Unit 10Unit 10 Text 1 Text 1

郧阳师专英语系综合英语教研室郧阳师专英语系综合英语教研室

Guiding tipsGuiding tips Background InformationBackground Information About the AuthorAbout the Author Introduction of the TextIntroduction of the Text Comprehensive Comprehensive

QuestionsQuestions Language Points Language Points DiscussionDiscussion HomeworkHomework

Background Information(1)Background Information(1)Education in Britain(1)Education in Britain(1)

Education in the United Kingdom is Education in the United Kingdom is compulsory for everyone between the compulsory for everyone between the ages of five to sixteen. This is the ages of five to sixteen. This is the absolute minimum length of time that absolute minimum length of time that students attend educational students attend educational establishments. Increasingly, children establishments. Increasingly, children attend nursery schools at the age of attend nursery schools at the age of three or four, and more Britons every three or four, and more Britons every year are staying in education after the year are staying in education after the age of sixteen. Educational institutions age of sixteen. Educational institutions are expanding fast to meet the are expanding fast to meet the increased demands.increased demands.

There are two parallel school systems There are two parallel school systems in the UK: the state system, where in the UK: the state system, where education is provided free; the education is provided free; the independent system, where parents independent system, where parents normally pay fees. About one in normally pay fees. About one in thirteen of British school-age children thirteen of British school-age children goes through the independent system.goes through the independent system.

Education in Britain(2)Education in Britain(2)

Britain has a National Curriculum---a statement of the Britain has a National Curriculum---a statement of the minimum learning requirement of all children at each minimum learning requirement of all children at each stage in their education. This curriculum is compulsory in stage in their education. This curriculum is compulsory in the state system. Independent schools are not bound by the state system. Independent schools are not bound by it, but in practice most of them teach what the National it, but in practice most of them teach what the National Curriculum demands.Curriculum demands.

About forty percent go on to Further Education colleges About forty percent go on to Further Education colleges from the state or independent sectors. Students who from the state or independent sectors. Students who choose to continue their education want to go to a choose to continue their education want to go to a university or university sector college to do a degree. A-university or university sector college to do a degree. A-level and AS-levels in GCSE (General Certificate of level and AS-levels in GCSE (General Certificate of Secondary Education )are still the most common Secondary Education )are still the most common entrance qualifications for students in the UK.entrance qualifications for students in the UK.

Background Information(2)Background Information(2)About Geoffrey Chaucer (1340-1400)About Geoffrey Chaucer (1340-1400)

English poet, one of the most important figures English poet, one of the most important figures in English literature. His masterpiece, in which in English literature. His masterpiece, in which he achieved his fullest artistic power, is The he achieved his fullest artistic power, is The Canterbury Tales. This unfinished poem, about Canterbury Tales. This unfinished poem, about 17, 000 lines , is one of the most brilliant works 17, 000 lines , is one of the most brilliant works in all literature. The poem introduces a group pf in all literature. The poem introduces a group pf pilgrims journeying from London to Canterbury. pilgrims journeying from London to Canterbury. To help pass the time they decide to tell stories. To help pass the time they decide to tell stories. Together, the stories represent a wide cross Together, the stories represent a wide cross section of 14th-century English life.section of 14th-century English life.

Background Information (3)Background Information (3)phrases of “thumb”(1)phrases of “thumb”(1)

1.Under one’s thumb: under on1.Under one’s thumb: under one’s control e’s control 在某人支配在某人支配 ((控制控制 ))下下

e.g. I can’t tell you what pain I fee.g. I can’t tell you what pain I feel when I see how much my motel when I see how much my mother is under my father’s thumb.her is under my father’s thumb.

2.All thumbs (fingers) :clumsy, u2.All thumbs (fingers) :clumsy, unable to hold it, fingers feel like tnable to hold it, fingers feel like thumbshumbs手脚不灵巧手脚不灵巧 ,,笨拙笨拙

E.g. When I try to sew a button E.g. When I try to sew a button on my shirt, I’m all thumbs.on my shirt, I’m all thumbs.

3.Green thumb: good gardener, 3.Green thumb: good gardener, naturally good with plantsnaturally good with plants 绿手绿手指指 ,,指种植花木蔬菜的高超技能指种植花木蔬菜的高超技能

e.g. Willie is the green thumb in e.g. Willie is the green thumb in our group. He is the gardener.our group. He is the gardener.

