現代大學英語1-unit-1-half-a-day-自編課件現代大學英語1-unit-1-half-a-day-自編課件現代大學英語1-unit-1-half-a-day-自編課件BrainstormingLead-inActivityAbouttheauthorSkimmingandscanningGroupdiscussionComprehensiveReadingVocabularySentencegrammarIntensiveReadingExerciseCriticalthinkingAssignmentsContents1234BrainstormingLead-inActivityAbouttheauthorSkimmingandscanningGroupdiscussionComprehensiveReadingVocabularySentencegrammarIntensiveReadingExerciseCriticalthinkingAssignmentsContents1234Lead-inActivityDirection:Workinpairsorgroupsanddiscuss.Q1Wasithardforyoutoleavehomeforthefirsttimeinyourlife?Lead-inActivity—Whosawyouoffattherailwaystation?—Whatdidhe/shesaytoyouontheway?—Whocametoschoolwithyou?Q1Q2Wasithardforyoutoleavehomeforthefirsttimeinyourlife?Doyourememberyourfirstdayofuniversity?Lead-inActivityQ3Doyourememberyourfirstdayofschool?Didyoufindtheuniversityjustasyouhadimagined??Q2Lead-inActivity—Wereyoudisappointedwhenyoufounditwasnotasgoodasyouhadexpected?Clickheretoaddyourtext1Lead-inActivityForestGumpClickheretoaddyourtext1Lead-inActivityForestGumpComprehensivereadingComprehensiveReading----TheauthorHis

life

納吉布·馬哈富茲NaguibMahfouz

1911-2006Bornin1911,educatedatCairoUniversityWroteshortstoriesandhistoricalnovels

beforeWWIIandnovelsofsocialrealism

afterWWII◆thefirstArabic-languageauthorawardedtheNobelPrizeforLiteraturein1988.2023/7/22ComprehensiveReading----TheauthorHis

worksTheCairoTrilogy(firstpublishedin1957)TheCairoTrilogy:ataleofthelivesofaMuslimfamilyandspans（跨過）thefirsthalfofthe20thcentury.EachbookinthetrilogywasnamedafterasuburbofCairo.2023/7/22ComprehensiveReading----TheauthorHis

worksTheCairoTrilogy(firstpublishedin1957)Thefirst,PalaceWalkwassetduringtheBritishoccupationofEgyptearlyinthecentury.Thesecond,PalaceofDesirecoveredthechangingtimesofthe1920s.Thethirdbook,SugarStreetbringsthefamilyintothemid20thcentury.2023/7/22ComprehensiveReading----TheauthorHis

writingstyleTheCairoTrilogy(firstpublishedin1957)Hisworkscombinedrealism&symbolism

Inthistext,astrategyusedinfictionwriting---theprotagonistreturnsafterbeingabsentforashorttimetofindeverythingchangedbeyondrecognition.2023/7/22ComprehensiveReading----TheauthorHis

writingstyleRipVanWinklebyWashingtonIrving

TheLegendofSleepyHollow

睡谷傳奇,華盛頓.歐文Ripwenttohuntsquirrels.Hedranksomethingaqueeroldmanofferedhimandfellfastasleep.Whenhewokeuphefoundhimselfanoldmanandthatgreatchangeshadoccurredinhisvillageduringhisabsence.Exampleinthetext2023/7/22ComprehensiveReading----Theauthor山中方一（七）日，

世上已千年。《志林》《水經注》“信安山（爛柯山）有石室，王質入其室，見二童子對弈，看之。局未終，視其所執伐薪柯已爛朽，遂歸，鄉里已非矣。”浙江，爛柯—圍棋(gogame)Exampleinthetext2023/7/22ComprehensiveReading----TheauthorHis

writingstyleThistechniqueisoftenusedtoemphasizerapidchangesinsociety.2023/7/22thesocialrealismofBalzacandDickens.ThefirstArabWritertowintheNobelPrizeinLiterature–1988,TheCairoTrilogyHisworkshavebeencomparedinspiritandtonetoHisinfluenceComprehensiveReading----TheauthorComprehensiveReading----StructureThetextcanberoughlydividedintothreeparts,accordingtothelittleboy’sexperiencethatday.18123Part1Part2Part3Thenarrator’sunwillingnesstogotoschool.Thenarrator’sexperienceatschool.Thechangesthenarratorfoundafterschool.123Para.1-7Para.8-16Para.17-20Thenarrator’sunwillingtogotoschool.Thenarrator’sexperienceatschool.Thechangesthenarratorfoundafterschool.ComprehensiveReading----StructureScanPart.1andfocusonthefollowingquestions.Howdidtheboyfeelaboutgoingtoschool?Supportyourideaswithsomesimplewordsinthetext..

