精读4 第一课 thinking as a hobby

现代大学英语精读4 Unit 1 Text A Thinking as a Hobby

Thinking as a Hobbyby William Golding1While 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.2It 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.3Some time later, I learned about these statuettes. The headmaster had placed them where they would face delinquent children, because they symbolized to him the 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 muscular gentleman was not miserable. He was Rodin’s Thinker, an image of pure thought. 4I 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, clasp my hands behind my back and writhe one shoe over the other.5The headmaster would look at me and say,6“What are we going to do with you?”7Well, 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?”9Then I would look up 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?”11No, 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?”13On 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.”15Clearly 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.16There was Mr. Houghton. He was always telling me to think. With a modest satisfaction, he would tell me 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?17Sometimes, 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!”19He 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 ruined face go white at the unaccustomed visitation.He would stagger back to his desk and collapse there, useless for the rest of the morning.20Mr. 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.21His 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 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!”22Mr. Houghton thought with his neck.23This was my introduction to the nature of what is commonly called thought. 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. Technically, it is about as proficient as most businessmen’s golf, as honest as most politicians” intentions, 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.24True, 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.25Grade-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 liked it. To hear 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 are moments of delight. 26But 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. 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.27At 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 around her waist and murmured breathlessly 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.28That 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.29Grade-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.30But 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.31I therefor 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....32It 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.33Had the game gone too far? In those prewar days, I stood to lose a great deal, for the sake ofa hobby.34Now you are expecting me to describe how I saw the folly of my ways and came back to the warm nest, where prejudices are so often called loyalties, pointless actions are turned into customs by repetition, where we are content to say we think when all we do is feel.35But you would be wrong. I dropped my hobby and turned professional.。

大学英语精读4第一课_课文分析

In metonymy, an idea is evoked or named by means of term designating some associated notion. “It” stands for “thought” in grammar, but actually refers to Mr. Houghton, and it is vulgar to refer to a girl as a skirt.
W B T L E
Lesson 1—Thinking as a Hobby
I.
Text Analysis
Theme
Thinking is not just for professional thinkers
like philosophers. It is something all educated
Lesson 1—Thinking as a Hobby
I.

Text Analysis
Question: How did the author describe the following figures to demonstrate his analyses of different grades of thinking? Headmaster: nothing human in his eyes, no possibility of communication (not understand his students) Me, the boy: delinquent, not integrated, misunderstanding the symbolic meaning of the statuettes, couldn’t think Mr. Houghton: ruined by alcohol, preaching high-moral

现代大学英语精读4第二版unit1ThinkingasaHobby概要共51页

谢谢你的阅读
❖ 知识就是财富 ❖ 丰富你的人生
71、既然我已经踏上这条道路，那么，任何东西都不应妨碍我沿着这条路走下去。——康德 72、家庭成为快乐的种子在外也不致成为障碍物但在旅行之际却是夜间的伴侣。——西塞罗 73、坚持意志伟大的事业需要始终不渝的精神。——伏尔泰 74、路漫漫其修道远，吾将上下而求索。——屈原 75、内外相应，言行相称。——韩非
现代大学英语精读4第二版 unit1ThinkingasaHobby概要
16、自己选择的路、跪着也要把它走完。 17、一般情况下)不想三年以后的事，只想现在的事。现在有成就，以后才能更辉煌。
18、敢于向黑暗宣战的人，心里必须充满光明。 19、学习的关键--重复。
20、懦弱的人只会裹足不前，莽撞的人只能引为烧身，只有真正勇敢的人才能所向披靡。

精读4 第一单元 thinking as a hobby

His Works
About a group of small British boys who lapse into violence after they have been stranded on a desert island and lost all adult guidance. Ironically the
-- Blaise Pascal (French mathematician and philosopher ) • Reading furnishes the mind only with materials of knowledge; it is thinking that makes what we read ours.
第二十三页，共五十页。
Text Analysis
Detailed Analysis
Part I words & expressions
• Statuette (para. 2)
• Nothing but: only (para. 2) • Lest (subjunctive mood in its clause) (para. 2) • In a position to: to be able to do (para. 2)
• Did he change his idea later?
• Why couldn’t he communicate with the headmaster?
• What was the conclusion he came to in the end?
• Can you briefly introduce the two characters: the headmaster & the boy?

