现代大学英语-Unit-3-message-of-the-land

LessonThree

MessageofthelandPiraSudhamBook1Warm-up1Backgroundinformation2TextAppreciation3LanguageStudy4TeachingProceduresQuiz5PartOneWarm-up

APoem

FilmClipsAChineseSongLesson3-MessageoftheLandTobecontinuedonthenextpage.我爱这土地艾青

假如我是一只鸟，我也应该用嘶哑的喉咙歌唱：这被暴风雨所打击的土地，这永远汹涌着我们的悲愤的河流，这无止息地吹刮着的激怒的风，和那来自林间的无比温柔的黎明……

——然后我死了，连羽毛也腐烂在土地里面。为什么我的眼里常含泪水?因为我对这土地爱得深沉……APoemIlovethisland

WereIabird,

Ishouldsingwithmyhuskythroatfor:

thelandravagedbytheviolentstorm

theriverperpetuallysurgingwithourgriefandrage

theinfuriousgaleendlesslyblowing

andthegentledawn,softlysiftingthroughthewoods

thenIwoulddie

myfeatherswouldrot,enrichingthesoil

Why,inmyeyes,dotearsalwayswellup?

Becausemyloveforthelandissodeep...Lesson3-MessageoftheLandLandistheonlythingintheworldthatamountstoanything,forit'stheonlythinginthisworldthatlasts.It'stheonlythingworthworkingfor,worthfightingfor.—GoneWithTheWindFilmclipsLesson3-MessageoftheLandSupplythemissingwords:Ashley:Yes,thereis__________.Somethingyoulovebetterthan________,thoughyoumaynotknowit—__________.Scarlett:Yes.Istill__________this.Youneedn'tgo.Iwon'thaveyouall__________simply'causeIthrewmyselfatyour__________.Itwon'thappenagain.somethingmehaveTaraheadstarvedLesson3-MessageoftheLandFilmclipsQuestions:1.WhatdidAshleyputinScarlett’shandaftersheclaimedthere’snothingtokeepherthere?2.WhatdidthehandfulredearthofTarameantoScarlet?Lesson3-MessageoftheLand

Author

Bangkok

ThaiBuddhism

MonksinThailandPartTwoBackgroundInformationPiraSudhamwasborninapoorfamilyin1942inruralEsarn.HespenthischildhoodinthericefieldsontheKoratPlateau,helpinghisparentsandtendingaherdofbuffaloesuntilhewenttoBangkokattheageoffourteentobeaservanttomonksinaBuddhisttemplewherehewasalsoadmittedtoaschool.TosupporthimselfthroughhighschoolandthefirstyearattheFacultyofArtsChulalongkornUniversity,hesoldsouvenirstotouristsuntilhewonaNewZealandgovernmentscholarshiptostudyEnglishliteratureatAucklandUniversityandlateratVictoriaUniversity,Wellington.Lesson3-MessageoftheLandAuthorAbouttheAuthorHiswritingsbegantoappearinliterarypublicationsinNewZealand,HongKongandtheUnitedStatesbeforehisfirstbook,TalesofThailandwaspublishedin1983,followedbyPeopleofEsarnin1987.HehaslivedforovertenyearsinAustraliaandtheUnitedKingdom,wherehewroteMonsoonCountry(1988),anditssequel,TheForceofKarma(2002).PiraSudhamistheThaiauthorwritinginEnglishwhowasnominatedforthe1990NobelPrizeforLiterature.HisnovelandshortstoriesprovideinsightsintoThailife,particularlythatofruralnortheastThailand.GoTalesofThailand

