1、Half 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 home for the first t

2、ime 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 this school?Lead-in Activity6Q 3Do you remember

3、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?7Lead-in Activity8Lead-in Activity9Comprehensive reading2022-1-2210Comprehensive Reading - The authorHis life 納吉布納吉布馬哈富茲馬哈富茲Nagui

4、b 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 authorHis writing styl

5、e The Cairo Trilogy三部曲 (first published in 1957)2022-1-2212Comprehensive Reading - The authorHis writing style Rip Van Winkle by Washington Irving Example in the text2022-1-2213Comprehensive Reading - The authorExample in the text2022-1-2214Comprehensive Reading - The authorHis writing style This te

6、chnique is often used to emphasize rapid changes in society.15the 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 author16Comprehensive Re

7、ading - StructureThe text can be roughly divided into three parts, according to the little boys experience that day.17123Part 1Part 2 Part 3 The narrators The narrators unwillingness to unwillingness to go to school.go to school.The narrators The narrators experience at experience at school.school.T

8、he changes the The changes the narrator found narrator found after school. after school. 18123Para.1-7Para.8-16Para.17-20The narrators The narrators unwilling to go unwilling to go to school.to school.The narrators The narrators experience at experience at school.school.The changes the The changes t

9、he narrator found after narrator found after school.school.19Comprehensive Reading- Structure Scan Part. 1 and focus on the following questions.How did 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 t

10、hink 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.20Comprehensive Reading - Q & AScan Part. 2 and focus on the following questions.What are the different understandings of the boy to the school? Pos

11、itive aspectsNegative aspectsWhat lay ahead of him?21Comprehensive Reading - Q & AScan Part. 2 and focus on the following questions.What are the different understandings of the boy to the school? Positive aspectsNegative aspectsfriendshipschool workloverivalryplayingfightinglearningPhysical punishme

12、nt exertion, struggle, perseverance22Comprehensive ReadingScan Part. 3 and 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 fatherstree

13、twayGrandpa / an old man.23Comprehensive Reading2. Why do you think the boy was suddenly a “grandpa”?To emphasize the rapid changes in society. 2022-1-2224Comprehensive Reading Group discussionThe following are a few possible understandings of the message the author intends to convey? Which do you a

14、gree with?2022-1-2225Comprehensive Reading2626Comprehensive Reading - T & 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 f

15、ooling around. The boys father came to pick him up as he had promised.27Time and tide waits for no man. ScanTransitional words/expressionsWriting skillsThe authorHis lifeHis worksHis influence Reading skills Conclusion Comprehensive Reading - Summary28Intensive Reading29010203IntensiveReading04Gramm

16、atical pointsImportant sentencesNew phrasesNew wordsIntensive Reading30Intensive Reading Half a day Naguib Mahfouz31Intensive 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

17、handstreet lined with gardens32 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 mothers chest.這個(gè)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Clutching the money in

18、 his hand, he hurried to the bank.33 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 st

19、h.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 - Summary34 They did not make me happy, however, as this was the day I was to be thrown into s

20、chool 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, be

21、cause it was the day I was forced to go to school for the first time.Intensive Reading - Summary35“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 g

22、o to Tianjin this weekend. - Daughter: What for? Why this weekend? Why Tianjin?36“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.37 Its a place that makes usefu

23、l 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 dont think you can make a football star out of Johnny.38I 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.

24、 (para. 5)e.g.: 覆水難收。 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 sth39I did not believe there was really any good to be had in tearing me away from my home and throwing me into the huge,

25、high-walled building. (para. 5)Paraphrasing: I didnt 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 sth40WordsPhrasesSentence PatternGr

26、ammarfool aroundbring aboutgive rise toresort toThere was no question of doingI had never imagined school would have She would often yell and scoldIntensive reading41Intensive reading I had never imagined school would have this variety of experiences. (para. 13)possibility 用于對過去事情的推測，譯為“大概” And whil

27、e the lady would smile, she would often yell and scold. (para. 15)frequent actions in the past 過去經(jīng)常性的習(xí)慣和動作：總會 I would find the answer at home with my father. (para. 18)past future tense 過去有意識的行動或意志：將 but the stream of cars would not let up. (para. 18)willingness 用于過去的否定句中，表示拒絕，或無此習(xí)慣或 不可能：不肯42Lesson

28、1 Half a DayIt was not all a matter of playing and fooling around. (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 an

29、d when to mind your speech. 43Lesson 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 to44L

30、esson 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.45Lesson 1 Half a DaylIn addition, the time for changing ones mind was over and gone and there was

31、 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 46Intensive readingWordsPhrasesGr

32、ammartraceinvadedaze in vainon my own come to a haltfind ones way totake overshow offlet upHere and there stood conjurers with clowns and weight lifters walking in front47.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 stop48Here and there stood conjurers showing off their tricks or making snakes appear from baskets. (para. 17)Compare:1. Were there no air on the e