精读4.thinging as a hobby

He had committed a hideouscrime. 同义：dreadful adj.讨厌的；令人不快的 horrible adj.十分讨厌的；可恶的 revolting adj.令人作呕的；极其讨厌的
Paraphrase
exalted
Somoreattoimryes he got excited by hleiasp ofrowmn speech and would juhmupstluep from his desk and puhisdheouuss outside into a cold and unpleasant wind.
Thinkng as a hobby
Sometimes,exalted by his own oratory, he
17
would leap from his desk and hustle us oቤተ መጻሕፍቲ ባይዱtside into a hideous wind.
exalted：adj.①地位高的；高贵的；显赫的地位显赫的女人 a woman with an exalted position ② 兴奋的；兴高采烈的 We were exalted by the news of his victory. 我们因他获胜的喜讯而兴奋。同族：exalt v.提拔；表扬 exaltation n.兴奋；晋升
draught n.①穿堂风；通风气流；通风他坐在风口上着凉了。
He sat in a draught and caught a cold. ② 一饮(的量) 他喝了一大口葡萄酒。
He took a deep draught of his wine. 形近：drought n.久旱；旱灾该词可以作动词，在英式英语中常见，意为起草，草拟，在美式英语中写作draft

现代大学英语精读4 Unit1 Thinking as a hobby_language study

Examples:
His pocket was bulging with sweets.
The baby boom created a bulge in school
enrollment.
WB T L E
To be continued on the next page.
Synonyms
protrude project stick out
WB T L E
Unit 1—Thinking as a Hobby
Unit 1—Thinking as a Hobby
I. Word Study
1. acquaintance
n. a. (CN) a person whom one knows b. (UN) knowledge or information about something or someone
n. acquaintanceship v. acquaint: to come to know personally; to make
familiar; to inform; Examples:
Mrs. Bosomley has become merely a nodding acquaintance.
WB T L E
Unit 1—Thinking as a Hobby
I. Word Study
4. confer
v. a. to bestow (e.g. an honor) 授予 b. to invest with (a characteristic) 赋予；使带有 c. (vi.) to meet in order to deliberate together or compare views 协商

(完整版)精读4第一课thinkingasahobby课后答案

Thinking as a hobbyPreview31.那只是个口误，却让他丢了政府部门的工作。

2.当听到那所大学没有授予她儿子博士学位时，她的情绪一下低落了。

3.照片上我们看到她赛后自豪而满足地挥舞着国旗的样子。

4.电影遭禁演，因为他们声称其中含有令他们反感的反对他们种族的内容。

5.他和他的内阁成员讨论的时候，当然不会谈这些小事。

6.我的小小建议就写在这一小纸片上，请你见到她时给她。

7.有些人坚决反对，但大多数特洛伊人都决定要把那木马弄进城里。

他们永远没有想到这个怪物里面藏着敌人。

8.我觉得教师进课堂时应该穿得朴素些，你的这件衣服颜色稍显艳丽了。

（a trifle too loud trifle这里表示程度，“有一点，稍微”的意思；loud 除了声音大以外，还有“刺眼、招摇”的意思）Vocabulary11.bang the door 7. sink one’s head2.cheer His Majesty 8. symbolize the nation3.contemplate the statue 9. warm one’s hands4.devise a new method 10. ruin one’s health5.gain a reputation 11. play an important role6.inspire the people 12. settle the issue1.永恒的真理11. 狂热的（使人兴奋冲动的）爱国热情2.文件柜12. 无情的入侵者3.无稽之谈13. 首相4.违规行为14. 思维过程5.常客15. 国际联盟6.新鲜空气16. 一篇条理清楚的文章7.格调很高的独白（一个人唱高调）17. 一位口译好手8.一种固定的观点18. 一种不可阻挡的趋势/潮流9.言语障碍19. 烂苹果10.可怕的风21. was utterly disgusting2. was given to frequent shopping sprees3. saw the folly fell into the other fault cut down4. faint reel/walked unsteadily in anguish/miserably5. justify countered by saying If anything ruin6. vanish of itself combat put in its place7. stand by him/ support him/ back him up showed his open contempt and mockery to8. viewed symbolized in eternal panic lest9. dismiss lightly it might be Nazism all over again10. too much for few and far between few and far between31.I know I could rely on my brother to stand by me whatever happened.2.Normally/As a rule, the younger generation tends to be more interested in the present ratherthan the past unlike the older generation, but both generations will stand to lose if they do not respect the other’s needs.3.The Chinese written language has been a major factor for integrating the whole nation.4.In traditional Chinese art and literature, the bamboo and the pine tree always symbolize moralintegrity and uprightness.5.Queen Elizabeth I ruled England for 45 years, and the nation prospered under her rule.6.Democracy means that the majority rules. But that’s not all. Respect for minority’s right todisagree is also an integral part of democracy. The two rules are of equal importance.7. a nation cannot be strong unless it is well-integrated politically, economically, culturally aswell as geographically.8.The party was boring, so he slipped out of the room and went home. But the road was somuddy after the rain that he slipped and fell into a ditch.9.Her health was such that she would not dare to be exposed to the sun even in winter lest shegot sunstroke.10.I was drowning my sorrow one night in a small restaurant when he came over to me andslipped a roll of money in my hand.。

Thinking as a hobby 未删减原文及参考译文

Thinking as a Hobby思考作为一种嗜好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.还是个孩子的时候我就得出了思考分三种等级的结论。

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。

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 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.那个时候我一定是个很让大人头疼的小孩。

