Lesson Five The Sad Young Men Rod W. Horton and Herbert W. Edwards.

Lesson Five

The Sad Young Men

Rod W. Horton and Herbert W. Edwards

Contents

Part One: Warm-up

Part Two: Background Information

Part Three: Text Appreciation

Part Four: Language Study

Part Five: Extension

Part One—Warm-up

Ⅰ. Video Watching

Ⅱ. Brainstorming

Ⅲ. Discussion

Ⅳ. Learning Objectives

Ⅰ. Video Watching

王尼玛浅谈 80 、 90后：我们不是垮掉的一代！杨澜：重塑中国的一代

•What do the two videos suggest? •Is there really a Younger Generation problem?

Watch the video clip and describe it.

There exists certain prejudice against the younger generation.

Some people hold that they are self-centered, indifferent, irresponsible, wild, immoral, callous（冷酷无情的） , rebellious and decadent (堕落的 ).

But many young people are also caring, enthusiastic, and doggedly pursuing their ideals.

If there does exist a Younger Generation problem, it should be seen in the historical and social perspective.

Ⅱ. Brainstorming

1) Were there also biases against the Sad Young Men?

2) During which historical period did the young men live?

3) Why were they sad?

4) When they felt sad, what did they do?

5) The sad young men were also called “the Lost Generation.” According to the authors, were they really lost?

• The Sad Young Men and the Lost Generation refer to the same group of people. The former was created by F. Scott Fitzgerald; the latter, by Gertrude Stein. They were applied to the disillusioned intellectuals and aesthetes of the years following the First World War, who rebelled against former ideals and values, but could replace them only by despair or cynical hedonism.

• After WWII appeared the Beat Generation in US. It was applied to certain American artists and writers who were popular during the 1950s. During the 1960s “beat” ideas and attitudes were absorbed by other cultural movements, and those who practiced the “beat” life style were called “hippies”.

• At this time there appeared in England a group called the Angry Young Men. This term was applied to a group of English writers of the 1950s whose heroes shared certain rebellious and critical attitudes toward society.

Ⅱ. Brainstorming

The text explains a period in American history; it focuses on attitudes, revolt of the young people—disappointed and disillusioned writers and artists, back from World War I (1914-1918), once lived abroad as expatriates, later returned voluntarily. They were called the Lost Generation because they were critical and rebellious. However, they never lost because they were creative and productive.

Ⅲ. Discussion p.107group work based on fast reading

1. Why were the younger generation of the 1920s thought to be wild?

2. Was there really a younger generation problem?3. How did World War I affect the younger generation?4. What new philosophy were the young intellectuals

trying to preach?5. Why were these writers called “the lost generation”?

Were they really lost? What is your understanding?

Ⅳ. Learning Objectives

1. To learn about “the lost generation”.

2. To understand the style of the essay.

3. To learn the effective use of topic sentences.

Part Two—Background Information

Ⅰ. About the Author Ⅱ. F. Scott Fitzgerald and the Sad Young Men Ⅲ. Prohibition Ⅳ. Puritanism and Puritans Ⅴ. Greenwich Village Ⅵ. Jazz Age or Roaring Twenties Ⅷ. Victorian Age (Victorian Gentility)

Ⅰ. About the Author

Rod W. Horton (1910-) :He was born in White Plains N. Y. He taught in New York University as instructor (1937-1945), assistant professor (1945-1949), associate professor of general literature (1947-1957). He worked for United States Information Service in Brazil and Portugal as cultural affairs officer (1957-1964). He was a professor of English at Temple Buell College (formerly Colorado Women’s College), Denver, Colorado from 1964 and visiting professor at University of Brazil (1954-1956), University of Coimbra (1961-1964). Publications include (with Herbert W. Edwards) Backgrounds of American Literary Thought (1952), (with Vincent F. Hopper) Backgrounds of European Literature (1954).

Ⅱ. F. Scott Fitzgerald and the Sad Young Men

Francis Scott Fitzgerald (1896-1940)

• American novelist and short-story writer. He went to Princeton University, but quit in 1917. In 1920, Fitzgerald published his first novel, This Side of Paradise. The novel deals with the post-World War I generation and their disillusioned lives. Later that year, Fitzgerald married Zelda Sayre, the quintessential 1920s flapper. Fitzgerald's writings grew in popularity, and his short stories especially were in high demand.


