Twelve Angry Men
(Part Two)
By Reginald Rose
Lesson 6 – Twelve Angry Men (Part two)
Part One
Lesson 6 – Twelve Angry Men (Part two)
I.
Judges
A judge or justice is an appointed or elected
official who presides over a court. The powers,
functions, and training of judges varies widely
from jurisdiction to jurisdiction.
In USA, judges are not trained separately from
lawyers and are generally appointed or elected
from among practicing attorneys.
Lesson 6 – Twelve Angry Men (Part two)
Being a judge is usually a prestigious position in society,
and as a result a variety of solemn traditions have
become associated with the occupation. In most nations
of the world judges wear long robes, usually black or
red, and sit on an elevated platform during trials. The
standard judges uniform originated with the Roman toga.
In some countries, notably Britain, judges also wear long
wigs and use special gavels to instill order in the
courtroom.
In the People’s Republic of China, judges wore regular
street clothes until 1984, when they began to wear
military style uniforms, which were intended to
demonstrate authority. These uniforms were replaced in
2000 by black robes similar to those in the rest of the
world.
Lesson 6 – Twelve Angry Men (Part two)
In most English speaking countries (particularly the
USA) a judge is addressed as "Your Honor" when
presiding over the judge's court, as a sign of respect
for the office.
The judges of the Supreme Court of the United States,
and the judges of the supreme courts of several U. S.
states and other countries are called “justices”. In the
United Kingdom, a comparable rank is held by the
House of Lords; its judges are not called judges, but
Law Lords, and sit in the House of Lords as peers.
Lesson 6 – Twelve Angry Men (Part Two)
Part Two
Lesson 6 – Twelve Angry Men (Part Two)
Word Study
1. acquittal
n. an official statement in a court of law
that someone is not guilty
Example:
Of 52 prosecutions for police brutality, 46
ended in acquittals.
v. acquit somebody of something
The judge directed the jury to acquit Phillips
of the murder.
Lesson 6 – Twelve Angry Men (Part Two)
2. avenge
v. to do something to hurt or punish
someone because they have harmed or
offended you
Examples:
The Trojans wish to avenge the death of
Hector; their misplaced values mean that
patience in adversity is impossible.
Half a century later he has finally avenged
that defeat.
Lesson 6 – Twelve Angry Men (Part Two)
3. bear
v. a. to bravely accept or deal with a
painful, difficult, or upsetting situation
b. to dislike something or someone
very much, often so that they make you
feel annoyed or impatient
bear sb. grudge
bear sth. in mind
bear a resemblance /relation to
bear arms
bear fruit
Lesson 6 – Twelve Angry Men (Part Two)
Examples:
She was afraid she wouldn't be able to bear
the pain.
Overcrowding makes prison life even harder
to bear.
Oh, I really can't bear him.
He can't bear spinach.
Lesson 6 – Twelve Angry Men (Part Two)
4. blunder
n. a careless or stupid mistake
commit a blunder, make a blunder
Examples:
Major management blunders have led the
company into bankruptcy.
The parents face a nightmare week-long
wait before blood tests show if there has
been a hospital blunder.
Lesson 6 – Twelve Angry Men (Part Two)
5. commonplace
a. happening or existing in many places,
and therefore not special or unusual
Examples:
Car thefts are commonplace in this part of
town.
Expensive foreign cars are commonplace in
this Chicago suburb.
Lesson 6 – Twelve Angry Men (Part Two)
6. injustice
n. a situation in which people are treated
very unfairly and not given their rights
a. unjust
Examples:
The group, called the Wilmington 10, were
active in protests against racial injustices in
the schools in the early 1970s.
These injustices are intolerable, especially
when the victims are children.
Lesson 6 – Twelve Angry Men (Part Two)
7. intimidate
v. to frighten or threaten someone into
making them do what you want
Synonyms
Examples:
threat
They tried to intimidate the young people
into voting for them.
Attempts to intimidate her failed.
