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Thinking as a Hobby

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Connie He

on 5 March 2014

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Transcript of Thinking as a Hobby

Thinking as a Hobby
anguish aspire
bitterly bulge
Catholic costly
deficiency delinquent
detestation devise
disintegrated disinterested
draught/draft exalt
trifle writhe
fuss heady
hideous high-minded
hindquarters hustle
hypocrisy impediment
league leopard
lest libertine
masterpiece muscular
outnumber penal
pious proficient
prominent reel
restively solidarity
I. Glossary
Part II Background Information
II. Background Information
1. Warming-up:

a. Do you have any hobbies? What are they?
When and how did you develop such
hobbies? Anything more about them?
b. What do your hobbies mean to you?
c. Do you know (of) someone who turns his/
her hobby into a career? Please think about
what career you probably can take while
following your interest, and how you can
make this shift happen to you.
William Golding
Thinking as a Hobby
Part II Background Information
a. How many grades of thinking are
there, according to the author? And
what are they?
b. Who brought the subject of
“thinking” to the author? And under
what circumstances?
c. What do you know about Mr.
d. When the author reached the highest
level of thinking, what were his
benefits and losses?
2. About the author:

William Golding

(1911–1993) was an English novelist, playwright, and poet who won a Nobel Prize in Literature, and is best known for his novel
Lord of the Flies

Lord of the Flies
is about a group of British boys stuck on an uninhabited island who try to govern themselves with disastrous results. It is about human nature, attempting to prove human nature is evil.
Published in 1954,
Lord of the Flies
has been adapted to film twice in English, in 1963 by Peter Brook and 1990 by Harry Hook, and once in Filipino (1976).
Golding was knighted by Elizabeth II in 1988.
He was a fellow of the Royal Society of Literature.
J. K. Rowling, author of
the Harry Potter
3. Pre-reading questions about the text
III. Theme & Structure
1. Theme
The author intends to tell readers how important it is to learn to think.
2. Structure
I. Para. 1: Introduction
II. Paras. 2-32: The three grades of thinking
III. Paras. 33-35: Conclusion
A. Paras. 2-24: Grade-three thinking
B. Paras. 25-29: Grade-two thinking
C. Paras. 30-32: Grade-one thinking
IV. Text Analysis
a. To understand the humorous writing style
b. To be able to distinguish an appositive clause
and adverbial clause of reason.
c. To be able to tell the emphatic structure, and
figures of speech (metaphor, simile, irony,
etc. )
1. Objectives
2. Text
1> Which of the following underlined parts are appositive clauses? (A D E)
A. I hold the belief that where there is a will, there is a way.
B. The letter that I received yesterday was from my sister.
C. This is the factory that we visited last month.
D. He put forward to the question where the meeting would be held.
E. The teacher had no idea why Jack was absent
F. This is the house where I lived two years ago.
Full transcript