• These stories appeared in 4 books: Flappers and

Philosophers (1920), Tales of the Jazz Age (1922), All the Sad Young Men (1926), and Taps at Reveille (1935).

• The Great Gatsby (1925), Fitzgerald's masterpiece, discusses the pursuit and disillusionment with the American Dream. Unfortunately, this novel sold poorly and Fitzgerald descended into alcoholism. Tender is the Night (1934) was an almost autobiographical novel about Fitzgerald's life with Zelda, and also sold poorly. The Last Tycoon (1941) remained unfinished at Fitzgerald's death.

• F. Scott Fitzgerald is now regarded as one the most important American authors of the 20th century. He chronicles the good and the bad and especially the disillusionment that defined America in the 1920s.


The Sad Young Men or the Lost generation: referring to the same group of people.

• The name was first created by F. Scott Fitzgerald in his book All the Sad Young Men and second by Gertrude Stein. These names were applied to the disillusioned intellectuals and aesthetes of the years following the First World war, who rebelled against former ideals and values, but could replace only by despair or a cynical hedonism.

• The remark of Gertrude Stein, “You are all a lost generation”, addressed to Hemingway, was used as a preface to the latter’s novel, The Sun Also Rises, which brilliantly describes an expatriate group typical of the “Lost generation”, (cf. Beat Generation and angry Young Men).

Ⅲ. Prohibition

• Prohibition began on

January, 1920, when the

Eighteenth Amendment

went into effect. It was a

period of nearly 14 years of

U.S. history in which the

manufacture, sale, and

transportation of liquor was

made illegal.

Ⅲ. Prohibition

• The prohibition of the sale or use of alcohol for other than religious or medicinal purposes has been called a “noble experiment”. If indeed it was, it was an experiment that failed to achieve its main goal. It did manage some partial victories: deaths from alcohol-related diseases did go down; accidents from alcohol abuse were lessened in some areas; and thousands of people did stop drinking, with likely benefits to the health and sanity of those who might otherwise have become alcoholics.

• On the other hand, many thousands continued to drink in defiance of the law, and the enormous sums that could be earned from the illegal production, importation and distribution of wine, whiskey and beer financed organized crime throughout the period of prohibition.

Ⅲ. Prohibition

• Although more than 30 states had gone dry before prohibition, and many jurisdictions stayed all or partially dry after prohibition ended in 1933, many have claimed that prohibition overall did more harm than good. In any case the prohibition experiment provides some historical insight into our current drug-related problems. The struggle over prohibition also tended to drive city and country even farther apart.

Ⅲ. Prohibition

Ⅳ. Puritanism and Puritans

• Puritanism began during the reign of Elizabeth I (1558-1603) when some English Protestants objected to Catholic elements in worship. They also charged that bishops reinforced royal control over the church; Puritans believed that the church should be independent from the Crown. They also wanted to end abuses such as plural office holding, absenteeism, and low standards for clergy. Puritans wished to "purify" the church by several means. They gathered like-minded people into independent "congregational" churches, some declaring separation from the church of England and some remaining within it.


• Moderates advocated a polity or church structure

called Presbyterianism, as implemented by John Knox in Scotland. In the 1630s under Archbishop Laud, congregational churches were repressed. Thousands of Puritans left England, and their "great migration" contributed to the colonial settlement of New England. Puritanism's hallmarks were the authority of Scripture, the conversion experience, and a theology of sin and grace. Their chief theological mentor was John Calvin. Puritans believed community life to be defined by covenant, or solemn agreement. The Christian life was to be a pilgrimage of joyful discipline; John Bunyan's The Pilgrim's Progress expresses this ideal.


• Attitude of a party within the Established Church of England, which, under Elizabeth and the Stuarts, describe a more thoroughgoing reformation of the Church in the direction of Continental Protestantism.

• The word “Puritan” has been used to denote a strictness in morality that verges on intolerance, and refers to a supposed parallel with the moral severity of the early New England setters.


• It religious doctrine: sin—once enters your life, no

way to avoid it. People were born with incurable sin. People are sinful when they are born. They believe the seven deadly sins: wrath, greed, sloth, pride, lust, envy, and gluttony. Human beings are permanent sinners. In a way, sin leads to a good way. Sin helps people to be redeemed. Where there is good, there is evil, there is no one pure, everyone is capable of sin. They believe in after-world life. Strict puritans even regarded drinking, gambling and participation in theatrical performances as punishable offences.