Phrases of “thumb”(2)Phrases of “thumb”(2) 4.by thumb: to someone by stoppi4.by thumb: to someone by stoppi

ng the driver to give you a liftng the driver to give you a lift以免以免费搭车的方式费搭车的方式

E.g. He traveled to other parts of tE.g. He traveled to other parts of the country by thumbhe country by thumb

5.thumb down; reject, not accept5.thumb down; reject, not accept反对反对

E.g. He tends to thumb down all mE.g. He tends to thumb down all my best ideas.y best ideas.

6.thumb up: approve, be for sth. 6.thumb up: approve, be for sth. 赞成赞成

E.g. The chairman thumbed up our E.g. The chairman thumbed up our plan.plan.

7.twiddle one’s thumbs :to do nothi7.twiddle one’s thumbs :to do nothing while you wait impatiently for stng while you wait impatiently for sth. to happenh. to happen闲着无事闲着无事

E.g. For the next half hour I was twE.g. For the next half hour I was twiddling my thumbs waiting for my friddling my thumbs waiting for my friends to arrive.iends to arrive.

Phrases of “thumb”(3)Phrases of “thumb”(3) 8.thumb through :turn the pages 8.thumb through :turn the pages

of a book , magazine etc. without of a book , magazine etc. without reading much of it reading much of it 快速浏览快速浏览E.g. She thumbed through the gE.g. She thumbed through the guidebook, looking for somewheruidebook, looking for somewhere to visit in the afternoon.e to visit in the afternoon.

9.thumb one’s nose at :behave i9.thumb one’s nose at :behave in a way that you do not care whn a way that you do not care what they thinkat they think蔑视蔑视

E.g. He has always thumbed his E.g. He has always thumbed his nose at the media.nose at the media.

10.stick out like a sore thumb :ve10.stick out like a sore thumb :very noticeable because they are ury noticeable because they are unusual or inappropriatenusual or inappropriate显得十分显得十分不自然不自然 ,,不合适不合适

E.g. The ugly painting stuck out lE.g. The ugly painting stuck out like a sore thumb in the art gallerike a sore thumb in the art gallery.y.

About the AuthorAbout the Author

Edward Blishen(1920- Edward Blishen(1920- ),British novelist, autobio ),British novelist, autobiographer, writer of childregrapher, writer of children’ s fiction, and writer in tn’ s fiction, and writer in the field of education. He he field of education. He has been working as an ehas been working as an editor for the Junior ditor for the Junior Press Press EncyclopaediaEncyclopaedia, London, , London, since 1961.The text is an since 1961.The text is an extract from one of his puextract from one of his publication blication Roaring Boys(19Roaring Boys(1955).55).

Introduction of the Text(1)Introduction of the Text(1)organization and development(1)organization and development(1)

The text is a short and amusing story which vividly describes how a The text is a short and amusing story which vividly describes how a fledgling substitute teacher tries to keep a class of unruly boys fledgling substitute teacher tries to keep a class of unruly boys under control. The story has an artistic outset---direct quotation of under control. The story has an artistic outset---direct quotation of the headmaster’s instruction which relates to the title---the thumb, a the headmaster’s instruction which relates to the title---the thumb, a pun of double meanings. pun of double meanings.

The body of the text is a detailed account of the interaction between The body of the text is a detailed account of the interaction between the teacher and the students---the teacher, timid and incompetent, the teacher and the students---the teacher, timid and incompetent, tries all his means to bring the class into order while the students, tries all his means to bring the class into order while the students, mischievous and arrogant, disregard all classroom disciplines. mischievous and arrogant, disregard all classroom disciplines.

The story ends with a climax of the conflict in which the young The story ends with a climax of the conflict in which the young teacher takes up a book on Chaucer, which he intends to read to teacher takes up a book on Chaucer, which he intends to read to the class but is mistaken for the Bible---a proof of the giant boys as the class but is mistaken for the Bible---a proof of the giant boys as intellectual dwarfs.intellectual dwarfs.

Introduction of the TextIntroduction of the Textwriting features of the textwriting features of the text

The text is a short narrative piece of writing which vividly The text is a short narrative piece of writing which vividly and amusingly relates how a young inexperienced and amusingly relates how a young inexperienced stand-in teacher attempts to control a class that has stand-in teacher attempts to control a class that has frightened away a succession of substitutes for their own frightened away a succession of substitutes for their own teachers. The writer is particular successful in his teachers. The writer is particular successful in his effective use of comic exaggeration. The narrative is effective use of comic exaggeration. The narrative is convincing due to the writer’s excellent description of a convincing due to the writer’s excellent description of a situation totally out of control, and vivid due to the situation totally out of control, and vivid due to the writer’s keen observation of the behavior of a young and writer’s keen observation of the behavior of a young and inexperienced teacher when his authority is threatened. inexperienced teacher when his authority is threatened.

