现代大学英语1unit1halfaday课堂PPT.ppt

Half￿a￿Daytext1ØBrainstormingLead-in ActivityØ About the authorØ Skimming and scanningØ Group discussionComprehensive ReadingØ VocabularyØ Sentence Ø grammarIntensive ReadingØ Exercise Ø Critical thinkingAssignmentsContents 1 2 3 42Lead-in￿ActivityDirection : Work in pairs or groups and discuss.3Q1Was￿it￿hard￿for￿you￿to￿leave￿home￿for￿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?4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￿Activity5Q￿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?6Click here to add your text 1Lead-in￿ActivityForest Gump7Click here to add your text 1Lead-in￿ActivityForest Gump8Comprehensive￿reading9Comprehensive￿Reading￿----￿The￿authorHis￿life￿纳吉布纳吉布··马哈富兹马哈富兹Naguib Mahfouz 1911-2006uuBorn in 1911, educated at Cairo UniversityBorn in 1911, educated at Cairo UniversityuuWrote Wrote short stories and historical novelsshort stories and historical novels before WWII and before WWII and novels of social realismnovels of social realism after WWIIafter WWII◆◆ the first Arabic-language author awarded the first Arabic-language author awarded the Nobel Prize for Literature in 1988.the Nobel Prize for Literature in 1988.2024/9/1810Comprehensive￿Reading￿----￿The￿authorHis￿writing￿style￿The Cairo Trilogy三部曲 (first published in 1957)uHis works combined realism & symbolism uIn this text, a strategy used in fiction writing---the protagonist主角主角 returns after being absent for a short time to find everything changed beyond recognition.2024/9/1811Comprehensive￿Reading￿----￿The￿authorHis￿writing￿style￿Rip Van Winkle by Washington Irving uThe Legend of Sleepy Hollow The Legend of Sleepy Hollow 睡谷传奇睡谷传奇, , 华盛顿华盛顿. .欧文欧文uRip went to hunt squirrels. He drank something a queer old man offered him and fell fast asleep. When he woke up he found himself an old man and that great changes had occurred in his village during his absence.Example in the text2024/9/1812Comprehensive￿Reading￿----￿The￿authoru山中方一（七）日，山中方一（七）日， 世上已千年。

世上已千年u《《水经注水经注》》u““信安山（烂柯山）有石室，信安山（烂柯山）有石室，王质入其室，见二童子对弈，王质入其室，见二童子对弈，看之局未终，视其所执伐薪看之局未终，视其所执伐薪柯已烂朽，遂归，乡里已非矣柯已烂朽，遂归，乡里已非矣u浙江，烂柯浙江，烂柯——围棋围棋(go game)(go game)Example in the text2024/9/1813Comprehensive￿Reading￿----￿The￿authorHis￿writing￿style￿This technique is often used to emphasize rapid changes in society.2024/9/1814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￿Reading￿----￿The￿author15Comprehensive￿Reading￿----￿StructureThe text can be roughly divided into three parts, according to the little boy’s experience that day.16123Part￿1Part￿2￿￿Part￿3￿The narrator’s unwillingness to go to school.The narrator’s experience at school.The changes the narrator found after school. 17123Para.1-7Para.8-16Para.17-20The narrator’s unwilling to go to school.The narrator’s experience at school.The changes the narrator found after school.18Comprehensive￿Reading----￿Structure￿Scan Part. 1 and focus on the following questions.1.How did the boy feel about going to school? Support your ideas with some simple words in the text.. 2. List the father’s 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.19Comprehensive￿Reading￿----￿Q￿&￿AScan Part. 2 and focus on the following questions.1.What are the different understandings of the boy to the school? Positive aspectsNegative aspectsWhat lay ahead of him?20Comprehensive￿Reading￿----￿Q￿&￿AScan Part. 2 and focus on the following questions.1.What are the different understandings of the boy to the school? Positive aspectsNegative aspectsfriendshipschool workloverivalryplayingfightinglearningPhysical punishment exertion, struggle, perseverance21Comprehensive￿ReadingScan Part. 3 and focus on the following questions.1.What did “I” see when he stepped out of school? Summarize the changes.He didn’t find his waiting for him at the gate and the had changed. He couldn’t find his home.He found himself a fatherstreetwayGrandpa / an old man.22Comprehensive￿Reading2. Why do you think the boy was suddenly a “grandpa”?To emphasize the rapid changes in society. 23Comprehensive￿Reading￿–￿Group￿discussionThe￿following￿are￿a￿few￿possible￿understandings￿of￿the￿message￿the￿author￿intends￿to￿convey?￿Which￿do￿you￿agree￿with?2024/9/1824Comprehensive￿Reading2024/9/182526Comprehensive￿Reading￿----￿T￿&￿FFTTFF–The boy’s mother brought him to school.–The boy was convinced that school was not a punishment.–The boy didn’t know any other boy or girl in the school the moment he arrived.