Outoftherelocationofmillionsofpeopleinthepathofdamconstructionsandeucalyptusplantations,thesuppressionofwagesandthepriceofagriculturalproduce,theforcefuldrivetogainmorelandtogroweucalyptustrees,thecorruption,prostitution,childtrade,slavelabour,thehorroroftheThailand-BurmaDeathRailwayduringtheWorldWarII,theeconomiccrisisinJuly1997,thewartowinthepeopleinimpoverishedEsarnintheseventiesandthedailygrindintheMotherofGridlock–Bangkokcometalesofhopeandtalesofwoe,talesofacceptanceandtalesofthestruggleforsurvivalthatbecomeTalesofThailand.AbouttheAuthorAbouttheAuthorPeopleofEsarn PiraSudhamconveystheinnervoicesofhissubjectsregardlessofhowilliterate,timidandinsignificanttheyseemintheirdailylives.Theirsimplicityandsensitivitycomethroughhisdirectandclearprose,yetmovingandtouching.Hewriteswithunderstandingandcompassionforhispeople. ForeignwriterswritingabouttheThaipeoplelookatThailandfromtheoutside,butPiraSudhamwritesabouthispeopleandcountryasseenfromtheinside.Thisisoneofthethingsthatmakesthemsofascinating.AbouttheAuthorMonsoonCountryItdepictstheproblemsofsocialtransitioninpresentdayThailandandgivesinsightsintoThailifeintheruralnortheast.ItissetinThailand,EnglandandGermanytoconveytheculturaltensionbetweentheEastandtheWest,theclashesbetweenthenewpowersandtheoldvalues,coveringthespanof25yearsofthesocial-economicandpoliticalchangesoccurringinThailand.AbouttheAuthor

TheForceofKarma ThissequeltoMonsoonCountrycoversthetumultuousyearsoftheeconomiccrisis,thepoliticalupheavalsandthemassacreofMay1992,rightuptothebeginningoftheyear2002.

AbouttheAuthorOthers’Comments:“PiraSudhamhasgivenavoicetothepoorofThailand.”“PiraSudhamisundoubtedlyoneoftheforemostThaiwritersoftoday,aformidablevivisectortorevealthehiddenaspectsofThaisociety.”AbouttheAuthorPiraSudham'sOwnWords:"IfIhadnotleftmyvillagethen,Iwouldhavebeensubject,likemostvillagers,tothemercyofnature:floods,drought,disease,ignoranceandscarcity.Withendurance,Iwouldhaveacceptedthemasmyownfate,assomethingIcannotgoagainstinthislife.“"InmymindIcarrymemoriesofchildhood,oflifeinvillages,muchasapregnantwomancarryingachild.Everydaytheseimagesgrow,andIknowthatonedayIshallhavetogivebirthtothemthroughthemediumofwriting.Besides,Idon'twantpeopleinourvillages,sofarremovedfromotherpeoplesbecauseofdistanceandpoverty,tobeborn,sufferandtodieinvain."Lesson3-MessageoftheLandBangkokTobecontinuedonthenextpage.Bangkok,population8,538,610(1990),isthecapitalandlargestcityofThailand.Bangkokisoneofthefastest-growing,mosteconomicallydynamicandsociallyprogressivecitiesinSoutheastAsia.

Butitsuffersfromsocialproblemsasaresultofitsrapidgrowth.Itisalsooneoftheworld'smostpopulartouristdestinations.BangkokfromtheChaoPhrayaRiveratsunset,July2004BangkokistheeconomiccenterofThailand.Tourismisamajorsourceofrevenue.ThecitycontainsmanyBuddhisttemples(knowninThaiasWats),Thecityisafamousjewelrycenter,buyingandsellingsilverandbronzeware.