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 HobbyAnswers: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 become one of them and devised a coherent moral and logical system for living. I stood to lose a great deal for my determination, but finally I dropped my hobby and turned professional in that.II.1 . C2 . C3 . D4 . D5 . C6 .B7 .C 8. D 9 .D 10. D 11. B 12 .D 13 .D 14 .B 15 . C 16 .D 17 .B 18 .D 19 . D 20 .CIII. OmittedLesson Two Waiting for the PoliceAnswers:Ⅰ.Oral workⅡ.Vocabulary⒈Choose the right word and put it in the proper form1)earnest/serious serious serious earnest/serious earnest/serious2)make full use of took advantage of take advantage ofmake full use of take advantage of make some use of3)advise advised suggest proposed suggest propose suggest⒉Put the missing word2)will work is are reproduces deplete add3)can move don’t tear skin will never take areⅢ.Grammar workChoose the right expression1)in fact 2)especially at an advanced level2)it was that long ,I am sure 4)of course5)however 6)on the other hand7)I suppose 8)whether invited or notⅣ.Written work (omitted)Ⅴ.Translation1)It is miracle how our company has developed into a multinational insuch a short span of time2)The average life span of that country has increased from 42 years to 50 years in matter of two decades.3)The conflict between the two countries has spanned more than halfA century4)There are four bridges spanning the river.5)I’m much obliged to you .Without your help, I would never have finished the book.6）No，you are not obliged to go to the party. You don’t have to go if youdon’t want to.7）She’s always ready to oblige when people come to her help.8)In the valley is a small lack right between a meadow and a hill. It is aperfect spot for picnic.9)Sitting in that shady spot he soon dozed off.10)He criticized me on the spot when he saw me throw a plastic bag by the roadside.Lesson Three Why Historians DisagreeAnswersI. Oral workII. Vocabulary Test1. Choose the right word and put it in the proper form1) Historic historical2) Limited restricted3) Sensitive sensible2. Reading Comprehension1. P phenomenon2. B strength3. E tropical4. L bringing5. K starvation6. J destructive7. N worth 8. An estimate 9. O strikeIII. Grammar workComplete the following sentences with the most likely answer.1. C2.C3.A4.C5.CLesson Four A Drink in the PassageI. Oral work (omitted)II. Vocabulary Test:1 Translate1) into Chinese.(1)难以解决的两难困境(2)一本难以看懂的书(3)一个爱交际的女人(4)黑市(5)黑色幽默(6)害群之马2) into English(1)to celebrate its Golden Jubilee(2)to excite admiration(3)to touch the conscience(4)to win the prize(5)to receive a reprimand(6)to omit the words2. Study the difference between the following pairs or groups of words.1)(1)renounce (2)announce (3)renounce (4)denounced2)(1)avoid; prevent (2)prevent (3)avoid (4)averted/ avoided/ preventedIII. Grammar work1. Complete the following sentences with the right from of the verb in the brackets.(1) is (2) are (3)was (4)frightens2. Translate the sentences into English.1) Using “It is/ was said/ believed, etc.” to express general beliefs.(1)It’s widely rumored that Linda’s getting promoted.(2)It is estimated that the project will cost RMB three billion.(3)It is assumed that the Labor Party will remain in power.(4)It was proposed a few years ago that the president be elected for one term only.2) Paying special attention to subject-verb agreement.(1)The jury is having trouble reaching a verdict.(2)Whenever either of us is in a tight corner, we always come to each other’s help.(3)Statistics are facts obtained from analyzing information given in numbers.(4)Statistics is a branch of mathematics concerned with the study of information that is expressed in numbers.3. Put in appropriate connectives.(1)as , where , that/which, if/ whether, but , if.4. Complete each of the following sentences with the most likely answer.(1) B (2)A (3)ALesson Five Man of the MomentAnswersI. Oral workII. Vocabulary１）ｉｎｔｏＣｈｉｎｅｓｅａ．假日别墅ｂ．著名的电视明星Ｃ．下流语言ｄ．黄色故事ｅ．银行抢劫ｆ．生产双沉玻璃的公司2) Into EnglishA .to trickle down her legsB .to puff like a whaleC .to melt down like snowD .to sum up the sceneE .to do their interviewF . to bear resentment3) Fill in the blanks with appropriate prepositions or adverbsa.down; up .b. inC. to; by; for d. back; to4)Tell the difference between the following pairs or groups of words.a.tormented/torturedb. torturec. tormenting/torturing2.a.murmuringb. mutterc. murmuringd. mutteringIII. Translatea. We need to increase our oil import in the coming years to meet the growingDemand for energyb. Our profit has increased by 20% in the past two years.c. The number of privately-owned cars has increased five times (fivefold ) in five years.d. The number of mobile phone owners in our city has increased from 20 thousandto about half a million in less than 5 years.e. S he propped her bike against a tree.Lesson Six Groundless BeliefsAnswersI. Oral Work:（1）T hey are based on mere tradition, or on somebody’s strong statement without the support of proof unsupported by even the slightest trace of proof.