• There are two categories of Puritanism. One is the English Puritanism, the other is American Puritanism.

Ⅴ. Greenwich Village

• It is a section of New York, on the lower west side of Manhattan noted as a center for artists, writers etc., formerly a small village of quaint houses, crooked streets, and old barns.


Several generations of writers and artists have lived and

worked here:• 19th century: Henry James, Edgar Allan Poe, Mark

Twain, Walt Whitman, Stephen Crane• turn of the 20th century: O. Henry, Edith Wharton,

Theodore Dreiser• between the 1920s and 1930s: John Dos Passos,

Norman Rockwell, Sinclair Lewis, John Reed, Eugene O'Neill

• late 1940s and early 1950s: painters like Franz Kline; Beat writers like Jack Kerouac

• the 1960s: folk musicians and poets like Bob Dylan

The 1920s were known as the Roaring Twenties, the Jazz Age, the Age of the Lost Generation. The Roaring Twenties ushered in a rich period of American writing, distinguished by the works of such authors as Sinclair Lewis, Willa Cather, William Faulkner, F. Scott Fitzgerald, Carl Sandburg and Ernest Hemingway. In terms of economy, at the beginning of the Roaring Twenties, the United States was converting from a wartime to peacetime economy. When weapons for World War I were no longer needed, there was a temporary stall in the economy. After a few years, the country prospered. In this decade, America became the richest nation on Earth and a culture of consumerism was born.

Ⅵ. Jazz Age or Roaring Twenties

Ⅵ. Jazz Age or Roaring Twenties

Ⅷ. Victorian Age (Victorian gentility)

• Victoria (1819-1901) was queen of the United Kingdom of Great Britain and Ireland from 1837-1901. Her 63-year reign was the longest in British history. Great Britain reached the height of its power during this period. It built a great colonial empire and enjoyed tremendous industrial expansion at home. As a result, the time of Victoria’s reign is often called the Victorian Age.

• During the Victoria Age, science and technology made great advances. The size of the middle-class grew enormously. By the 1850s, more and more people were getting an education. In addition, the government introduced democratic reforms. For example, an increasing number of people received the right to vote.

• In spite of the prosperity of the Victorian Age, factory and farm workers lived in terrible poverty. England was two nations, one rich and one poor. Writers like Charles Dickens, the three Bronte sisters in Victorian Age criticized the courts, the clergy, and the neglect of the poor. They attacked the greed and hypocrisy they saw in society and discussed the relationship between society and the individual.

Ⅷ. Victorian Age (Victorian gentility)

Part Three—Text Appreciation

Ⅰ. Text Analysis →Theme →Text Organization →Further Understanding (quiz) Ⅱ. Writing Devices →Language Style →Rhetorical Devices Ⅲ. Sentence Paraphrase

Theme The authors reveal the thesis of the essay in the

final paragraph: “The intellectuals of the twenties, the ‘sad young men,’ cursed their luck but didn’t die; escaped but voluntarily returned; flayed the Babbitts but loved their country, and in so doing gave the nation the liveliest, freshest, most stimulating writing in literary experience.”

Ⅰ. Text Analysis

Text Organization• Part 1 (Para. 1): Introduction of the subject — the Revolt of the Younger

Generation.

• Part 2 (Paras. 2-9): Development: a detailed analysis of the hows and whys

of the revolt of the young men who came of age during and shortly after World War I.

• Part 3 (Paras. 10-11): Conclusion: it points out that these young men of the

twenties were actually misunderstood. Instead, they were never “lost” and made their own contributions to the society.

Ⅰ. Text Analysis

Ⅰ. Text Analysis

Further Understanding1) No aspect of life in the Twenties has been more commented

upon and sensationally romanticized than _________.

A. the naive Fourth-of-July bombast

B. the rejection of Victorian gentility

C. the expatriation of the true intellectuals

D. The so-called Revolt of the Younger Generation

2) The young men began to enlist for EXCEPT ________.

A. fun in the war

B. the war before it was too late

C. the democracy before the war ended

D. the Victorian gentility after the war

Ⅰ. Text Analysis

3) “The Sad Young Men” actually refers to _________.

A. the lost generation

B. the angry young men

C. Beat generation

D. the war profiteers

4) The Sad Young Men included a group of young intellectuals except ________.