Lesson 6 – Twelve Angry Men (Part Two)
8. lunge
v. to make a sudden strong movement
towards someone or something,
especially to attack them
Examples:
The goats lunged at each other with their
horns.
John lunged forward and grabbed him by
the throat.
Lesson 6 – Twelve Angry Men (Part Two)
9. object
v. to feel or say that you oppose or
disapprove of something
Examples:
Robson strongly objected to the terms of the
contract.
I objected to having to rewrite the article.
Cf.:
n. object
Lesson 6 – Twelve Angry Men (Part Two)
10. obscure
v. a. to make something difficult to know or
understand
b. to prevent something from being seen
or heard clearly
Examples:
Recent successes have obscured the fact
that the company is still in trouble.
The view was obscured by mist.
Lesson 6 – Twelve Angry Men (Part Two)
a. a. not well known and usually not very
important
b. difficult to understand
n. obscurity
Examples:
an obscure poet 无名的，不知名的
The details of his life remain obscure. 含糊的，
不清楚的
He’s using an obscure old law to try to stop
the new road being built. 晦涩难懂的
Lesson 6 – Twelve Angry Men (Part Two)
11. recreate
v. to make something from the past exist
again in a new form or be experienced
again
Lesson 6 – Twelve Angry Men (Part Two)
Examples:
Evan often chimes in, so we work together to
recreate the story.
And we can share best practices so that every
educator and employer does not have to
recreate effective strategies from scratch.
Arjelo's novel vividly recreates 15th-century
Spain.
Lesson 6 – Twelve Angry Men (Part Two)
12. stamp
v. a. to put your foot down onto the ground
loudly and with a lot of force
b. to put a pattern, sign, or letters on
something using a special tool
c. to have an important or permanent
effect on someone or something
Lesson 6 – Twelve Angry Men (Part Two)
Examples:
“I will not!” Bert yelled and stamped his
foot.
The woman at the desk stamped my
passport.
The experience remained stamped on her
memory for many years.
Lesson 6 – Twelve Angry Men (Part Two)
14. testify
v. a. to make a formal statement of what is
true, especially in a court of law
b. to show clearly that something is the
case
Lesson 6 – Twelve Angry Men (Part Two)
Examples:
Mr.Molto has agreed to testify at the trial.
Later, the witness who had testified against
Muawad withdrew his allegation.
The empty shops in the high street testify to
the depth of the recession.
The company's experience testifies to the
difficulties of opening a business in a
foreign country.
Lesson 6 – Twelve Angry Men (Part Two)
testify at the court
testify against sb.
testify to sth.
testify that…
在法庭作证
作出不利于… 的证明
证实
证实， 证明
Lesson 6 – Twelve Angry Men (Part Two)
Part Three
Lesson 6 – Twelve Angry Men (Part Two)
I.
General Introduction
Plot: A young delinquent awaits sentencing for the
manslaughter of his aggressive father. One juror feels there is
a reasonable doubt—to the frustration of his eleven
colleagues—thus preventing a quick verdict. During the
heated deliberations, the hidden preconceptions and
prejudices of the jurors are revealed.
Plot elements: conflict, crisis/turning moment, climax, etc.
Setting: jury room
Protagonists : 12 jurors
Theme of the story: "Twelve Angry Men" is about one
individual's ability to stand up for what he believes, even
when others ridicule him. It is also a powerful study not just
of the criminal justice system, but also of the diversity of
human experience, the nature of peer pressure, and the
difficulty of ever fully knowing the truth.
Lesson 6 – Twelve Angry Men (Part Two)
II.
Text Analysis
No. 7: Bright! He’s a common ignorant slob.
He don’t even speak good English.
Question: What tone was No. 10 using when
he attacked the accused? What can we know
about No. 10?
He was sneering at the accused in an ironic
tone, however he himself made a grammar
mistake, thus revealing himself an incompetent
language speaker.
In Para. 5
Lesson 6 – Twelve Angry Men (Part Two)
II.
Text Analysis
No. 12: … It wasn’t very nice to have it sticking
out of some people’s chests.
No. 7: Especially relatives’.