（2）B ut if they were exchanged when they were infants and brought up indifferent homes and under different influences, then the staunchest Roman Catholic would be the staunchest Presbyterian, and vice versa. This shows that our beliefs are largely influenced by our surroundings.Ⅱ.Vocabulary1.Translate1) into Chinese(1)非理性因素（2）过去的好日子（3）思想模式（4）陈旧的故事（5）思路（6）鲜明的对比（7）强烈发满足感（8）感情上的联想（9）一场恶吵（10）酸葡萄2) into English（1）to classify propositions (2) to hold an opinion (3) to establish convictions(4) to reverse the process (5) to question the truth (6) to adopt a new belief(7) to demonstrate the contrary (8)to credit the fact (9) to entertain an opinion(10) to acquire wealth2.Put appropriate prepositions or adverbs in the blanks1) out/over 2)on/upon 3)at; about 4)off 5)on; off3.Translate1) We will achieve this result at any cost.2)Our economy began to grow by leaps and bounds as a result of the reform and open policy.3)His repressive policies only resulted in his quick fall.4) Many of our present problems in a way to dispose of nuclear waste.5) The fact that you like somebody may dispose you to like his ideas also.４．Complete the following sentences.1) were brought up in a different country; think and behave like a native of that country.2) will produce ten million kilowatts of power annually.3) that she did not care for office work4)the boy stabbing his own father5) postpone my retirement for another yearⅢ.GrammarComplete the following sentences by translating the Chinese in brackets1) When young 2)unless forbidden 3)If cooked in tomato sauce 4) Once out of trouble 5) When urged2. Complete each of the following sentences with the most likely answer.1)A 2)A 3)C 4)C/D 5)BLesson Seven Spring SowingAnswersⅠOral WorkⅡVocabulary test1 Show the difference between the following pairs or groups of words1)(1)bosom (2)chest (3)breast (4)breast(5)bosom (6)bosom (7)chest2)(1)scattered (2)spread (3)spread (4)scatterⅢGrammar1)Reading, called, printed, used, refers, presented, be downloaded, used2)Had not passed ,was, was hidden, hung, suspended, walked, holding, worked, leading,came, be seenⅣWritten WorkWrite a short essay of 150-200words commending on the hardships and joys of farmers as described in the story.Hardships and Joys of FarmersThe farmers love the land appreciate and joys of agrarian living and they also have toEndure the hardships the agrarian living. They have strong wistfulness and ardor of the spring,because they are looking forward to the good results achieved from a spring sowing. In thespring, they are experiencing the hardworking, however, on to prove summer, in the autumn, thewill get a big harvest. Full of hope, the man try to prove their manhood by plowing the field 10hours a day to conquer the land . They feel afraid of the earth, the peasant’s slave master that would keep them chained to hard work and poverty all her life until they died and buried in the earth. Once in a while, they want to break the chains on them as peasants. But because of the developing conditions and background of the society then, they can’t choose their own destiny .In order to survive the society, they can but to work in the field day after day, year after year.ⅤTranslation1)Zhuge Liang pretended to be very calm and succeeded in fooling Sima Yiwho did not know that the city was really unguarded.2)If you compare American students with Chinese students, you’ll find some interesting similarities and differences.3)You can see that the students are bursting with question.4)Zhan Tianyou was a man of many talents. But he is best remembered as the man who has helped to design and build China’s first railway line.Lesson Eight Globalization’s Dual PowerAnswers1 . Translateinto Chinese(1). 时髦字眼（2）债券融资（3）跨境兼并与收购额（4）国际收支（盈余）（5）规模经济（6）可怕的前景（7）民众强烈的反应（8）缺少共同的议事日程（9）申请加入（10）推广技术into English（1）national sovereignty （2）trade negotiations(3) ever-declining coasts (4) economic forecasts(5) in one critical respect (6) financial markets(7) an ensuing financial crisis (8) after adjusting for inflation(9) the Institute of International Finance(10) office buildingsII. Note the difference between the following pairs or groups of words:1)(1) surpass (2) exceeded (3) surpassed (4) exceeding (5) surpass (6) exceeding2)(1) threat (2) menace /thereat (3) threats (4) menace /thereat (5) threatIII. Grammar in the ContextComplete with the most likely answer1.D2.B3.C4.A5.CIV. Written worksWrite an essay of about 200words on the topic.What is your understanding of globalization? In what way do you think it will affect your career?In my opinion, Globalization describes the growth in international exchange and interdependence. With growing flows of trade