现代大学英语1 unit 1 half a day 自编（课堂PPT）

1、河北联合大学轻工学院 2020/5/71Half a Daytext2BrainstormingLead-in Activity About the author Skimming and scanning Group discussionComprehensive Reading Vocabulary Sentence grammarIntensive Reading Exercise Critical thinkingAssignmentsContents 1 2 3 4Lead-in ActivityDirection : 4Q1Was it hard for you to leave

2、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?5Q 1Q 2Was it hard for you to leave home for the first time in your life? Do you remember your first day of university?Lead-in Activity6

3、Q 3Do you remember your first day of school?Did you find the university just as you had imagined? Q 2Lead-in Activity Were you disappointed when you found it was not as good as you had expected?7Lead-in Activity8Lead-in Activity9Comprehensive reading2022-1-2210Comprehensive Reading - The authorHis l

4、ife 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 1988.2022-1-2211Comprehensive Reading - The

5、 authorHis worksThe Cairo Trilogy (first published in 1957)2022-1-2212Comprehensive Reading - The authorHis worksThe Cairo Trilogy (first published in 1957)The first, Palace Walk was set during the British occupation of Egypt early in the century. The second, Palace of Desire covered the changing ti

6、mes of the 1920s. The third book, Sugar Street brings the family into the mid 20th century. 2022-1-2213Comprehensive Reading - The authorHis writing style The Cairo Trilogy (first published in 1957)2022-1-2214Comprehensive Reading - The authorHis writing style Rip Van Winkle by Washington Irving Exa

7、mple in the text2022-1-2215Comprehensive Reading - The authorExample in the text2022-1-2216Comprehensive Reading - The authorHis writing style This technique is often used to emphasize rapid changes in society.17the social realism of Balzac and Dickens.The first Arab Writer to win the Nobel Prize in

8、 Literature 1988, The Cairo TrilogyHis works have been compared in spirit and tone toHis influenceComprehensive Reading - The author18Comprehensive Reading - StructureThe text can be roughly divided into three parts, according to the little boys experience that day.19123Part 1Part 2 Part 3 The narra

9、tors The narrators unwillingness to unwillingness to go to school.go to school.The narrators The narrators experience at experience at school.school.The changes the The changes the narrator found narrator found after school. after school. 20123Para.1-7Para.8-16Para.17-20The narrators The narrators u

10、nwilling to go unwilling to go to school.to school.The narrators The narrators experience at experience at school.school.The changes the The changes the narrator found after narrator found after school.school.21Comprehensive Reading- Structure Scan Part. 1 and focus on the following questions.How di

11、d the boy feel about going to school? Support your ideas with some simple words in the text. 2. List 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 lif

12、e.22Comprehensive Reading - Q & AScan Part. 2 and focus on the following questions.What are the different understandings of the boy to the school? Positive aspectsNegative aspectsWhat lay ahead of him?23Comprehensive Reading - Q & AScan Part. 2 and focus on the following questions.What are t

13、he different understandings of the boy to the school? Positive aspectsNegative aspectsfriendshipschool workloverivalryplayingfightinglearningPhysical punishment exertion, struggle, perseverance24 Main IdeaGrowthCompromiseEnlightenmentAdaptationOrientationHalf a DayLife is like Life is like a day in

14、a day in school.school. 25Comprehensive Reading - Q & AScan Part. 2 and focus on the following questions.Reading skill: transitional words and expressions Para. 13 Para. 15 Para. 16 Well, it seemed that.no basis.howeverIn additionReading skill / Writing skill26Comprehensive ReadingScan Part. 3 a

15、nd 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 changed. He couldnt find his home.He found himself a fatherstreetwayGrandpa / an old man.27Comprehensive Reading2. Why do you think the

16、boy was suddenly a “grandpa”?To emphasize the rapid changes in society. 2022-1-2228Comprehensive Reading Group discussionThe following are a few possible understandings of the message the author intends to convey? Which do you agree with?2022-1-2229Comprehensive Reading3030Comprehensive Reading - T

17、& 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 school 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 promise

18、d.31Time and tide waits for no man. ScanTransitional words/expressionsWriting skillsThe authorHis lifeHis worksHis influence Reading skills Conclusion Comprehensive Reading - Summary32Intensive Reading33010203IntensiveReading04Grammatical pointsImportant sentencesNew phrasesNew wordsIntensive Readin

19、g34Intensive Reading Half a day Naguib Mahfouz35Intensive 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 gardens36 I walked alongside my father, clutch

20、ing 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 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.37 They did not make me happy, how

21、ever, 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 s

22、aw 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 - Summary38 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 clau

23、se 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

24、.Intensive Reading - Summary39“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 boys parents the news. - Teacher: Why me?2. - Father: Well go to Tianjin this weekend. - Daughter: What for? Why this weekend? W

25、hy Tianjin?40“Why school?” I asked my father. “What have I done?” (para. 3)elliptical questionParaphrasing: Why do I have to go to school? I dont think Ive done anything wrong to be punished like this.41 Its a place that makes useful men out of boys. (para. 4)Make(out) of sb/sth: to make sb./sth. be

26、comee.g. The army made a man of him.I dont think you can make a football star out of Johnny.42I 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 s

27、b.) leave a place unwillingly because one has toThere is no good to be had in doing: It is no good /use doing sth43I 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 didnt think it was us

28、eful 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 sth44WordsPhrasesSentence PatternGrammarfool aroundbring aboutgive rise toresort toThere was no questio

29、n of doingI had never imagined school would have She would often yell and scoldIntensive reading45Intensive 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)fr

30、equent 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46Lesson 1 Half a DayIt was not all a matter of playing and fooling around. (

31、para.15)Paraphrase: What we did at school wasnt 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. 47Lesson 1 Half a DayRivalries could bri

32、ng 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 to48Lesson 1 Half a DayEven more frequently she would resort to physical

33、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.49Lesson 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,

34、 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 50Intensive readingWordsPhrasesGrammartraceinvadedaze in vainon my own come to a haltfind ones way to

35、take overshow offlet upHere and there stood conjurers with clowns and weight lifters walking in front51.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 stop52Here and there stoo

36、d 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

37、inversion be used? 53 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 cant 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