Question: Do you think No. 7 was a
humorous person? How do you like his joke
here?
NO. 12 and No. 7 are joking about this
murder. But in fact this is disgusting and
distasteful to joke about a murder.
Attention to
the wording.
Lesson 6 – Twelve Angry Men (Part Two)
II.
Text Analysis
No. 11: Ah, this then would depend on your
definition of panic. He would have to be calm
enough to see to it that there were no
fingerprints left on the knife. Now, where did the
panic start and where did it end?
Question: Figure out No. 11’s logic of reasoning.
No. 4 thought that the boy could run out in a panic
after having killed his father, after he calmed down,
he realized that he left his knife at the scene. But No.
11 didn’t think it held water because if the boy had
run out in a panic, he couldn’t be so calm to be sure
that there were no fingerprints left on the knife. So
No. 11 asked where the panic started and where it
ended.
In Para. 15
Lesson 6 – Twelve Angry Men (Part Two)
II.
Text Analysis
No. 8: Maybe the boy did kill his father, did run
out in a panic, …. Maybe all those things
happened. But maybe they didn’t. I think there’s
enough doubt that we can wonder if he was
there at all during the time the killing took place.
Question: What is the reasonable doubt here?
It is possible that the boy was not at the scene
when the killing took place. (or: It is possible that
he didn’t come back home only to get his knife,
risking being caught.)
In Para. 17
Lesson 6 – Twelve Angry Men (Part Two)
II.
Text Analysis
No. 7: (To No. 8) Ran, walked. What’s the
difference? Anyway he got there!
Question: What character did No. 7 reveal here,
in your opinion?
He didn’t care much about the details, but in
most cases, details can tell the detectives a lot
about what could have happened. In fact, No. 7
had got a theatre ticket burning in his pocket, he
was in a hurry to get out of here, therefore he
just wanted to rush up thus tended to leave out
many important things. That just shows us how
little he took another person’s life.
In Para. 23
Lesson 6 – Twelve Angry Men (Part Two)
II.
Text Analysis
No. 3: He was an old man. Half the time, he
was confused. How could he be positive about
anything? (He tries to cover his blunder. …)
Question: What blunder did No. 3 make?
No. 3 said that half the time, the old man
was confused and couldn’t be sure about
anything, so how could he be so sure that it
was 20 seconds?
In Para. 31
Lesson 6 – Twelve Angry Men (Part Two)
II.
Text Analysis
No. 3: He was an old man. Half the time, he
was confused. How could he be positive about
anything? (He tries to cover his blunder. …)
Question: What blunder did No. 3 make?
No. 3 said that half the time, the old man
was confused and couldn’t be sure about
anything, so how could he be so sure that it
was 20 seconds?
In Para. 31
Lesson 6 – Twelve Angry Men (Part Two)
II.
Text Analysis
No. 3: Assumed! Brother, I’ve seen all kinds of
dishonesty in my day, but this little display takes
the cake. What’s the matter with you guys? You
all know he’s guilty. He’s got to burn and you let
him slip through our fingers!
Question: What did No. 3 assume himself to be?
Do you think a conscientious juror should talk like
that?
No. 3 was not the executioner, but he talked as
if so. He was not supposed to base his judgment
simply on what he thought to be. Facts and
reason matter most. A conscientious juror should
try to be impartial rather than biased.
In Para. 43
(Also refer
to Para. 47)
Lesson 6 – Twelve Angry Men (Part Two)
II.
Text Analysis
No. 3: Phew, I’ll kill him! I’ll kill him!
No. 8: You don’t really mean you’d kill me, do
you?
Question: Why did No. 8 deliberately make No.
3 mad? How do you feel about the language
power?
No. 3 couldn’t mean it when he said that “I’ll kill
you!”, likewise, it is possible that the accused boy
also didn’t mean it when he said the same thing.
It is a clever way to retort. No. 8 just used the
same logic of reasoning to fight against No. 3’s
logic –if the boy said it, he meant it.
In Para.
49, 50
Lesson 6 – Twelve Angry Men (Part Two)
II.