A. Hemingway and Dos Passos

B. Rod W. Horton and Herbert W. Edwards

C. F. Scott Fitzgerald and Eugene O’Neill

D. Ezra Pound, T. S. Eliot and E. E. Cummings

Ⅰ. Text Analysis

5) Which of the following did the Sad Young Men enjoy ?

A. the Babbitts

B. Victorian gentility

C. Bohemianism and eccentricity

D. The hypocritical do-goodism of Prohibition

Ⅱ. Writing Devices

Language Style

Effective use of topic sentences For the purpose of supporting the thesis of the

essay, the essay proceeds with many paragraphs or paragraph units revolving around their own sub-topic. In many such paragraphs, the first sentence expresses the point that the authors want to make. Examples can be found in Paragraphs 3, 5, 7, 9, etc.

Rhetorical Devices

Rhetorically speaking, the authors make use of many types of figures of speech to make the essay interesting and convincing, including metaphor, metonymy, oxymoron, antithesis, personification, parallelism, and so on.

Ⅱ. Writing Devices

Ⅲ. Sentence Paraphrase

1. No aspect of life in the Twenties has been more commented upon and sensationally romanticized than the so-called Revolt of the Younger Generation. (Para. 1)

The Revolt of the Younger Generation in the 1920s has often been commented upon and has been treated very romantically and sensationally. After World War I, during the 1920s, every aspect of life in the United States was commented upon, but the so-called Revolt of the Younger Generation has been more commented upon than all the other aspects.


2. …we had reached an international stature that would forever prevent us from retreating behind the artificial walls of a provincial morality or the geographical protection of our two bordering oceans. (Para. 2)

We have become a world power so we can no longer in our actions just follow the principles of right and wrong as accepted in our own country, nor can we remain isolated, geographically protected by the Atlantic and Pacific oceans. In other words, the United States can no longer pursue a policy of isolationism. Here the authors use a metaphor, comparing “provincial morality” to “artificial walls”.


3. The booming of American industry, with its gigantic, roaring factories, its corporate impersonality, and its large-scale aggressiveness, no longer left any room for the code of polite behavior and well-bred morality fashioned in a quieter and less competitive age. (Para. 3)

After World War I, America became a highly industrialized country. There were big successful factories operating everywhere. Business became huge corporations devoid of any human feelings and the ruthless desire to dominate was exercised on a large scale. In this new atmosphere, the principles of polite, courteous and considerate behavior and conduct that were formed in a quieter and less competitive age (before World War I) could no longer exist.


4. But at the same time it was tempted, in America at least, to escape its responsibilities and retreat behind an air of naughty alcoholic sophistication and a pose of Bohemian immorality. (Para. 4):

In America at least, the young people were strongly inclined to shirk their responsibilities. They pretended to be worldly-wise, drinking and behaving naughtily. They pretended to live like unconventional artists or poets, breaking the moral code of the community.


5. …an escape made possible by a general prosperity and a post-war fatigue with politics, economic restrictions, and international responsibilities. (Para. 4)

The young people could do all these things in their attempt to escape their responsibilities because after World War I there was general prosperity in the United States and people were tired of politics, economic restrictions and international responsibilities.

6. Furthermore, there were enough high school assembly… exciting. (Para. 5) Furthermore, many speakers at high school meetings told the

boys that the hard life of the war would help to form their character. These speakers convinced many boys, who were sensible in many other respects, that fighting in the European war would be of great value to them personally, in addition to being idealistic and exciting.


7. So tremendous was the storming of the recruitment…for the draft… (Para. 5)

So great was the rush to enlist at the recruitment centers that the worried and troubled sergeants (who were in charge of the job) actually pleaded with the young volunteers to go home and wait until they were called up for service.

8. To them, it was bitter to return…years earlier. (Para. 6) These young men felt very bitter when they returned to their

home town which was almost unaffected by the war. The naive people here were still talking pompously and patriotically as the young men themselves had done a few years ago. The young men who had seen considerable action were now disillusioned and hardened people.


9. …they were being asked to curb those energies…”made the world safe for democracy.” (Para. 6)

These veterans returning from the war were disillusioned people but filled with violent energies released by the war. They knew they did not fight to make the world safe for democracy but for the imperial interests of the different nations. They knew the old Victorian social structure in the United States was out-of-date and should be changed. Yet they were now being asked to hold in check these energies released by the war and to start living and behaving as they did before the war started.


