现代大学英语精读1—lesson1课件.ppt

Lesson One Half a Day Naguib Mahfouz Warm UpFirst day of school …StanfordIntroduction to the Textn1. Writing --- the protagonist returns after being absent for a short time to find everything changed beyond recognition.n2. The best example --- Washington Irving’s (1783—1859) “Rip Van Winkle”n3. This technique is often used to emphasized rapid changes in society.Questions:n1. What’s your deepest impression of your first day to the Uni.?n2. Did you find the Uni. just as you had imagined?n3. Are you afraid of leaving home and your dearest parents to a strange place?n4. Can you live independently or take care of yourself very well? n5. What’s your dream you want to realize during the four academic years?n6. What do you think of the relationship between the teachers and the students?n7. What are your expectations of university? What kind of changes do you think it will bring upon your life? uuBorn in 1911, educated at Cairo UniversityBorn in 1911, educated at Cairo UniversityuuWrote Wrote short stories and historical novelsshort stories and historical novels before WWII before WWIIuuTurned to write Turned to write novels of social realismnovels of social realism after WWII after WWIIuuLater works Later works combined realism & symbolismcombined realism & symbolism uuA prolific writerA prolific writer: no fewer than 30 novels, more than 100 : no fewer than 30 novels, more than 100 short stories, and more thanshort stories, and more than 200 articles. 200 articles. Naguib Mahfouz His WorksThe Cairo Trilogy: Palace Walk, Palace of Desire, Sugar Street (first published 1957)The Time and Place and Other Stories, 1991His InfluenceuThe first Arab Writer to win the Nobel Prize in Literature – 1988, The Cairo Trilogy uDepicts realistically the social and political life in Egypt uHis classical and lucid style rejuvenated literary Arabic without recourse to colloquialisms … through works rich in nuance - now clear-sightedly realistic, now evocatively ambiguous - has formed an Arabian narrative art that applies to all mankind "a Dickens of the Cairo cafés" and "the Balzac of Egypt".Lesson 1 – Half a Day Plot: a little boy’s first time to go to school Setting: on the way to school at school on the way home Protagonist/Narrator: “I” –the boy in the story Theme of the story: what do you think?A Short Story Text Structure1Para. 1-7The boy’s reluctance to go to school His misgivings about school 2Para. 8-16The Boy’s life at school:Rich and colorfulRequiring discipline and hard work 3Para. 17-20At the end of school day:Everything has changed!Detailed Analysis Para. 1-7Main IdeasØHow did the boy feel about going to school? Find textual evidence. ØWhy was he feeling so? ØList the father’s comments about school. What do you think of them? School is a place that makes useful men out of boys.Don’t you want to be useful like your brothers?Put a smile on your face and be a good example to others.Be a man.Today you truly begin life.Language and DetailsWordsPhrasesSentence PatternGrammarclutchconvince throw intomake out oftear fromcling to The day + that clause There is no/any good in doingI was to be thrown into clutching his right handstreet lined with gardensLanguage and Details 1. clutchhold tightly, usu. in fear, anxiety, or painSilent and pale, the girl clutched (to/onto) her mother’s chest. A drowning man will clutch at a straw. Clutching the money in his hand, he hurried to the bank.Lesson 1 – Half a DayIII.Sentence Paraphrase 2•They did not make me happy, however, as this was the day I was to be thrown into school for the first time. “As” introduces an adverbial clause of reason.Noun phrase usu. followed by a relative clause is used as an adverbial of time.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.Language and Details Be to do sth: future tense indicating intention or plan Language and DetailsMore examples:I was born in the year China began its open and reform policy.By the time the ambulance arrived, it was too late. The moment I saw him, I recognized he was the criminal wanted by the police. n2. to throw sb. into/ out of a place: nto force sb to stay or leave a placeneg: They’ll throw me out of school if I failed the examn3. to make…(out) of sb./sth.: to make sb./sth. become…n e.g. The army made a man of his son.n Hardships help make a man (out) of a boy.n make sth. of ne.g. I wish he would get married. A wife might make sth. of this idiot.n4. It is no good /use doing sth:nIt is not useful to do sth. There is no point in doing sthne.g: It’s no good crying over spilt milk. (proverb)nIt’s no use talking to him---he’s crazy!There is no+ doing sth.e.g. There is no joking about this matter.It’s a waste of time doing sth.e.g. It’s a waste of time arguing about it.n5. to tear oneself/sb away from …:nto make sb leave a place or a person unwillingly because one has to.e.g: Can’t you make yourself away from the TV for dinner?nThe young artist couldn’t tear himself away from da Vinci’s Mona Lisa.n5. be a man: be strong and bravebe man enough (to do sth./for sth.)e.g. He is not man enough to face the music.nHe is not a man enough to accept his failures gracefully.Lesson 1 – Half a Day“Why school?” I asked my father. “What have I done?”elliptical questionWhy do I have to go to school? I don’t think I’ve done anything wrong to be punished like this.rhetorical questionLanguage and DetailsDetailed AnalysisPara. 