2.Listthefather’scommentsontheschool?Whatdoyouthinkofthem?unhappypunishingbethrownintoSchoolisnotapunishment.Aplacethatmakesmenoutofboysanduseful.Beaman.Todayyoutrulybeginlife.21ComprehensiveReading----Q&AScanPart.2andfocusonthefollowingquestions.Whatarethedifferentunderstandingsoftheboytotheschool?

PositiveaspectsNegativeaspectsWhatlayaheadofhim?22ComprehensiveReading----Q&AScanPart.2andfocusonthefollowingquestions.Whatarethedifferentunderstandingsoftheboytotheschool?

PositiveaspectsNegativeaspectsfriendshipschoolworkloverivalryplayingfightinglearningPhysicalpunishmentexertion,struggle,perseverance23MainIdeaGrowthCompromiseEnlightenmentAdaptationOrientationHalfaDayLifeislikeadayinschool.

ComprehensiveReading----Q&AScanPart.2andfocusonthefollowingquestions.Readingskill:transitionalwordsandexpressionsPara.13Para.15Para.16Well,itseemedthat…..nobasis.howeverInadditionReadingskill///Writingskill25ComprehensiveReadingScanPart.3andfocusonthefollowingquestions.Whatdid“I”seewhenhesteppedoutofschool?Summarizethechanges.Hedidn’tfindhiswaitingforhimatthegateandthehadchanged.Hecouldn’tfindhishome.HefoundhimselfafatherstreetwayGrandpa/anoldman.26ComprehensiveReading2.Whydoyouthinktheboywassuddenlya“grandpa”?Toemphasizetherapidchangesinsociety.27ComprehensiveReading–GroupdiscussionThefollowingareafewpossibleunderstandingsofthemessagetheauthorintendstoconvey?Whichdoyouagreewith?2023/7/22ComprehensiveReading2023/7/2230ComprehensiveReading----T&FFTTFFTheboy’smotherbroughthimtoschool.Theboywasconvincedthatschoolwasnotapunishment.Theboydidn’tknowanyotherboyorgirlintheschoolthemomenthearrived.Schoollifewasjustamatterofplayingandfoolingaround.Theboy’sfathercametopickhimupashehadpromised.Timeandtidewaitsfornoman.ScanTransitionalwords/expressionsWritingskillsTheauthorHislifeHisworksHisinfluence

ReadingskillsConclusionComprehensiveReading----SummaryIntensiveReading010203IntensiveReading04GrammaticalpointsImportantsentencesNewphrasesNewwordsIntensiveReadingIntensiveReadingHalfaday

NaguibMahfouzPartIIPartIII34IntensivereadingWordsPhrasesSentencePatternGrammarclutch

throwintomakeoutoftearfromTheday+thatclauseThereisno/anygoodindoingIwastobethrownintoclutchinghisrighthandstreetlinedwithgardens

Iwalkedalongsidemyfather,clutchinghisrighthand.(para.1)IntensiveReading--Summaryclutch:holdtightly,usu.infear,anxiety,orpaine.g.Silentandpale,thegirl

clutched(to/onto)

hermother’schest. 這個蒼白安靜的小女孩緊緊地靠在母親胸前.

他緊緊地抓著錢，匆忙走向銀行Clutchingthemoneyinhishand,hehurriedtothebank.

Theydidnotmakemehappy,however,asthiswasthedayIwastobethrownintoschoolforthefirsttime.(para.1)“As”introducesanadverbialclauseofreason.Nounphraseusu.followedbyarelativeclauseisusedasanadverbialoftime.tobeforcedtodosth.tothrowsb.out:toforcesb.toleaveaplacee.g.ThemomentIsawhim,Irecognizedhewasthecriminalwantedbythepolice.Theywillthrowmeout(ofschool)ifIfailthreeexams.IntensiveReading--Summary

Theydidnotmakemehappy,however,asthiswasthedayIwastobethrownintoschoolforthefirsttime.(para.1)“As”introducesanadverbialclauseofreason.Nounphraseusu.followedbyarelativeclauseisusedasanadverbialoftime.tobeforcedtodosth.tothrowsb.out:toforcesb.toleaveaplaceParaphrasing:Butmynewclothesdidnotbringanyhappinesstome,becauseitwasthedayIwasforcedtogotoschoolforthefirsttime.IntensiveReading--Summary“Whyschool?”Iaskedmyfather.“WhathaveIdone?”(para.3)ellipticalquestionMoreexamples:1.---Headmaster:wewantyoutogoandtelltheboy’sparentsthenews.---Teacher:Whyme?2.---Father:We’llgotoTianjinthisweekend.---Daughter:Whatfor?Whythisweekend?WhyTianjin?“Whyschool?”Iaskedmyfather.“WhathaveIdone?”(para.3)ellipticalquestionParaphrasing:WhydoIhavetogotoschool?Idon’tthinkI’vedoneanythingwrongtobepunishedlikethis.