Text Analysis
No. 10: Don’t give me that! I’m sick and tired of
facts. You can think any way you like.
Question: In what way was No. 10’s view of
facts different from that of No. 9? Compare and
contrast these two jurors.
No. 9: a gentle old man, took his duty as a juror
seriously. Decent , upright. “The facts of the case
are supposed to determine the case.”
No. 10: prejudiced against poor people and people
with little schooling. “I’m sick and tired of facts.”
In Para. 55
Lesson 6 – Twelve Angry Men (Part Two)
II.
Text Analysis
No. 7: … How do you like this guy? He comes
here running for his life. And now, before he can
take a deep breath, he’s telling us how to run
the show. The arrogance of this guy.
Question: How do you think of No.7?
No. 7 himself was arrogant. He despised No.
11’s identity as an immigrant, and was impatient
with any reasoning and talking which could
prolong this discussion, thus ruin his chance of
going to the theatre.
In Para. 62
Lesson 6 – Twelve Angry Men (Part Two)
II.
Text Analysis
No. 3 took this opportunity to take revenge on
No. 8. No. 3 took this argument very personally.
Thus we know that he was narrow-minded. On
the other hand, he was biased because No.3 had
serious problems with his own son who beat the
father up, and he believed the accused boy was
just like his own son.
It sounds more like an order, which is not a
polite way to speak to other jurors.
Lesson 6 – Twelve Angry Men (Part Two)
II.
Text Analysis
No. 10: … You know how these people lie. It’s born
in them… They don’t know what the truth is. And
let me tell you. They don’t even need any real big
reason to kill someone, either. No sir! That’s the
way they are. By nature. Violent!… The kid’s liar. I
know it…
Question: Was No. 10 talking about the facts or
opinions? What kind of person was No. 10?
No. 10 was not talking about facts, he was
talking about opinions, to be exact, strongly held
prejudices.
In Para.
113
Lesson 6 – Twelve Angry Men (Part Two)
II.
Text Analysis
No. 4: I’m trying to settle something. Do you mind?
No. 4: If it’s any of your business, I was rubbing it
because it bothered me a little.
No. 4: Very annoying.
Question: How did No. 4’s attitude change from
politeness to irony? Pay attention to his tone.
He was getting impatient with No. 9, thus we can
observe a shade of irony in his tone: “if it’s any of
your business”,“very annoying”
“Very annoying” , a pun, is used ironically to
contain two layers of meaning:
one, No. 4 found the two deep impressions beside
his nose annoying; the other, he thought No. 9’s
persistent interruption was annoying.
In Para.
122, 124,
128
Lesson 6 – Twelve Angry Men (Part Two)
II.
Text Analysis
No. 3:…Well, say something! You lousy bunch of
bleeding hearts. You’re not going to intimidate me.
I’m entitled to my opinion…
Question: Compare No. 3 and No. 8’s
performances in the courtroom. In what way did
they impress you?
No. 3 couldn’t get rid of his prejudices against
the accused boy, but he based his judgment not on
logical reasoning but on emotional associations.
No. 8 successfully brought all other jurors around
by persistent efforts, logical reasoning, support and
respect he won from other jurors. He was cool,
logical and rational.
in Para. 164
Lesson 6 – Twelve Angry Men (Part Two)
Part Four
Song for Courage
Lesson 6 – Twelve Angry Men (Part Two)
By Tom Gardner
There are those who follow those who take the darker side
It’s courage that will pull you out if you would just decide
and you can be the leader and then those who follow you
can help the lives of others and then they will do it too
Lalalalalala…
If you’re going to speak up then SAY SOMETHING
If you’re going to stand up then STAND FOR SOMETHING
If you want to march on then DO SOMETHING
With the courage in your heart
(You’ll find the) courage in your heart
If you’re going to smile then SMILE ON SOMEONE
If you’re going to reach out then TOUCH SOMETHING
If you want to feel good then HELP SOMEONE
Find the courage in your heart
(You’ll find the) courage in your heart