8-16Main IdeasØWhat happened the first day at school?ØHow did the boy like school life?ØCan you describe the different stages of his day at school? Do these changes carry any symbolic meaning to you?ØHow do you understand “there are fathers and mothers here” (para. 12) and “I made many friends and fell in love with many girls” (para. 13)?Main IdeaThen … But …At first …ReluctantFrightenedA strangerImprisonedConfusedAt a lossOverwhelmedJoyfulEnjoyableBeneficialSocializingLearningFriendshipLoveSweet UncloudedRivalriesPainHatredPunishmentExertionPerseverance Main IdeaGrowthCompromiseEnlightenmentAdaptationOrientationHalf a DayLife is like a day in school. Language and DetailsWordsPhrasesSentence PatternGrammarmisgivingperseverance come into viewburst intoa matter offool aroundbring aboutgive rise toresort totake advantage of There was no question of doingNothing butI had never imagined school would have …She would often yell and scoldPart IIIe into viewnto begin to be seenne.g: As soon as we turned the corner, the grand palace came into view.7. burst intoburst into tears burst out crying burst into laughter burst out laughingn8.a matter of sth/ of doing sthna situation that involves sth or depend on sthneg: Wisdom is a matter of knowing when to speak your mind and when to mind your speech.nSome people like pop music while others prefer serious music. It’s a matter of taste.n9.to bring about sthnto make sth happen.ne.g: Science has brought about many changes in our lives.nThe war brought about great human sufferings.n10. rivalry n. : competitionneg: Money problem is the usual ~ between brother and sister.nRival n. nrival (for/in sth): person or thing competing with another.nEg: business rivals/ rivals in lovenShe has no ~ in the field of romantic fiction.nRival v. (-ll-) rival sb/sth (for/in sth): be comparable to sb/sthnEg: Cricket cannot rival football for/in excitement.n11.to give rise ton(fml) to cause sth to happen or exist.nEg: Poor living conditions give rise to many diseases. Would (p.15)nI had never imagined school would have this variety of experiences. (para. 13)possibilitynAnd while the lady would smile, she would often yell and scold. (para. 15)frequent actions in the pastnI would find the answer at home with my father. (para. 18)past future tensen… but the stream of cars would not let up. (para. 18)willingnessn12. to resort to sthnto make use of sth; to turn to sth (esp bad) as a solution.nEg: Try not to resort to violence.nThey had to resort to threats when they failed to persuade them to leave.n13.nothing but: onlyne.g: Right now he thinks about nothing but his research.nShe ate nothing but an apple for lunch.n14. exert v.n exert oneself: make an effort.nEg: You’ll have to exert yourself more if you want to pass the exam.nExertion n.nHe failed to lift the rock in spite of all his exertions.nNow that I’m 90, I find the exertions of traveling too great.n(我年届90岁，出远门已力不从心。

)15.to take advantage of sthnto make use of sth well.ne.g: We must take full advantage of our trip to Britain.nThe farmer took advantage of the good weather and got all the wheat.nCF: to take advantage of sb: to make use of sb unfairly or deceitfully to get what one wants; exploit sb.n Eg: She took advantage of my generosity and got everything for her promotion.Detailed AnalysisPara. 17-20Main IdeaØWhat did “I” see when he stepped out of school? Summarize the changes.ØHow did he feel?ØWhy did he stand still?ØHow do you understand the unexpectedness of the changes?ØWhy do you think the boy was suddenly a “grandpa”?Language and DetailsWordsPhrasesGrammartraceinvadedaze in vainon my own come to a haltfind one’s way totake overshow offlet upHere and there stood conjurers …… with clowns and weight lifters walking in frontLesson 1 – Half a Daya. a small sign that shows that sb. or sth. was present or existedb. very small amount It vanished/disappeared/without trace.  Petra’s lost all trace of her German accent. Age has left its traces on his face. There are traces of poison in the man’s blood. A mere trace of smile passed over her face.aabba16. trace (n)n17. on one’s ownn alone, without help.nEg: Today young people like to live on their own.nThe first thing you’ve got to do at the college is to learn how to work on your own.n18. come to a halt: to stopn eg: The car came to a halt before it hit an old man.n Work came to a halt when power was suddenly cut.nCf: to bring sth to a halt: to cause sth to stop.n Eg: Air traffic in the country was brought to a halt because of heavy snowstorms. 19. Take over: gain control overne.g. They succeeded in taking over the administration of the occupied territory.nThe new department head took over yesterday.nMovies are going down and television is taking over in the West.nA new point of view is taking over.nDon’t let your prejudice take over.20. Let upn1) stopne.g. They never let up attacking the enemy.n2) become less seriousne.g. His mind never let up for an instant.n The wind is letting up a little.DiscussionWork in groups of four:nPick out sentences in the text that impress you most and share them with your group-mates.nDiscuss the possible themes of the text.nIf the narrator goes home at last, what do you think will happen? 。