Many rhetorical devices are employed in this text: simile, Many rhetorical devices are employed in this text: simile, metaphor, striking contrast, parallelism, etc.metaphor, striking contrast, parallelism, etc.

Comprehensive QuestionsComprehensive Questions

1.Why do you think the writer felt pale when he saw the 1.Why do you think the writer felt pale when he saw the headmaster’s thumb?headmaster’s thumb?

(The headmaster’s thumb looked like a short and thick (The headmaster’s thumb looked like a short and thick cudgel to the writer. He felt pale, perhaps becausecudgel to the writer. He felt pale, perhaps because

1) he was astonished to be told that he had to keep the 1) he was astonished to be told that he had to keep the pupils under control by force;pupils under control by force;

2)compared with the headmaster’s huge thumb, his own 2)compared with the headmaster’s huge thumb, his own thumb was quite small; so he felt embarrassed for being thumb was quite small; so he felt embarrassed for being not so manly as the headmaster)not so manly as the headmaster)

2.Why did the writer regret apologizing to the boy in the 2.Why did the writer regret apologizing to the boy in the hall?hall?

(He regretted doing so because it was the boy, and not (He regretted doing so because it was the boy, and not he himself, who was in the wrong. The boy was running he himself, who was in the wrong. The boy was running in the hall, which was obviously against the rules and in the hall, which was obviously against the rules and regulations of the school. He had bumped into the regulations of the school. He had bumped into the teacher and nearly knocked him over. Instead of teacher and nearly knocked him over. Instead of scolding the boy, the writer apologized. This showed his scolding the boy, the writer apologized. This showed his lack of self-confidence and his fear of the boys.)lack of self-confidence and his fear of the boys.)

3.What does the writer mean by “one desk was chasing 3.What does the writer mean by “one desk was chasing another”?another”?

(The writer is trying to tell us that the boys were fighting, (The writer is trying to tell us that the boys were fighting, they were using their desks as weapons.)they were using their desks as weapons.)

4.Why did the writer say “The air was full of pieces of 4.Why did the writer say “The air was full of pieces of chalks, a strange rain of it”?chalks, a strange rain of it”?

(Some other pupils used chalk as a weapon in their fight. The classr(Some other pupils used chalk as a weapon in their fight. The classroom smelt of chalk and pieces of chalk flew about in the air and drooom smelt of chalk and pieces of chalk flew about in the air and dropped to the floor.)pped to the floor.)

5.why did the teacher fail to keep the class under his thumb in the hi5.why did the teacher fail to keep the class under his thumb in the history lesson?story lesson?

(He failed to do so probably because of the following reasons:(He failed to do so probably because of the following reasons: 1)He lacked self-confidence .He trembled on the way to the classr1)He lacked self-confidence .He trembled on the way to the classr

oom.oom. 2)He had little experience in teaching .He didn’t know how to keep 2)He had little experience in teaching .He didn’t know how to keep

discipline in the classroom. He felt angry as nobody seemed to take discipline in the classroom. He felt angry as nobody seemed to take any notice of him. Then in order to show his authority as a teacher, any notice of him. Then in order to show his authority as a teacher, he shouted at the whole class. Actually he should have spoken calmhe shouted at the whole class. Actually he should have spoken calmly and in a more appropriate manner. He felt totally at a loss what to ly and in a more appropriate manner. He felt totally at a loss what to do in front of the enormous, roaring boys. He blushed and yelled in tdo in front of the enormous, roaring boys. He blushed and yelled in turn, which made the class, even the studious-looking boy, look dowurn, which made the class, even the studious-looking boy, look down on himn on him..

3)He didn’t seem to know much 3)He didn’t seem to know much about methodology or the way about methodology or the way to conduct a class skillfully. He to conduct a class skillfully. He produced a book on Chaucer, produced a book on Chaucer, a big and academic-looking a big and academic-looking book, with the intention of book, with the intention of giving the boys a favorable giving the boys a favorable opinion of him but the result opinion of him but the result proved just the opposite.proved just the opposite.

4)He was not patient enough as a 4)He was not patient enough as a teacher. He was too easily teacher. He was too easily shocked, stung, hurt and shocked, stung, hurt and frightened.)frightened.)