and capital investment there is the possibility of moving beyond an inter-national economy. Each member of the world community becomes more and more integrated and inter-dependent. Globalization also refers to a process of removing government-imposed restrictions on movements between countries in order to create an open, borderless world economy.Of course, Globalization, to a large extent, ensured that China’s economy would develop in a balanced way by keeping pace with the world economy. Increased globalization has brought the world vast investment space in China and thus boosted China’s economic growth. What the globalization brought to us isboth opportunity and challenge.will affect my future career too. With the development of economic globalization and international communication, English becomes more and more important .The fast pace of globalization presents huge opportunities for those who participate proactively in this internationalization process. As a English major, I want to take par in this process. I want to be a qualified and excellent interpreter after graduation. Interpreters, like translators are bridges between different cultures. In the context of today’s globalization, their roles are particularly important. Whether a business will succeed or how successful a business will be depends on them to a certain extent. I will do my best to matter English in order to help international businessman work more efficiently. I will be devoted to my study and future career. So globalization will have great effects on my career.V. Translate(1)Our company projected an 8% growth rate next year.(2)China is projected to be the world’s workshop in 10 years. But that should not make us smug.(3)You can project your slides on the wall.(4)He tried to project himself as a strong man in the election campaign.(5)I sometimes try to project myself into the future when I shall become a mother myself.(6)The building of the dam is a multibillion-dollar project.(7)We have a strong team of six people working on this project.(8)I’m greatly relieved to hear the news.(9)One way to relieve your distress is to keep yourself busy.(10)Diogenes would relieve himself by the roadside just like a dog.Lesson Nine The Most Dangerous GameAnswersI. Oral work.II. Vocabulary Test.Put the most appropriate words in the blanks.1)at bay/in check 2)away 3)out4)gave way 5)rolled; on 6)intent7)on; pressed/plunged/forced himself 8)rests9)struck; ran 10)stock 11)straightened12)froze; trigger 13)slid/climbed/tumbled14)replace 15)winding/leadingIII. Grammar workComplete the sentences using a where-clause.1) where you are2) where I can not agree with you3) where there is enough light4)where he came from; where two big rivers joined5)where his house had been/used to be6)where survival of many of its institutions of higher learning depends much on overseas students7)where we could find the type of person our boss wants8)toward where her children are playing9)where he had gone10)the shop where he bought the medicineIV. Written work“The Most Dangerous Game” was written in 1924. The incidents described in the story take place shortly after World War I and the Russian October Revolution. Zaroff was a Cossack general under the Czarist regime, which had been overthrown. After he flees his country, he spends all of his time hunting.Sanger Rainsford is a well-known American big-game hunter who fought in France during the war and has published works on hunting. Despite the dissimilarities in the backgrounds and personalities of these two men, their conception of hunting is alike. Rainsford thinks that “the world is made up of hunters(and the hunted. Zaroff believes “life is for the strong”.Lesson Ten The TelephoneAnswers:I. Omitted.II. OmittedIV. Quiz1.D2.C3.D4.D5.AV. Written workThe InternetWhen I was a little child in a small village, I never knew what telephone was and what electricity was. At that time, when I wanted to contact with someone I just went to his family or cried out his name to make me heard. Then I went to a small town to study in a middle school a couple years later. In the text book and in the office of my teachers I saw a machine by which talked with somebody. At first I was amazed to see that and I wondered what it was. Through physics textbook, I know it was telephone. Maybe when I was in senior school, about in 1996, I first see computer with my own eyes but not in the picture.After 3 years, I went to a modern city to go to college. There I learned how to operate computer, how to store my own materials in a computer and how to use computer to do something that was difficult for human brain. We can also talked with a friend across oceans and we can search anything that we need, my classmates were crazy about it . That is Internet. But we can not spent too much time on it ,we should use it correctly.。