Lesson3-MessageoftheLandBangkokTobecontinuedonthenextpage.TheWatPhraKaewTempleLesson3-MessageoftheLandIII.ThaiBuddhismBuddhismisThailand'smainreligion.94%ofThaipeopleareBuddhist.BuddhismislinkedwiththehistoricalIndianprince,SiddhartaGautama（释迦牟尼）,whobecametheBuddhaandreachedtheenlightenment.Nowhisteachingsarestillfollowed.Histeachingssaythatpeoplesufferbecausetheyareattachedtomaterialthings,towomenormenbyheartlinks.Theselinkscausesuffer,jealousyandpain.Peopleareneversatisfied,i.e.theywantmoremoney,morepower.TheaimofBuddhismistogetridofthesepainsandoftheselinks.Lesson3-MessageoftheLandIII.ThaiBuddhismTheendofThaiBuddhism.Ifyouhavedonegooddeedsinyourlife,nextlifewillbebetter.Ifyouhavedonebaddeeds,nextlifewillbeharsh.Lesson3-MessageoftheLandIV.MonksinThailandMonks’lifeisbasedon227monasticrulesand5majorprecepts,i.e.nosex,nolies,norobbery,noalcohol,nokilling.Aboyisnotamanifhehasn‘tbeenamonkonceinhislife.EventheKingofThailandRama9（罗摩）hadbeenamonkforonemonth.Inolddaysthisperiodwasthreemonths.Nowitcanbeonlyafewweeksorafewdays.Tobecontinuedonthenextpage. Somefamiliesstillrefusetomarrytheirdaughterifthefuturehusbandhasn'teverbeenamonk.Itmeansthatheisn'tripeenough.Aboythatbecomesamonkforafewmonthsismakingareallygoodactiontowardshisparents.Inabus,seatsinthebackarereservedtomonks.Ifawomanissittingthere,sheshouldleavebecauseawomancannottouchamonk.Lesson3-MessageoftheLandIV.MonksinThailandTheendofMonksinThailand.Lesson3-MessageoftheLandTextAnalysis 1.Style 2.Stylisticfeature3.Theme 4.Structure 5.FurtherdiscussionII.WritingDevicesSimileMetaphorPersonificationZeugmaIII.SentenceParaphrasePartThreeTextAppreciationLesson3-MessageoftheLandStyle:essay(inaverybroadsense)orinterviewTheinterviewees:afarmerandhiswife(note:SincetheWorldWarIIithasbecomepopularforwriterstointerviewpeople,recordwhattheysayand,aftersome,nottoomuch,editing,publishthesepeople’sstoriesinbookform.)TextAnalysisStyleTheendofStyle.Lesson3-MessageoftheLandcolloquialTextAnalysisPleasefindsupportingdetailsinthetext.TheendofStylisticfeature.Stylisticfeature

straightforwardlanguageshortsentences

smallandeasywordsLesson3-MessageoftheLandTextAnalysisThetexttellsaboutthedeepregretoftheoldpeopleoverthelossoftraditionalvaluesandthewayoflife.ThemeofthestoryThethemeishiddeninthemessageoftheland.TheendofTheme.Lesson3-MessageoftheLandTextAnalysisStructureofthetext

PartIthewife’sspeech(paras.1—3)(paras.4—7)

PartIIthefarmer’sspeech(paras.8—11)Thewifetellsusbrieflyaboutherfamilyandhowallherchildrenleft.Thispartfocusesonthechangesthatshefindsshecan’tadjustto.Thefarmertellsaboutwhathethinksaretherootofallevilsandwhatjoyshefindsinlifeandfarming.TheendofStructure.Lesson3-MessageoftheLandTextAnalysisChangesinfamilyChangesinthevillage

Thewife’scomplaintsThefarmer’scomplaintsNoneofthechildrenwillcomebacktoinherittheland.Greed,anger,andlustaretherootofallevils.Noyoungmanwillcarewhatmessagethelandgives.thelossoftraditionalvaluesandthewayoflifeAllfourchildrenwentaway.Childrenwearjeansinstead.

nobarter,butcashnopay-freehelpplasticthingsinsteadonlytheoldonthelandnopracticeoftheoldcustomsnorespectfortheoldTobecontinuedonthenextpage.Lesson3-MessageoftheLandTextAnalysisWhat’sthemessageoftheland?Forfurtherdiscussion

Tobecontinuedonthenextpage.It’sourhistory,ourculture,ourtraditionandourlife.Inaword,itisourrootwhichwecannotlivewithout.Lesson3-MessageoftheLandTextAnalysisYes,theseareourricefields.Theybelongedtomyparentsandforefathers.Thelandismorethanthreecenturiesold.InPara.1Question:Whydoesthewifestartherconversationwiththetalkabouttheland?

Thewifehasalreadyregardedthelandaspartofherlife.Thisisthelandwhereherparentsandforefatherslivedanditisboundwithfamilyhistoryandtradition.Itrepresentstherootofherfamily.