It’saplacethatmakesusefulmenoutofboys.(para.4)Make…(out)ofsb/sth:tomakesb./sth.becomee.g.Thearmymadeamanofhim.Idon’tthinkyoucanmakeafootballstaroutofJohnny.

Ididnotbelievetherewasreallyanygoodtobehadintearingmeawayfrommyhomeandthrowingmeintothehuge,high-walledbuilding.(para.5)e.g.:

覆水難收。Itisnousecryingoverspiltmilk.to(makesb.)leaveaplaceunwillinglybecauseonehastoThereisnogoodtobehadindoing:Itisnogood/usedoingsth

Ididnotbelievetherewasreallyanygoodtobehadintearingmeawayfrommyhomeandthrowingmeintothehuge,high-walledbuilding.(para.5)Paraphrasing:

Ididn’tthinkitwasusefultotakemeawayfromhomeandputmeintothatbuildingwithhighwalls.to(makesb.)leaveaplaceunwillinglybecauseonehastoThereisnogoodtobehadindoing:Itisnogood/usedoingsthWordsPhrasesSentencePatternGrammarfoolaroundbringaboutgiverisetoresorttoTherewasnoquestionofdoingIhadneverimaginedschoolwouldhave…ShewouldoftenyellandscoldIntensivereadingPartIIIntensivereadingIhadneverimaginedschoolwouldhavethisvarietyofexperiences.(para.13)

possibility

用于對過去事情的推測，譯為“大概”Andwhiletheladywouldsmile,shewould

oftenyellandscold.(para.15)

frequentactionsinthepast過去經常性的習慣和動作：總會I

would

findtheanswerathomewithmyfather.(para.18)

pastfuturetense過去有意識的行動或意志：將…butthestreamofcarswouldnotletup.(para.18)

willingness用于過去的否定句中，表示拒絕，或無此習慣或

不可能：不肯Lesson1–HalfaDay

Itwasnotallamatterofplayingandfoolingaround.(para.15)Paraphrase:Whatwedidatschoolwasn’tjustplayingandwastingtimedoingnothinguseful.completelytowastetimeinsteadofdoingsth.thatyoushouldbedoingamatterof:eg:Wisdomisamatterofknowingwhentospeakyourmindandwhentomindyourspeech.

Lesson1–HalfaDay

Rivalriescouldbringaboutpainandhatred,orgiverisetofighting.(para.15)makesth.happen(formal)tocauseorproducesth.esp.sth.badandunpleasantHowcanwe_________achangeinattitudes?Hisspeech_____________abitterargument.bringaboutgaverisetoLesson1–HalfaDay

Evenmorefrequentlyshewouldresorttophysicalpunishment.(para.15)resortto:tomakeuseofsth.Toturntosth(especiallysthbad)asasolutione.g.Trynottoresorttoviolence.Lesson1–HalfaDay

Inaddition,thetimeforchangingone’smindwasoverandgoneandtherewasnoquestionofeverreturningtotheparadiseofhome.(16)Besides,itwasimpossibleforustoquitschoolandreturntothegoodolddayswhenwestayedhomeplayingandfoolingaroundallday.Ourchildhoodwasgone,nevertocomeback.thereisnopossibilityof

IntensivereadingWordsPhrasesGrammartraceinvadedaze

invainonmyowncometoahaltfindone’swaytotakeovershowoffletupHereandtherestoodconjurers……withclownsandweightlifterswalkinginfrontPartIII

….cametoastartledhalt.(para.17)

Compare:1.

Airtrafficinthecountrywasbroughttoahaltbyheavysnowstorms.tostopsuddenlytobringsthtoahalt:tocausesthtostop

Hereandtherestoodconjurersshowingofftheirtricksormakingsnakesappearfrombaskets.(para.17)

Compare:1.

Weretherenoairontheearth,therewouldbenolifeonit.2.Innocase

shouldwewasteourtime.3.There

goesthebell.4.Away

hurriedthecustomers.aninvertedsentenceduetolongsubjectWhenshouldinversionbeused?Thentherewasabandannouncingtheopeningofacircus,withclownsandweightlifterswalkinginfront.(para.17)1.Hestoodtherewithastickinhishand.

(with+n.+prep.)2.Pau