Thinking as a hobby 未删减原文及参考译文

Thinking as a Hobby思考作为一种嗜好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.还是个孩子的时候我就得出了思考分三种等级的结论。

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。

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 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.那个时候我一定是个很让大人头疼的小孩。

最新现代大学英语精读4--thinking-as-a-hobby-原文、课文对比版

Thinking as a Hobbyby William GoldingWhile 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 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? He would spread his arms wide with the action of a man who habitually spent his time striding along mountain ridges."Open air does me good, boys - I know it!"Sometimes, exalted by his own oratory, he would leap from his desk and hustle us outside into a hideous wind."Now, boys! Deep breaths! Feel it right down inside you - huge draughts of God's good air!"He would stand before us, rejoicing in his perfect health, an open-air man. He would put his hands on his waist and take a tremendous breath. 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. He would stagger back to his desk and collapse there, useless for the rest of the morning.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, tapping along on herneat little feet, he would interrupt his discourse, 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 nape.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 - by who knows what illogic? - 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!"Mr. Houghton thought with his neck.There was Miss. Parsons. She assured us that her dearest wish was our welfare, but I knew even then, with the mysterious clairvoyance of childhood, that what she wanted most was the husband she never got. There was Mr. Hands - and so on.I have dealt at length with my teachers because 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 most businessmen's golf, as honest as most politician's intentions, or - to come near my own preoccupation - 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.True, often there is a kind of innocence in prejudices, but in those days I viewed grade-three thinking with an intolerant contempt and an incautious 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 is a gregarious animal, and enjoys agreement as cows will graze all the same way on the side of a hill.Grade-two thinking is the detection of contradictions. I reached grade two when I trapped the poor, pious lady. 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 became my hobby and brought satisfaction and loneliness in either hand. For grade-two thinking 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 and tearing them to pieces 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 Pandit Nehru and Gandhi. To hear American politicians talk about peace in one sentence and refuse to join the League of Nations in the next. Yes, there were moments of delight.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. Grade-two thinking is a menace to religion and knocks down sects like skittles. I put myself in a position to be converted by her with an hypocrisy worthy of grade three. She was a Methodist - or at least, her parents were, and Ruth had to follow suit. 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 (King James Version) 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. 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 breathlessly that if we were counting heads, the Buddhists were the boys for my money. But Ruth has really wanted to do me good, because I was so nice. The combination of my arm and those countless Buddhists was too much for her. 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. It was lucky we were both of us only fourteen. I lost Ruth and gained an undeserved reputation as a potential libertine.So grade-two thinking could be dangerous. It was in this knowledge, at the age of fifteen, that I remember making a comment from the heights of grade two, on the limitations of grade three. One evening I found myself alone in the school hall, preparing it for a party. The door of the headmaster's study was open. I went in. The headmaster had ceased to thump Rodin's Thinker down on the desk as an example to the young. Perhaps he had not found any more candidates, but the statuettes were still there, glimmering and gathering dust on top of the cupboard. I stood on a chair and rearranged them. I stood Venus in her bathtowel on the filing cabinet, so that now the top drawer caught its breath in a gasp of sexy excitement. "A-ah!" The portentous Thinker I placed on the edge of the cupboard so that he looked down at the bath towel and waited for it to slip.Grade-two thinking, though it filled life with fun and excitement, did not make for content. To find out the deficiencies of our elders bolsters the young ego but does not make for personal security. I found that grade two was not only the power to point out contradictions. It took the swimmer some distance from the shore and left him there, out of his depth. I decided that Pontius Pilate was a typical grade-two thinker. "What is truth?" he said, a very common grade two thought, but one that is used always as the end of an argument instead of the beginning. There is still a higher grade of thought which says, "What is truth?" and sets out to find it.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 partly because I was ambitious and partly 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.I did meet an undeniably grade one thinker in my first year at Oxford. I was looking over a small bridge in Magdalen Deer Park, and a tiny mustached and hatted figure came and stood by my side. He was a German who had just fled from the Nazis to Oxford as a temporary refuge. His name was Einstein. But Professor Einstein knew no English at that time and I knew only two words of German. I beamed at him, trying wordlessly to convey by my bearing all the affection and respect that the English felt for him. It is possible - and I have to make the admission - that I felt here were two grade-one thinkers standing side by side; yet I doubt if my face conveyed more than a formless awe. I would have given my Greek and Latin and French and a good slice of my English for enough German to communicate. But we were divided; he was as inscrutable as my headmaster. For perhaps five minutes we stood together on the bridge, undeniable grade-one thinker and breathless aspirant. With true greatness, Professor Einstein realized that any contact was better than none. He pointed to a trout wavering in midstream.He spoke: "Fisch."My brain reeled. Here I was, mingling with the great, and yet helpless as the veriest grade-three thinker. Desperately I sought for some sign by which I might convey that I, too, revered pure reason. I nodded vehemently. In a brilliant flash I used up half of my German vocabulary. "Fisch. Ja. Ja."For perhaps another five minutes we stood side by side. Then Professor Einstein, his whole figure still conveying good will and amiability, drifted away out of sight.I, too, would be a grade-one thinker. I was irrelevant 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. This was a fine hobby and a sensible substitute for cricket, since you could play it all the year round. I came up in the end with what must always remain the justification for grade-one thinking, its sign, seal, and charter. 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...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 women seemed oddly contented with the world as it was. They valued the meaningless ceremony with a ring. Young men, while willing to concede the chaining sordidness of marriage, were hesitant about abandoning the organizations which they hoped would give them a career. A young man on the first rung of the Royal Navy, while perfectly agreeable to doing away with big business and marriage, got as red-necked as Mr. Houghton when I proposed a world without any battleships in it.Had the game gone too far? Was it a game any longer? In those prewar days, I stood to lose a great deal, for the sake of a hobby.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 so often called loyalties, where pointless actions are hallowed into custom by repetition, where we are content to say we think when all we do is feel.But you would be wrong. I dropped my hobby and turned professional.If I were to go back to the headmaster's study and find the dusty statuettes still there, I would arrange them differently. I would dust Venus and put her aside, for I have come to love her and know her for the fair thing she is. But I would put the Thinker, sunk in his desperate thought, where there were shadows before him - and at his back, I would put the leopard, crouched and ready to spring.。

