现代大学英语-unit-1-half-a-day(1)

1、整理课件1Half a Daytext整理课件BrainstormingLead-in Activity About the author Skimming and scanning Group discussionComprehensive Reading Vocabulary Sentence grammarIntensive Reading Exercise Critical thinkingAssignmentsContents 1 2 3 4Lead-in ActivityDirection : 整理课件Q1Was it hard for you to leave home for

2、the first time in your life? Lead-in Activity Who saw you off at the railway station? What did he / she say to you on the way? Who came to school with you?整理课件Q 1Q 2Was it hard for you to leave home for the first time in your life? Do you remember your first day of this school?Lead-in Activity整理课件Q

3、3Do you remember your first day of school?Did you find the school just as you had imagined? Q 2Lead-in Activity Were you disappointed when you found it was not as good as you had expected?整理课件Lead-in Activity整理课件Lead-in Activity整理课件Comprehensive reading2022-1-26整理课件Comprehensive Reading - The author

4、His life 纳吉布纳吉布马哈富兹马哈富兹Naguib Mahfouz 1911-2006u Born in 1911, educated at Cairo Universityu Wrote short stories and historical novels before WWII and novels of social realism after WWII the first Arabic-language author awarded the Nobel Prize for Literature in 1988.2022-1-26整理课件Comprehensive Readin

5、g - The authorHis writing style The Cairo Trilogy三部曲 (first published in 1957)2022-1-26整理课件Comprehensive Reading - The authorHis writing style Rip Van Winkle by Washington Irving Example in the text2022-1-26整理课件Comprehensive Reading - The authorExample in the text2022-1-26整理课件Comprehensive Reading -

6、 The authorHis writing style This technique is often used to emphasize rapid changes in society.整理课件the social realism of Balzac and Dickens.The first Arab Writer to win the Nobel Prize in Literature 1988, The Cairo TrilogyHis works have been compared in spirit and tone toHis influenceComprehensive

7、Reading - The author整理课件16Comprehensive Reading - StructureThe text can be roughly divided into three parts, according to the little boys experience that day.整理课件123Part 1Part 2 Part 3 The narrators The narrators unwillingness to unwillingness to go to school.go to school.The narrators The narrators

8、 experience at experience at school.school.The changes the The changes the narrator found narrator found after school. after school. 整理课件123Para.1-7Para.8-16Para.17-20The narrators The narrators unwilling to go unwilling to go to school.to school.The narrators The narrators experience at experience

9、at school.school.The changes the The changes the narrator found after narrator found after school.school.整理课件19Comprehensive Reading- Structure Scan Part. 1 and focus on the following questions.How did the boy feel about going to school? Support your ideas with some simple words in the text. 2. List

10、 the fathers comments on the school? What do you think of them?unhappypunishingbe thrown intoSchool is not a punishment.A place that makes men out of boys and useful.Be a man.Today you truly begin life.整理课件20Comprehensive Reading - Q & AScan Part. 2 and focus on the following questions.What are the

11、different understandings of the boy to the school? Positive aspectsNegative aspectsWhat lay ahead of him?整理课件21Comprehensive Reading - Q & AScan Part. 2 and focus on the following questions.What are the different understandings of the boy to the school? Positive aspectsNegative aspectsfriendshipscho

12、ol workloverivalryplayingfightinglearningPhysical punishment exertion, struggle, perseverance整理课件22Comprehensive ReadingScan Part. 3 and focus on the following questions.What did “I” see when he stepped out of school? Summarize the changes.He didnt find his waiting for him at the gate and the had ch

13、anged. He couldnt find his home.He found himself a fatherstreetwayGrandpa / an old man.整理课件23Comprehensive Reading2. Why do you think the boy was suddenly a “grandpa”?To emphasize the rapid changes in society. 2022-1-26整理课件Comprehensive Reading Group discussionThe following are a few possible unders

14、tandings of the message the author intends to convey? Which do you agree with?2022-1-26整理课件Comprehensive Reading整理课件26Comprehensive Reading - T & FFTTFF The boys mother brought him to school. The boy was convinced that school was not a punishment. The boy didnt know any other boy or girl in the scho

15、ol the moment he arrived. School life was just a matter of playing and fooling around. The boys father came to pick him up as he had promised.整理课件Time and tide waits for no man. ScanTransitional words/expressionsWriting skillsThe authorHis lifeHis worksHis influence Reading skills Conclusion Compreh

16、ensive Reading - Summary整理课件Intensive Reading整理课件010203IntensiveReading04Grammatical pointsImportant sentencesNew phrasesNew wordsIntensive Reading整理课件30Intensive Reading Half a day Naguib Mahfouz整理课件Intensive readingWordsPhrasesSentence PatternGrammarclutch throw intomake out oftear fromThe day + t

17、hat clause There is no/any good in doingI was to be thrown into clutching his right handstreet lined with gardens整理课件 I walked alongside my father, clutching his right hand. (para. 1)Intensive Reading - Summaryclutch: hold tightly, usu. in fear, anxiety, or paine.g. Silent and pale, the girl clutche