Tobecontinuedonthenextpage.Lesson3-MessageoftheLandTextAnalysisQuestion:What’sthemainideaofParas.1—3?Thewifemakesabriefintroductionofherfamilyandtellsushowallherfourchildrenleftforcities.Shefeelssorryaboutthisandshealsofeelssorryabouttheland.Thelandisnolongerfertile,likeherandherhusband,gettingoldandexhausted.

Tobecontinuedonthenextpage.Lesson3-MessageoftheLandTextAnalysisPayattentiontoparagraphorganization.Question:WhatisthetopicsentenceofPara.4?Whatarethesupportingdetails?

Topicsentence:“…wetwohaven’tchangedmuch,butthevillagehas.”Supportingdetails:CashinsteadofbarterPaidhelpPlasticthingsinsteadofvillagecraftsTheoldaloneonthelandYoungpeople’sdifferentwayofthinking,dressingandbehavingTobecontinuedonthenextpage.Lesson3-MessageoftheLandTextAnalysisQuestion:WhatisthemainideaofParas.5—6?WhatisthefunctionofthefirstsentenceinPara.5?

WiththefirstsentenceinPara.5servingasatransitionalsentence,thewifeshiftshertalktothethingsthatshouldnotchange,whichincludepeople’sworship,andyoungpeople’srespecttotheirparentsandtheaged.Tobecontinuedonthenextpage.Lesson3-MessageoftheLandTextAnalysis

Question:

Howdoesthewifepresentherspeech?Whatisherattitudetowardthechangesaroundher?Bycomparison/contrastandexemplification,thewifepresentsherideaofthischangingworld.Shedislikesthechangesaroundher.Shewon’tacceptthechangesandevenrefusestochangewiththelife.Tobecontinuedonthenextpage.Pleasefindexamplesinthetext.Lesson3-MessageoftheLandTextAnalysisQuestion:WhatcanbeinferredfromPara.10?

Thefarmerisverytraditional.Hestillclingstotheconventionalideaofhavingabigfamilywithchildrenaroundhim.Becauseofhisstrongattachmenttotheland,hewantshischildrentofollowinhisfootstepsandbecontentwiththefarminglife.Tobecontinuedonthenextpage.Lesson3-MessageoftheLandTextAnalysisQuestion:Whatcanwelearnfromthelastparagraph?Thefarmernursesastronglovetowardstheland.Helovesthefeelingwhentillingthelandandthesmellandsightwhenthericeonthelandisripening.Hefeelssoclosetothelandthathecanevenreadthemessageoftheland.Hestronglyhopesthatonedayhecanpassontheland’ssecretmessagetohisgrandchildren.

Tobecontinuedonthenextpage.Lesson3-MessageoftheLandTextAnalysisFurtherstudyofthetextQuestion:Whatarethetraits,asshownintheoldcouple,sharedbyotherfarmers?

Inthecouplewefindtraitsthataresharedbymanyfarmerswhotilltheland:loveoflandandphysicallabor,andloveoffamilybeinghonestandkind,andeasytobesatisfiedclingingtotraditionalvaluesandthewayoflifeWecanstillfindthecommonproblems:generationgapconfusionoftheoldtowardsthechangingworldyoungpeople’squittingofthefarminglifeTobecontinuedonthenextpage.Lesson3-MessageoftheLandWhatdoesthewifethinkofherhusband?Howdoesthehusbandcounterattackhiswife’sopinionofhim?Does“apairofjeans”carryanyothermeaningsinthetext?Howdoyounggirlsnowadaysdifferfromthoseintheolddays?Whyisthequestion“Areyouhappy?”neveroccurredtoher?TextAnalysisFurtherdiscussionaboutthetextTobecontinuedonthenextpage.Lesson3-MessageoftheLandWhatisthewife’sphilosophyoflife?Whyisthefarmeratpeacewithhisconditionsnow?Doesthefarmerhaveanyregrets?What,inhisopinion,istherootofallevils?Doyouagree?Howdoeshefeelabouthiswife?Doyouthinkhelovesher?Whydoeshewanttoleavehislandtohischildren?Whycan’thesellthelandandgivethemoneytothem?TextAnalysisFurtherdiscussionaboutthetextTheendofFurtherDiscussion.Lesson3-MessageoftheLandWritingDevicesSimileExamplesTobecontinuedonthenextpage.Asimileconsistsoftwoparts:tenorandvehicle.Thetenoristheprimarysubject;thevehicleisthethingtowhichthemainsubjectiscomparedto.Lesson3-MessageoftheLandWritingDevicesSimileTheendofSimile.