10. …to pour out their new-found creative strength, to tear down the old world, to flout the morality of their grandfathers, and to give all to art, love and sensation. (Para. 7)

They employed their newly acquired creative strength to write vigorously; to demolish the old world (by attacking everything that represented it); to scoff at (to show contempt for) the morality that their grandfathers respected (by living Bohemian and eccentric lives), and by spending all their time, energy and money on art, love and the pursuit of new sensations.


11. Before long the movement had become…irresistible). (Para. 8)

A metonymy: pulpit representing the church. Before long this movement was officially recognized as a reality by the church, by the movies and magazines, and by the advertising agencies, but they showed their recognition in different ways. The church denounced it from the pulpit. The movies and magazines pretended to denounce it but in reality succeeded in making it more attractive by depicting it as something naughty. The advertising agencies encouraged it indirectly by playing up sexual attraction in their advertisements selling, from cigarettes to automobiles.


12. …who had suffered no real disillusionment or sense of loss, now began to imitate the manners of their elders and play with the toys of vulgar rebellion. (Para. 8)

A metaphor, comparing living unconventional lives to playing with toys. These young brothers and sisters did not take part in the war, so they had no feeling of real disillusionment or loss. Nevertheless they began to imitate the manners of their elders and live the unconventional and nonconforming lives of those who were rebelling against the society.


13. Meanwhile, the true intellectuals were far from flattered. What they had wanted was an America more sensitive to art and culture, less avid for material gain, and less susceptible to standardization. (Para. 9)

The true intellectuals who started the revolt against the society did not feel pleased or honored by the imitation of their life-style by so many people. What they really wanted was to change America. They wanted the American people to respond more readily and deeply to art and culture, to be less greedy for material gain, and not to accept standardization so easily.


14. …American family life so devoted to making money and keeping up with the Joneses that it had become joyless, patterned, hypocritical and sexually inadequate. (Para. 9)

American families spend so much of their time making money and strive so hard to get all the material things their neighbors have that their lives have become joyless, standardized, hypocritical and sexually unsatisfying.

keep up with the Joneses: to strive to get all the material things one’s neighbors or associates have


15. It was in their defiant, but generally short-lived, European expatriation that our leading writers of the Twenties learned to think of themselves, in the words of Gertrude Stein, as the “lost generation”. (Para. 10):

It was in their defiant but generally brief expatriation in Europe that our leading writers of the Twenties learned to think of themselves as the “lost generation”, a term Gertrude Stein coined for this generation.


16. The war and the cynical power politics of Versailles had convinced these young men and women that spirituality was dead… (Para. 10):

The horrors and senselessness of war, the power politics of Versailles that displayed no regard for the sincere ideals for which the war was supposed to have been fought, convinced these young men and women that the world no longer cared for things of the spirit, for intellectual pursuits, or for the refinement of thought and feeling.


17. …and innumerable others could never be written off as sterile, even by itself in a moment of self-pity. (Para. 11)

No one could ignore this period and consider it non-productive, for this decade produced many famous writers such as those mentioned in the text. Even in a moment of self-pity these writers themselves cannot but admit that their decade was a very productive one.

18. …and in so doing gave the nation the liveliest, freshest, most stimulating writing in its literary experience. (Para. 11)

In the process of doing the above thing, these young intellectuals produced the liveliest, freshest and most stimulating literary works that America had so far ever seen.

Part Four—Language Study

Ⅰ. Word Study Ⅱ. Phrases and Expressions

Ⅰ. Word Study

List:1. sensational 2. nostalgic3. illicit4. amour5. sheik6. vagary7. flapper 8. gentility9. bustling10. catalytic11. precipitate12. obsolescent

13. hectic14. gaiety15. defiant16. insolence17. cinematic18. dissipate 19. contingent20. sodden 21. overthrow 22. dubious23. conflagration24. iconoclastic25. flay

Ⅰ. Word Study

1. sensational (Para. 1) very interesting, exciting, and surprisinge.g. a sensational discovery; sensational newspaper

stories; sensational headlines

2. nostalgic (Para. 1) if you feel nostalgic about a time in the past, you

feel happy when you remember it, and in some ways

you wish that things had not changede.g. He remained nostalgic about his days as a young

actor.