18、d (to/onto) her mothers chest.这个苍白安静的小女孩紧紧地靠在母亲胸前.他紧紧地抓着钱，匆忙走向银行Clutching the money in his hand, he hurried to the bank.整理课件 They did not make me happy, however, as this was the day I was to be thrown into school for the first time. (para. 1)“As” introduces an adverbial clause of reason.Noun phrase

19、usu. followed by a relative clause is used as an adverbial of time.to be forced to do sth.to throw sb. out: to force sb. to leave a placee.g. The moment I saw him, I recognized he was the criminal wanted by the police. They will throw me out (of school) if I fail three exams.Intensive Reading - Summ

20、ary整理课件 They did not make me happy, however, as this was the day I was to be thrown into school for the first time. (para. 1)“As” introduces an adverbial clause of reason.Noun phrase usu. followed by a relative clause is used as an adverbial of time.to be forced to do sth.to throw sb. out: to force

21、sb. to leave a placeParaphrasing: But my new clothes did not bring any happiness to me, because it was the day I was forced to go to school for the first time.Intensive Reading - Summary整理课件“Why school?” I asked my father. “What have I done?” (para. 3)elliptical questionMore examples:1.- Headmaster:

22、 we want you to go and tell the boys parents the news. - Teacher: Why me?2. - Father: Well go to Tianjin this weekend. - Daughter: What for? Why this weekend? Why Tianjin?整理课件“Why school?” I asked my father. “What have I done?” (para. 3)elliptical questionParaphrasing: Why do I have to go to school?

23、 I dont think Ive done anything wrong to be punished like this.整理课件 Its a place that makes useful men out of boys. (para. 4)Make(out) of sb/sth: to make sb./sth. becomee.g. The army made a man of him.I dont think you can make a football star out of Johnny.整理课件I did not believe there was really any g

24、ood to be had in tearing me away from my home and throwing me into the huge, high-walled building. (para. 5)e.g.: 覆水难收。 It is no use crying over spilt milk.to (make sb.) leave a place unwillingly because one has toThere is no good to be had in doing: It is no good /use doing sth整理课件I did not believe

25、 there was really any good to be had in tearing me away from my home and throwing me into the huge, high-walled building. (para. 5)Paraphrasing: I didnt think it was useful to take me away from home and put me into that building with high walls.to (make sb.) leave a place unwillingly because one has

26、 toThere is no good to be had in doing: It is no good /use doing sth整理课件WordsPhrasesSentence PatternGrammarfool aroundbring aboutgive rise toresort toThere was no question of doingI had never imagined school would have She would often yell and scoldIntensive reading整理课件Intensive reading I had never

27、imagined school would have this variety of experiences. (para. 13)possibility 用于对过去事情的推测，译为“大概” And while the lady would smile, she would often yell and scold. (para. 15)frequent actions in the past 过去经常性的习惯和动作：总会 I would find the answer at home with my father. (para. 18)past future tense 过去有意识的行动或意

28、志：将 but the stream of cars would not let up. (para. 18)willingness 用于过去的否定句中，表示拒绝，或无此习惯或 不可能：不肯整理课件Lesson 1 Half a DayIt was not all a matter of playing and fooling around. (para.15)Paraphrase: What we did at school wasnt just playing and wasting time doing nothing pletelyto waste time instead of do

29、ing sth. that you should be doinga matter of: eg: Wisdom is a matter of knowing when to speak your mind and when to mind your speech. 整理课件Lesson 1 Half a DayRivalries could bring about pain and hatred, or give rise to fighting. (para.15) make sth. happen(formal) to cause or produce sth. esp. sth. ba

30、d and unpleasantHow can we _ a change in attitudes?His speech _a bitter argument. bring aboutgave rise to整理课件Lesson 1 Half a DayEven more frequently she would resort to physical punishment. (para.15) resort to:to make use of sth.To turn to sth(especially sth bad) as a solutione.g. Try not to resort

31、to violence.整理课件Lesson 1 Half a DaylIn addition, the time for changing ones mind was over and gone and there was no question of ever returning to the paradise of home. (16)Besides, it was impossible for us to quit school and return to the good old days when we stayed home playing and fooling around

32、all day. Our childhood was gone, never to come back.there is no possibility of 整理课件Intensive readingWordsPhrasesGrammartraceinvadedaze in vainon my own come to a haltfind ones way totake overshow offlet upHere and there stood conjurers with clowns and weight lifters walking in front整理课件.came to a st

33、artled halt. (para. 17)Compare:1. Air traffic in the country was brought to a halt by heavy snowstorms.to stop suddenlyto bring sth to a halt: to cause sth to stop整理课件Here and there stood conjurers showing off their tricks or making snakes appear from baskets. (para. 17)Compare:1. Were there no air on the earth, there wouldbe no lif