Thinking as a hobby 未删减原文及参考译文

Thinking as a Hobby思考作为一种嗜好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.还是个孩子的时候我就得出了思考分三种等级的结论。

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。

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 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.那个时候我一定是个很让大人头疼的小孩。

现代大学英语精读4-第二版-unit1-Thinking-as-a-Hobby课件PPT

That’s what a man looks like when he’s really
thinking.
Text Analysis Detailed Analysis
Comprehension Qs
• Why was he a frequent visitor to the headmaster’s study?
Unit 1
Questions / Activities Check-on Preview Objectives
Warming up
WB TR
Warming up Questions / Activities
First, let’s THINK about the title for a while:
Section I (Para. 1 – Para. 15) At the headmaster’s office
Text Analysis Detailed Analysis
Text Analysis Detailed Analysis
Don’t you ever think at all?
Then you’d better learn – hadn’t you?
• What would he do when he found himself in a penal position before the headmaster’s desk?
• What would he see when he was demanded to look up? • How did he describe the three statuettes?
WB TR
Warming up Check-on Preview (2)

(完整版)现代大学英语精读4第一课翻译

Thinking as a Hobby思考作为一种嗜好还是个孩子的时候我就得出了思考分三种等级的结论。

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。

她好象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，好象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。

现代大学英语精读4__thinking_as_a_hobby_原文、课文对比版

Thinking as a Hobbyby William GoldingWhile 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 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? He would spread his arms wide with the action of a man who habitually spent his time striding along mountain ridges."Open air does me good, boys - I know it!"Sometimes, exalted by his own oratory, he would leap from his desk and hustle us outside into a hideous wind."Now, boys! Deep breaths! Feel it right down inside you - huge draughts of God's good air!"He would stand before us, rejoicing in his perfect health, an open-air man. He would put his hands on his waist and take a tremendous breath. 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. He would stagger back to his desk and collapse there, useless for the rest of the morning.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, tapping along on herneat little feet, he would interrupt his discourse, 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 nape.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 - by who knows what illogic? - 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!"Mr. Houghton thought with his neck.There was Miss. Parsons. She assured us that her dearest wish was our welfare, but I knew even then, with the mysterious clairvoyance of childhood, that what she wanted most was the husband she never got. There was Mr. Hands - and so on.I have dealt at length with my teachers because 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 most businessmen's golf, as honest as most politician's intentions, or - to come near my own preoccupation - 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.True, often there is a kind of innocence in prejudices, but in those days I viewed grade-three thinking with an intolerant contempt and an incautious 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 is a gregarious animal, and enjoys agreement as cows will graze all the same way on the side of a hill.Grade-two thinking is the detection of contradictions. I reached grade two when I trapped the poor, pious lady. 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 became my hobby and brought satisfaction and loneliness in either hand. For grade-two thinking 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 and tearing them to pieces 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 Pandit Nehru and Gandhi. To hear American politicians talk about peace in one sentence and refuse to join the League of Nations in the next. Yes, there were moments of delight.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. Grade-two thinking is a menace to religion and knocks down sects like skittles. I put myself in a position to be converted by her with an hypocrisy worthy of grade three. She was a Methodist - or at least, her parents were, and Ruth had to follow suit. 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 (King James Version) 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. 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 breathlessly that if we were counting heads, the Buddhists were the boys for my money. But Ruth has really wanted to do me good, because I was so nice. The combination of my arm and those countless Buddhists was too much for her. 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. It was lucky we were both of us only fourteen. I lost Ruth and gained an undeserved reputation as a potential libertine.So grade-two thinking could be dangerous. It was in this knowledge, at the age of fifteen, that I remember making a comment from the heights of grade two, on the limitations of grade three. One evening I found myself alone in the school hall, preparing it for a party. The door of the headmaster's study was open. I went in. The headmaster had ceased to thump Rodin's Thinker down on the desk as an example to the young. Perhaps he had not found any more candidates, but the statuettes were still there, glimmering and gathering dust on top of the cupboard. I stood on a chair and rearranged them. I stood Venus in her bathtowel on the filing cabinet, so that now the top drawer caught its breath in a gasp of sexy excitement. "A-ah!" The portentous Thinker I placed on the edge of the cupboard so that he looked down at the bath towel and waited for it to slip.Grade-two thinking, though it filled life with fun and excitement, did not make for content. To find out the deficiencies of our elders bolsters the young ego but does not make for personal security. I found that grade two was not only the power to point out contradictions. It took the swimmer some distance from the shore and left him there, out of his depth. I decided that Pontius Pilate was a typical grade-two thinker. "What is truth?" he said, a very common grade two thought, but one that is used always as the end of an argument instead of the beginning. There is still a higher grade of thought which says, "What is truth?" and sets out to find it.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 partly because I was ambitious and partly 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.I did meet an undeniably grade one thinker in my first year at Oxford. I was looking over a small bridge in Magdalen Deer Park, and a tiny mustached and hatted figure came and stood by my side. He was a German who had just fled from the Nazis to Oxford as a temporary refuge. His name was Einstein. But Professor Einstein knew no English at that time and I knew only two words of German. I beamed at him, trying wordlessly to convey by my bearing all the affection and respect that the English felt for him. It is possible - and I have to make the admission - that I felt here were two grade-one thinkers standing side by side; yet I doubt if my face conveyed more than a formless awe. I would have given my Greek and Latin and French and a good slice of my English for enough German to communicate. But we were divided; he was as inscrutable as my headmaster. For perhaps five minutes we stood together on the bridge, undeniable grade-one thinker and breathless aspirant. With true greatness, Professor Einstein realized that any contact was better than none. He pointed to a trout wavering in midstream.He spoke: "Fisch."My brain reeled. Here I was, mingling with the great, and yet helpless as the veriest grade-three thinker. Desperately I sought for some sign by which I might convey that I, too, revered pure reason. I nodded vehemently. In a brilliant flash I used up half of my German vocabulary. "Fisch. Ja. Ja."For perhaps another five minutes we stood side by side. Then Professor Einstein, his whole figure still conveying good will and amiability, drifted away out of sight.I, too, would be a grade-one thinker. I was irrelevant 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. This was a fine hobby and a sensible substitute for cricket, since you could play it all the year round. I came up in the end with what must always remain the justification for grade-one thinking, its sign, seal, and charter. 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...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 women seemed oddly contented with the world as it was. They valued the meaningless ceremony with a ring. Young men, while willing to concede the chaining sordidness of marriage, were hesitant about abandoning the organizations which they hoped would give them a career. A young man on the first rung of the Royal Navy, while perfectly agreeable to doing away with big business and marriage, got as red-necked as Mr. Houghton when I proposed a world without any battleships in it.Had the game gone too far? Was it a game any longer? In those prewar days, I stood to lose a great deal, for the sake of a hobby.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 so often called loyalties, where pointless actions are hallowed into custom by repetition, where we are content to say we think when all we do is feel.But you would be wrong. I dropped my hobby and turned professional.If I were to go back to the headmaster's study and find the dusty statuettes still there, I would arrange them differently. I would dust Venus and put her aside, for I have come to love her and know her for the fair thing she is. But I would put the Thinker, sunk in his desperate thought, where there were shadows before him - and at his back, I would put the leopard, crouched and ready to spring.。

