in the course of history‖ is a more formal version of ―in history‖.
7.Well, if I were the boy and had stabbed my father, I would take a chance and go back for the knife. (16)
Subjunctive mood: No. 12 tried to put himself in the boy’s shoes and figure out what was really on his mind.
8.I think there’s enough doubt that we can wonder if he was there at all during the time the killing took place. (Para.17)
→There is enough evidence so that we can doubt that the boy was there at the scene.
9. I’ve seen all kinds of dishonesty in my day, but this little display takes the cake. (Para. 43)
→I’ve seen all kinds of cheating, lying and other dirty tricks in my life, but t his little demonstration is the worst I can imagine.
takes the cake : to be worse than anything else you can imagine
10. I feel sorry for you. What it must feel like to want to pull the switch. You are a sadist! (Para.
48)
→I can’t understand what kind of feeling it is that will make you want to pull the switch. The only possible answer is that you are a sadist. You enjoy inflicting pain. You enjoy watching people suffer.
11Don’t give me that! I’m sick and tired of facts. (Para. 55)
→Don’t give me that kind of argument. I don’t need it.
Don’t give me that!少来这一套
Be sick and tired of : be completely fed up with
12. He comes here running for his life. And now, before he can take a deep breath, he’s telling us how to run the show. The arrogance of this guy. (Para. 62)
→No. 11 is a new immigrant, or even a political refugee. He came to America to escape persecution, but now before he can take a deep breath, almost immediately, he is telling us Americans how to do everything. The arrogance of this guy is really something.
run the show :be in charge, maneuver, control
running for his life is used as complement of predicative
The arrogance of this guy is really something is unfinished sentence
13.An important point with the prosecution was the fact that after the boy claimed he had been at the movies during the ho urs in which the killing took place, he couldn’t remember the names… (Para. 64)
14.I’m getting sick and tired of this yakking, yakking. So I guess I’ll have to break the tie. (Para. 99)
→These wordy, boring discussion is unbearable. Now I decided I’ll br eak away from my former union.
break the tie: end a relationship with a organization who voted for guilty
15.Whenever you run into it, it always obscures the truth. (Para. 115)
→When you run into prejudice, it will make it difficult to pursue the truth.
run into : to start to experience a difficult or unpleasant situation
16. Could these marks be made by anything other than eyeglasses? (Para. 137)
Is it possible that these marks could also be made by something else besides eyeglasses? Part IV Language Study
4.1 Word Study
1. acquittal
n. an official statement in a court of law that someone is not guilty
e.g. Of 52 prosecutions for police brutality, 46 ended in acquittals.
v.acquit somebody of something
e.g. The judge directed the jury to acquit Phillips of the murder.
2. avenge
v.to do something to hurt or punish someone because they have harmed or
offended you
e.g. The Trojans wish to avenge the death of Hector; their misplaced values mean that patience
in adversity is impossible.
Half a century later he has finally avenged that defeat.
3. bear
v. a. to bravely accept or deal with a painful, difficult, or upsetting situation
b. to dislike something or someone very much, often so that they make you feel annoyed or
impatient
e.g. She was afraid she wouldn't be able to bear the pain.
Overcrowding makes prison life even harder to bear.
Oh, I really can't bear him.
He can't bear spinach.
bear sb. grudge; bear sth. in mind; bear a resemblance /relation to
bear arms; bear fruit
4. blunder
n. a careless or stupid mistake
commit a blunder, make a blunder
e.g. Major management blunders have led the company into bankruptcy.
The parents face a nightmare week-long wait before blood tests show if there has been a hospital blunder.
5. commonplace
a.happening or existing in many places, and therefore not special or unusual
e.g. Car thefts are commonplace in this part of town.
Expensive foreign cars are commonplace in this Chicago suburb.
6. injustice
n.a situation in which people are treated very unfairly and not given their rights
e.g. The group, called the Wilmington 10, were active in protests against racial injustices in the
schools in the early 1970s.
These injustices are intolerable, especially when the victims are children.
a. unjust
7. intimidate
v. to frighten or threaten someone into making them do what you want
e.g. They tried to intimidate the young people into voting for them.
Attempts to intimidate her failed.
Synonyms threat
8. lunge n. lunge
v. to make a sudden strong movement towards someone or something,
especially to attack them
e.g. The goats lunged at each other with their horns.
John lunged forward and grabbed him by the throat.
9. object
v. to feel or say that you oppose or disapprove of something
e.g. Robson strongly objected to the terms of the contract.
I objected to having to rewrite the article.
10. obscure n. obscurity
v.a. to make something difficult to know or understand
b. to prevent something from being seen or heard clearly
e.g. Recent successes have obscured the fact that the company is still in trouble.
The view was obscured by mist.
a. a. not well known and usually not very important
b. difficult to understand
e.g. an obscure poet 无名的，不知名的
The details of his life remain obscure. 含糊的,不清楚的
He’s using an obscure old law to try to stop the new road being built.
晦涩难懂的
11. recreate
v. to make something from the past exist again in a new form or be experienced again
e.g. Evan often chimes in, so we work together to recreate the story.
And we can share best practices so that every educator and employer does not have to recreate effective strategies from scratch.
Arjelo's novel vividly recreates 15th-century Spain.
12.stamp
v. a. to put your foot down onto the ground loudly and with a lot of force
b. to put a pattern, sign, or letters on something using a special tool
c. to have an important or permanent effect on someone or something
e.g. ―I will not!‖ Bert yelled and stamped his f oot.
The woman at the desk stamped my passport.
The experience remained stamped on her memory for many years.
13.stick
v.a. to attach something to something else using a substance, or to become
attached to a surface
b. if a pointed object sticks into something, or if you stick it there, it
is pushed into it
c. if you stick a part of your body somewhere, you put it in a position
where other people can see it
e.g. Someone had stuck posters all over the walls.
pins stuck in a notice board
Clara stuck her head around the door to see who was there.
14.testify
v. a. to make a formal statement of what is true, especially in a court of law
b.to show clearly that something is the case
e.g. Mr. Molto has agreed to testify at the trial.
Later, the witness who had testified against Muawad withdrew his allegation.
The empty shops in the high street testify to the depth of the recession.
The company's experience testifies to the difficulties of opening a business in a foreign country.
testify at the court在法庭作证testify against sb. 作出不利于······的证明
testify to sth. 证实testify that…证实，证明
15.trot
v.to walk or go somewhere, especially fairly quickly
n. a fairly slow way of running in which you take short regular steps
e.g. Dorothy arrived, with a little dog trotting along behind her.
He locked the door and trotted down the stairs to my car.
She broke into a trot (= started running slowly) and hurried on ahead of us.
16.underhand
ad. if you throw a ball underhand, you throw it without moving your arm
above your shoulder
a. dishonest and done secretly
e.g. throw the ball underhand 下手投球
They did it all in such an underhand way. 他们这么干真是阴险。

Antonym overhand
4.2 Phrases and Expressions
1. mean it
to be serious about what you are saying or writing
e.g.With children, if you say ―no‖, you have to mean it .
I meant what I said earlier.
2. in favor of 支持，赞成
all in favor 所有人都赞成吗ask… a favor请某人帮个忙
be in favor with sb. 得宠be out of favor with sb. 失宠
do sb. a favor 帮某人个忙find/gain/win favor 赢得好感
3. in the first place
a. used to introduce a series of points in an argument, discussion, etc.
b. used to talk about what someone did or should have done at the。