Ⅰ. Word Study

3. illicit (Para. 1) not allowed by laws or rules, or strongly disapproved of by societye.g. illicit drugs; the illicit trade in stolen cattle

4. amour (Para. 1) (French) a love affair, especially a secret one e.g. Just today John was about to elope with his new amour.

5. sheik (Para. 1) 1) an Arab ruler or prince; 2) a Muslim religious leader or teacher e.g. He was a religious sheik and presided at the mosque the girl's father attended.

6. vagary (Para. 1) unexpected changes in a situation or someone's behavior, that you cannot control but which have an effect on your lifee.g. the vagaries of the English weather

Ⅰ. Word Study

7. flapper (Para. 1) a fashionable young woman in the late 1920s e.g. The flapper had to be a good consumer, keeping up with fashion and buying the latest in beauty products.

8. gentility (Para. 3) the quality of being polite, gentle, or graceful, and of seeming to belong to a high social classe.g. The hotel had an air of discreet gentility.

Ⅰ. Word Study

9. bustling (Para. 3) a bustling place is very busy bustling with somebody/somethinge.g. The flower market was bustling with shoppers.

10. catalytic (Para. 3) catalyst: something or someone that causes an important change or event to happen catalytic: adj. e.g. They hope his election will be catalytic for reform.

Ⅰ. Word Study

11. precipitate (Para. 3) to make something serious happen suddenly or more quickly than was expectede.g. The drug treatment precipitated him into a depression.

12. obsolescent (Para. 3) becoming obsolete (no longer useful, because something newer and better has been invented) e.g. Conservative in aim, it was natural for this legislation to emphasize an obsolescent, legalistic definition, and evade contemporary reality.

Ⅰ. Word Study

13. hectic (Para. 4) very busy or full of activitye.g. I've had a pretty hectic day.

14. gaiety (Para. 4) when someone or something is cheerful and fune.g. Lars enjoyed the warmth and gaiety of these occasions.gaieties [plural]: enjoyable events or activitiese.g. Elaine missed the gaieties of life in Paris.

Ⅰ. Word Study

15. defiant (Para. 4) clearly refusing to do what someone tells you to doe.g. Mark smashed a fist on the desk in a defiant gesture.

16. insolence (Para. 5) rude and not showing any respecte.g. an insolent tone of voice You insolent child!

Ⅰ. Word Study

17. cinematic (Para. 5) relating to filmse.g. a cinematic masterpiece

18. dissipate (Para. 5) 1) to gradually become less or weaker before disappearing completely, or to make something do thise.g. Little by little, the smoke was dissipated by the breeze. 2) to waste something valuable such as time, money, or energye.g. His savings were soon dissipated.

Ⅰ. Word Study

19. contingent (Para. 6) depending on something that may happen in the future contingent on/upone.g. Further investment is contingent upon the company's profit performance.

20. sodden (Para. 6) very wet and heavy e.g. sodden clothes The earth was sodden.

Ⅰ. Word Study

21. overthrow (Para. 6) (v.) to remove a leader or government from power, especially by force; to get rid of the rules, ideas, or systems of a society (n.) the defeat and removal from power of a leader or government, especially by force e.g. Rebels were already making plans to overthrow the government. 22. dubious (Para. 7): probably not honest, true, right, etc. e.g. Many critics regard this argument as dubious.

Ⅰ. Word Study

23. conflagration (Para. 8) 1) a very large fire that destroys a lot of buildings, forests, etc. 2) a violent situation or war e.g. The conflict has the potential to become a major conflagration.

24. iconoclastic (Para. 11) iconoclastic ideas, opinions, writings, etc. attack established beliefs and customse.g. Wolfe's theories were revolutionary and iconoclastic.

Ⅰ. Word Study

25. flay (Para. 11) (formal) to criticize someone very severelye.g. She was well-known for flaying public officials in her daily column.

Ⅰ. Word Study

Ⅱ. Phrases and Expressions

List: 1. of necessity 2. up to date3. sober up4. (go) belly up5. dissolve into

6. whip sth/sb up7. set a pattern (for sth)8. be susceptible to9. follow suit 10. write sth/sb off

1. of necessity (Para. 1) (formal) used when something happens in a

particular way because that is the only possible way it can happen【正式】势必，必定

e.g. Many of the jobs are, of necessity, temporary.

2. up to date (Para. 4) including all the latest informatione.g. They have access to up-to-date information

through a computer database.



3. sober up (Para. 4) to gradually become less drunk, or to make someone become less drunke.g. I had sobered up by now and felt terrible.