Language PointsLanguage Points

1.A succession of1.A succession of startled substitutes had stoo startled substitutes had stood before them, ducked, winced and fled.d before them, ducked, winced and fled.

a succession ofa succession of: a number of persons or things : a number of persons or things following on one after anotherfollowing on one after another 一连串一连串 ,,一系列一系列 ,e.,e.g.g.

A succession of unexpected visitors came to our A succession of unexpected visitors came to our department on the first day of school.department on the first day of school.

Last summer there was a succession of uncomfLast summer there was a succession of uncomfortable hot days.ortable hot days.

The worst misfortune that befell her was to bear The worst misfortune that befell her was to bear a succession of girls.a succession of girls.

Paraphrase: a number of Paraphrase: a number of teachers, one after another, teachers, one after another, took the place of their own took the place of their own teacher, none of them teacher, none of them remained calm in front of them. remained calm in front of them. They draw back in fear, felt They draw back in fear, felt frightened, unable to deal with frightened, unable to deal with the situation, and finally left in the situation, and finally left in a hurry.a hurry.

2.It was plain2.It was plain the headmaster the headmaster thought they had got nowhere.thought they had got nowhere.

It’s plain thatIt’s plain that :it’s obvious that :it’s obvious that e.g. e.g.

It’s plain that he did not wish to It’s plain that he did not wish to continue.continue.

3.Indeed that was the worst of it---3.Indeed that was the worst of it---that these improprieties couldn’t that these improprieties couldn’t bbe nailed down.e nailed down.

nail sth. down :nail sth. down :literally means “fix literally means “fix something firmly “ and figuratively something firmly “ and figuratively means “establish clearly and unmimeans “establish clearly and unmistakably”. E.g.stakably”. E.g.

nail sth. downnail sth. down :define sth. precisel :define sth. precisely y

e.g. Hard figures are impossible to e.g. Hard figures are impossible to nail down.nail down.

nail sb. down:nail sb. down: make sb. say precis make sb. say precisely what he believes or wants to dely what he believes or wants to do e.g.o e.g.

What does she want? I can never nWhat does she want? I can never nail her down (to anything).ail her down (to anything).

4.I managed to 4.I managed to make outmake out that mixed up with these giant that mixed up with these giants was a certain amounts of furniture.s was a certain amounts of furniture.

Make out :to see or understand with difficulty e.g.Make out :to see or understand with difficulty e.g. I can’t make out what she wants.I can’t make out what she wants. I can just make out the writing on the blackboard.I can just make out the writing on the blackboard.

5.My voice 5.My voice trailed awaytrailed away :my voice became gradually fai :my voice became gradually fainter and stopped at last.nter and stopped at last.

trail away/off: (of sb’s speech )gradually become quieter trail away/off: (of sb’s speech )gradually become quieter and then stop, esp. because of shyness, confusion etc.and then stop, esp. because of shyness, confusion etc.

E.g. Her voice trailed away in shyness.E.g. Her voice trailed away in shyness. His interest in the work soon trailed off.His interest in the work soon trailed off.

6.I 6.I was toying inwardly withwas toying inwardly with i ideas of thunderbolts, earthquadeas of thunderbolts, earthquakes, mass execution. kes, mass execution.

toy with sth.1)consider sth. idly toy with sth.1)consider sth. idly or without serious intentor without serious intent

E.g. I’ve been toying with the iE.g. I’ve been toying with the idea of moving abroad.dea of moving abroad.

toy with sth.: 2)handle or movtoy with sth.: 2)handle or move sth. carelessly or absent-mine sth. carelessly or absent-mindedlydedly

E.g. She was just toy with her fE.g. She was just toy with her food, as if she wasn’t really hunood, as if she wasn’t really hungry.gry.

6.I was shocked 6.I was shocked to the core.to the core. To the core: right to the center; To the core: right to the center;

absolutely absolutely E.g.The apple is rotten to the cE.g.The apple is rotten to the c

ore.ore. Her refusal shocked us to the cHer refusal shocked us to the c

ore.ore. He is honest to the core.He is honest to the core.

DiscussionDiscussion

Is it right for anybody to Is it right for anybody to keep somebody under keep somebody under his thumb? Would you his thumb? Would you like to be kept under like to be kept under somebody’s thumb?somebody’s thumb?

Supposing you were a Supposing you were a teacher, what will you teacher, what will you do to keep a group of do to keep a group of unruly students under unruly students under your thumb?your thumb?

HomeworkHomework

Review text 1.Review text 1. Finish the exercises Finish the exercises

on workbook.on workbook.