–School life was just a matter of playing and fooling around.–The boy’s father came to pick him up as he had promised.26Time￿and￿tide￿waits￿for￿no￿man.￿1.Scan2.Transitional￿words/expressions3.Writing￿skillsThe authorHis￿lifeHis￿worksHis￿influence￿Reading skills Conclusion Comprehensive￿Reading￿----￿Summary27Intensive￿Reading28010203IntensiveReading04Grammatical￿pointsImportant￿sentencesNew￿phrasesNew￿wordsIntensive￿Reading29Intensive￿Reading￿Half a day Naguib MahfouzPart IIPart III30Intensive￿readingWordsPhrasesSentence PatternGrammarclutch throw intomake out oftear fromThe day + that clause There is no/any good in doingI was to be thrown into clutching his right handstreet lined with gardens31￿￿￿￿￿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 clutched (to/onto) her mother’s 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.32￿￿￿￿￿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 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￿--￿Summary33￿￿￿￿￿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 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￿--￿Summary34“Why school?” I asked my father. “What have I done?” (para. 3)elliptical questionMore examples:1.--- Headmaster: we want you to go and tell the boy’s parents the news. --- Teacher: Why me?2. --- Father: We’ll go to Tianjin this weekend. --- Daughter: What for? Why this weekend? Why Tianjin?35“Why school?” I asked my father. “What have I done?” (para. 3)elliptical questionParaphrasing: Why do I have to go to school? I don’t think I’ve done anything wrong to be punished like this.36￿￿￿￿￿It’s 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 don’t think you can make a football star out of Johnny.37I did not believe 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)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 sth38I did not believe 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 didn’t 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 toThere is no good to be had in doing: It is no good /use doing sth39WordsPhrasesSentence PatternGrammarfool aroundbring aboutgive rise toresort toThere was no question of doingI had never imagined school would have …She would often yell and scoldIntensive￿readingPart II40Intensive￿reading•I had never 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41Lesson 1 – Half a DayIt was not all a matter of playing and fooling around. (para.15)Paraphrase: What we did at school wasn’t just playing and wasting time doing nothing pletelyto waste time instead of doing 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. 42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. bad and unpleasantHow can we _________ a change in attitudes?His speech _____________a bitter argument. bring aboutgave rise to43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 to violence.44Lesson 1 – Half a DaylIn addition, the time for changing one’s 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 all day. Our childhood was gone, never to come back.there is no possibility of 45Intensive￿readingWordsPhrasesGrammartraceinvadedaze 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 frontPart III46….came to a startled 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 stop47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 life on it.2. In no case should we waste our time.3. There goes the bell.4. Away hurried the customers.an inverted sentence due to long subjectWhen should inversion be used? 48 Then there was a band announcing the opening of a circus, with clowns and weight lifters walking in front. (para. 17) 1. He stood there with a stick in his hand. (with + n. + prep.)2. Paul soon fell asleep with the light still burning. (with + n. + participle)3. She can’t go out with all these dishes to wash. (with + n. + to do)4. He was lying on the bed with all his clothes on. (with + n. + adv.)“With+n.+doing” construction is used adverbially modifying “announcing”.49….but the stream of cars would not let up (para. 18) When the rain lets up we’ll go for a walk. If my financial situation lets up, I’ll buy myself a car.(weather or unpleasant situation) stop or improveHe spent the entire evening complaining about his job – he just wouldn’t let up.The police insist they are not letting up their campaign against drugs.stop doing sth. one has been doing continuously or very determinedly 50。