4. (go) belly up (Para. 5) (informal) if a business or company goes belly up, it stops operating because it cannot pay its debts, based on the idea of a dead animal found lying on its back, with its belly facing up ( 公司 ) 破产；垮掉e.g. With a bond, you always get your interest and principal at maturity, assuming the issuer doesn’t go belly up.


5. dissolve into (Para. 5) if you dissolve into something such as tears or laughter you begin to cry or laugh in an uncontrolled waye.g. She dissolved into fits of laughter.

6. whip sth/sb up (Para. 6) to try to make people feel strongly about somethinge.g. whip up interest/opposition/support an attempt to whip up the masses

7. set a pattern (for sth) (Para. 7) to be a good example that people will copy in the futuree.g. We’re building a transport system that sets a pattern for the future.

8. be susceptible to (Para. 9) likely to suffer from a particular illness or be affected by a particular problem e.g. Older people are more susceptible to infections.


9. follow suit (Para. 9) to do the same as someone else has done 照着做；效仿e.g. Budget companies have been so successful that other airlines have had to follow suit and lower their fares.

10. write sth/sb off (Para. 11) to decide that someone or something is useless, unimportant, or a failuree.g. After six months of work, we eventually wrote the project off as a non-starter.


Part Five—Extension

Ⅰ. Useful Expressions Ⅱ. Discussion Ⅲ. Quiz Ⅳ. Presentation

Ⅰ. Useful Expressions

1. nostalgic recollections2. brave denunciation 3. revolt of the young

people4. international stature 5. provincial morality 6. geographical protection7. Victorian gentility 8. well-bred morality 9. bustling business

medium

1. 怀旧的回忆 2. 勇猛抨击 3. 青年一代的叛逆行为 4. 国际地位 5. 狭隘道德规范 6. 地理保护 7. 维多利亚式的温文尔雅 8. 谦谦忍让的道德风范 9. 喧嚣的商业化社会

10. naughty alcoholic sophistication

11. a pose of Bohemian immorality

12. transitory pleasures 13. momentary novelties 14. much-publicized

orgies15. defiant manifestoes 16. prolonged stalemate

10. 一种老于世故、以酒自娱的生活作风

11. 装出一副波希米亚式的放荡不羁的样子

12. 短暂的快乐 13. 一时的新奇 14. 大肆渲染的放纵行为 15. 挑战性言论16. 旷日持久的僵持局面


17. increasing insolence 18. typical American adventurousness 19. knew nothing of modern

warfare20. magnolia-scented soap

opera 21. proclaiming the

character-forming force of the strenuous life

17. 越来越傲慢无礼的态度 18. 典型的美国式冒险精神 19. 对于现代战争还一无所

知 20. 一部散发出木兰花香的

连续剧 21. 大肆渲染战场上的紧张

生活在培养性格方面的力量


22. ambulance corps 23. merchant marine 24. self-respecting person 25. enlistment craze26. the spirit of carnival 27. received a good taste of 28. a sudden bewildering world-weariness29.the pose of self-deceiving Victorian innocence

22. 救护兵团 23. 商船队 24. 有自尊心的人 25. 参军热潮 26. 纵情狂欢的兴致 27. 饱尝了…的滋味28. 一种突如其来的、迷惘的厌世之感29. 自欺欺人的、维多利亚式的天真无邪的态

度


30. Napoleonic cynicism31. hypocritical do-

goodism of Prohibition

32. the smug patriotism of the war profiteers

33. tension-ridden 34. a dwelling place 35. Bohemianism and

eccentricity36. self-conscious

unconventionality

30. 拿破仑式的犬儒主义 31. 禁酒法令那种虚伪的行善主义 32. 发了战争财的人们的洋洋自得的爱国主义 33. 气鼓鼓的 34. 聚居地 35. 波希米亚式生活和怪僻行为36. 有意识的反传统行


Ⅱ. Discussion

1. What younger generation problems do we have in China today?

2. What caused them? How can we solve them?

Ⅲ. Quiz

Ⅳ. Writing

Write an introductory paragraph for an essay on one of

the following topics:

The Younger Generation in China

Lesson Five The Sad Young Men Rod W. Horton and Herbert W. Edwards.

Documents

Transcript of Lesson Five The Sad Young Men Rod W. Horton and Herbert W. Edwards.