subject/tenorsimilemarkerreference/vehicleRecords(fell)likeripeapples(onawindyday.)Thedataprocessing(isgoingon)as(slow)asasnail.Lesson3-MessageoftheLandWritingDevicesMetaphorTobecontinuedonthenextpage.Ametaphorisalsoacomparison.Thedifferenceisthatasimilecomparesthingsexplicitly—thatis,itstatesliterallythatXislikeY.Ametaphorcomparesthingsimplicitly.Readliterally,itdoesnotstatethatthingsarealike;itsaysthattheyarethesamething,thattheyareidentical.ExamplesLesson3-MessageoftheLandWritingDevicesMetaphor

subject/tenorreference/vehicleCapeCod(isthebaredandbended)armof(Massachusetts.)He(is)awolf(insheep’sclothing.)Tobecontinuedonthenextpage.Lesson3-MessageoftheLandWritingDevicesPleasefindthesentencesinthetextwhichcontaineithersimileormetaphorandpointouttherhetoricaldeviceineachsentence.1.Sometimes,theygetbulliedandinsulted,anditislikeaknifepiercingmyheart.(2)2.Wheneachofthemhasapairofjeans,theyareofflikebirdsonthewing.(10)

Tobecontinuedonthenextpage.Lesson3-MessageoftheLandWritingDevicesTheendofMetaphor.3.Thesoftcoolbreezemovesthesheaves,whichrippleandshimmerlikewavesofgold.(11)

4.Yes,thisbagofbonesdressedinragscanstillplantandreapricefrommorningtilldusk.(7)Lesson3-MessageoftheLandWritingDevicesPersonificationOurpieceoflandissmall,anditisnolongerfertile,bleedingyearafteryearand,likeus,gettingoldandexhausted.(3)Personificationisreallyaspecialkindofmetaphor.personificationReferringtoinanimate

thingsorabstractionsasiftheywerehuman.Tobecontinuedonthenextpage.Lesson3-MessageoftheLandWritingDevicesPersonification:moreexamplesAsLondonincreased,however,rankandfashionrolledofftothewest,andtrade,creepingonattheirheelstookpossessionoftheirdesertedabodes.Theyouthweresinging,laughingandplayingthemusicinstruments.Thetreesandflowersaroundthemdancedheartilyasiftouchedbymerrymood.HowsoonhathTime,thesubtlethiefofyouth,stolenonhiswingmythreeandtwentiethyear!Thepurposeofpersonificationistoexplain,toexpand,andtovivify.TheendofPersonification.Lesson3-MessageoftheLandWritingDevicesThesoilisnotdifficulttotillwhenthereisalotofrain,butinabadyear,it’snotonlytheploughsthatbreakbutourhearts,too.(3)Zeugma:asinglewordismadetomodifyorgovern