lesson1_extension 现代大学英语精读4课件课文外研社U1

WB T L E
Lesson 1—Thinking as a Hobby
Lesson 1—Thinking as a Hobby
II. Quiz 1
Indicate if each statement is True (T) or False (F) according to your understanding of the text.
To be continued on the next page.
CDB
Lesson 1—Thinking as a Hobby
II. Quiz 2
10. She had been educated in England, which
accounted for her ______ in the English language.
To be continued on the next page.
B A D/C
Lesson 1—Thinking as a Hobby
II. Quiz 2
13. International football matches do not always make
______ better unde.
sad now.
A. divinity
B. indignity
C. ego
D. mind
8. Hundreds of people ______ on the playground for
watching the Dragon Lantern Show.
A. contrived
B. conformed
D. offence
5. The current spirit of _____ among the various

现代大学英语精读四.thinking_as_a_hobby课件

To be continued on the next page.
学习交流PPT
4
Author
The Author’s Background
In 1961 his successful books allowed Golding
to leave his teaching post and he spent a
• Be careful lest you fall from that tree.
学习交流PPT
17
• Sometimes used after danger, fear, afraid, worried, functioning as that
• I was afraid / worried lest he might come too late.
He had nothing for supper but a little piece of cheese.
Nothing but roses meets the eye.
“nothing” phrases
To be continued on the next page.
学习交流PPT
14
“Let’s go for a boat ride!” “Nothing doing!” 毫无，决不 He was nothing if not clever.
Rodin initially referred to the figure as Dante （但
丁，意大利文艺复兴时期诗人：史诗神曲）but
eventually what we know as The Thinker evolved
into a more symbolic representation of creativity,

现代大学英语精读4 Unit1 Thinking as a hobby_language study

n. acquaintanceship v. acquaint: to come to know personally; to make
familiar; to inform; Examples:
Mrs. Bosomley has become merely a nodding acquaintance.
WB T L E
Unit 1—Thinking as a Hobby
I. Word Study
5. contemplate
v. a. to look at attentively and thoughtfully b. to consider carefully and at length; c. to have in mind as an intention or possibility
exalted a. excited; noble; exaggerated
Examples: Complementary colors exalt each other. He was exalted to the position of president. The retiring professor is exalted by his colleagues. an exalted dedication to liberty He has an exalted sense of his importance to the project.
Synonyms
consider ponder meditate deliberate brood over
WB T L E
Unit 1—Thinking as a Hobby
I. Word Study

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