twoormorewordsinthesamesentenceZeugmaTobecontinuedonthenextpage.ExamplesLesson3-MessageoftheLandWritingDevicesZeugma:moreexamplesTobecontinuedonthenextpage.1.Thesenatorpickeduphishataswellashiscourage.2.COATTAILS:Clothesthatfitthemanandthetimes.(Advert.InNewYorkTimesMagazine,1980)3.MissBolorosefromthetableconsiderablyagitated,andwentstraighthome,inafloodoftearsandasedanchair.4.Tenminuteslater,thecoffeeandCommanderDanaofNavalIntelligencearrivedsimultaneously.Lesson3-MessageoftheLandWritingDevicesZeugma:moreexamplesTheendofZeugma.Zeugmaisacomicfigureofspeech.AtitsbestZeugmaiswittyandamusing,anditincreasesmeaningbyrevealinghiddenconnections.5.Shehadtoswallowbreadandbutterandaspasmofemotion.6.Hefoughtwithdesperationandastoutclub.7.Yesterdayhehadablueheartandcoat.8.Igotupyesterdayandmanagedtocatchabusandacold.9.…oldpeoplegatheringinthesocialhallforcomradeshipandahotlunch.Lesson3-MessageoftheLandSentenceParaphrase1 MyhusbandmovedintoourhousesasisthewaywithusinEsarn.(1)(Whenwegotmarried)myhusbandcametoliveinourhouse.ItwasthetraditionhereinEsarnthatthebridegroomshouldcometolivewiththebride’sfamily.“As”introducesadefiningrelativeclauseandfunctionsasitssubject,representingwhatisstatedinthemainclause.goto2ExamplesLesson3-MessageoftheLandSentenceParaphrase1.Asisknowntoall,TaiwanbelongstoChina.(as—subjectoftheclause)2.Asisoftenthecase,girlslearnalanguagemorequicklythanboys.(as—subjectoftheclause)backto1Lesson3-MessageoftheLandSentenceParaphrase2 Therest,twoboysandtwogirls,wentawayassoonaswecouldaffordtobuyjeansforthem.(1)Ourotherchildren—twoboysandtwogirls—leftassoonaswehadthemoneytobuythemjeans.tohaveenoughmoneytodoappositiveof“therest”goto3

theremainingpeople;theothersExamplesLesson3-MessageoftheLandSentenceParaphraseYourfather,aproudandunbendingman,refusedallhelpthatwasofferedhim.Playingfootball,hisonlyinterestinlife,broughthimmanyfriends.3.Adrylightningstorm,thatis,athunderstormwithoutrain,startedafireinaremotepartoftheforestinAugust.backto2Lesson3-MessageoftheLandSentenceParaphrase3 It’seasierformyhusband.Hehasearswhichdon’thear,amouthwhichdoesn’tspeak,andeyesthatdon’tsee.(2)Newsaboutmychildren’sproblemsdoesn’tmakemyhusbandassadasme.Hedoesn’tbotheraboutwhatishappeningaroundusandtoourchildren.Heneversaysanythingaboutthem.restrictiverelativeclausegoto4

parallelstructureLesson3-MessageoftheLandSentenceParaphrase4 Hehasalwaysbeenpatientandsilent,mindinghisownlife.(2)goto5presentparticiplephrasefunctioningasadverbialofaccompanyingcircumstancestakecareof;attendtoHe’salwaysbeenpatientandtalkslittle.Hejustdoeshisdutyandcarriesonhislife.Lesson3-MessageoftheLandSentenceParaphrase5Ourpieceoflandissmall,anditisnolongerfertile,bleedingyearafteryearand,likeus,gettingoldandexhausted.(3)personificationOurlandisgettingpoorerwitheachpassingyear,likeuswhoaregettingold,weakandtired.presentparticiplephrasesfunctioningasacausegoto6ExamplesLesson3-MessageoftheLandSentenceParaphraseTheysentustheirstatement,hopingtogetoursupport.Theywentonwiththeirstruggle,thinkingtheirswasajustcause.3.Nothavingreceivedananswer,hedecidedtowriteanotherlettertothem.4.Thedoctor,notwishingtomakehernervous,didnotfullyexplaintheseriousnessofhercondition.backto5Presentparticiplephrasesactasadverbialsofcause.Lesson3-MessageoftheLandSentenceParaphrase6…butinabadyear,it’snotonlytheploughsthatbreakbutourheartstoo.(3)…butwhenthereisadrought,thelandissohardthattheploughsbreak.Andwebecomevery,verysad.emphaticstructuregoto7zeugma:“break”governsboth“ploughs”and“hearts”.ExamplesLesson3-MessageoftheLandSentenceParaphraseItwasthepolicemanthat/whocaughtapickpocketonNo.933busyesterday.(Thesubjectisemphasized.)ItwasapickpocketthatthepolicemancaughtonNo.933busyesterday.(Theobjectisemphasized.)3.ItwasonNo.933busthatthepolicemancaughtapickpocketyesterday.(Theadverbialofplaceisemphasized.)4.ItwasyesterdaythatthepolicemancaughtapickpocketonNo.933bus.(Theadverbialoftimeisemphasized.)backto6Theemphaticstructure“Itis/was…that…”canbeusedtoemphasizeanypartofthesentenceexceptthepredicate.Lesson3-MessageoftheLandSentenceParaphrase7Shopshavesprungup,filledwithcolorfulplasticthingsandgoodswehavenousefor.(4)Manyshopsappearinashorttime.Intheseshopstherearelotsofcolorfulplasticthingsandthingsthatareuselessforus.pastparticiplephrasefunctioningaspost-modifiertomodify“shops”goto8

appearsuddenly

relativeclauseExamplesLesson3-MessageoftheLandSentenceParaphraseThemen,soakedwithsweatfromanall-nightmarch,immediatelywentintoaction.Thesubstance,discoveredalmostbyaccident,hasrevolutionizedmedicine.Thebook,writtenin1957,tellsofthestruggleoftheminers.backto7Apost-modifyingpastparticiplephrasecorrespondstoanellipticalrelativeclause.Lesson3-MessageoftheLandSentenceParaphrase8 IfthatkindofthinghadhappenedwhenIwasyoung,thewholevillagewouldhavecondemnedsuchanungratefulson,andhisfatherwouldsurelyhavegivenhimagoodbeating.(6)Inmydayifaboyhadscreamedathismother,thewholevillagewouldhavescoldedhimforhislackofgratitude,andhisfatherwouldcertainlyhavepunishedhim.goto9subjunctivemood

hithimasapunishment

scoldseverelyLesson3-MessageoftheLandSentenceParaphrase9 Yes,thisbagofbonesdressedinragscanstillplantandreapricefrommorningtilldusk.(7)verythinIt’strueI’mnotstrongandmyclothesarefullofholes,butIcanstillworkinthericefieldsallday.metaphor:asthinasabagofbonesgoto10pastparticiplephrasefunctioningaspost-modifierLesson3-MessageoftheLandSentenceParaphrase10 Myeyesdosee—theyseemorethantheyshould.Myearsdohear—theyhearmorethanisgoodforme.(8)I’mnotwhatmywifesaysIam.Idoseeandhear—Iseeandheartoomuchevil,toomanyuglyandterriblethings,thingsthatIwishIdidnothavetoseeandhear.Andthisisnotgoodforme.“do”isusedtoemphasizeverb.goto11“morethanisgood”isthesameas“morethanwhatisgood”.ExamplesLesson3-MessageoftheLandSentenceParaphrasebackto10Hedrankmorethan(what)wasgoodforhim.Katemeantmorethan(what)wassaid.Someofthestorieswerereallymorethan(what)couldbebelieved.Lesson3-MessageoftheLandSentenceParaphrase11 It’sgoodtosmellthescentofripeningriceinNovember.Thesoftcoolbreezemovesthesheaves,whichrippleandshimmerlikewavesofgold.(11)TheripeningriceissopleasanttosmellinNovember.Inthesoftcoolbreeze,thesheavesmoveandshineinthesunlikeagoldensea.goto12gerundfunctioningasmodifiernon-restrictiverelativeclause

simileExamplesLesson3-MessageoftheLandSentenceParaphraseTheywereinfuriatedbythisinsultingdemand.Nosoakingrainfellintheperiod.Ourindustryisdevelopingatanastonishingspeed.backto11Lesson3-MessageoftheLandSentenceParaphrase12Yes,IlovethislandandIhopeoneofmychildrenreturnsonedaytoliveonit,andproducesalotofgrandchildrenformesothatIcantellthemwhatthislandmeanstous.Itisourhistory,ourculture,ourtradition,andourlife.TheendofSentenceParaphrase.Yes,IlovethislandandIhopeoneofmychildrencomesbackonedaytolive,andgivesmegrandchildrensothatIcanpassontheland’ssecretmessagetothem.handorgivesth.tosbLesson3-MessageoftheLand

WordStudy

PhrasesandExpressionsWordBuilding

GrammarPartFourLanguageStudyLesson3-MessageoftheLandWordStudyWordlist:forefatherinfancyafford