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1、Half a Day,Naguib Mahfouz,Book 1,Lesson 1,The PPT is for self-study. Some of the contents will be tested in exams.,Part One: Warm-up Part Two: Background Information Part Three: Text Appreciation Part Four: Language Study Part Five: Extension,Book 1,Lesson 1,Contents,B,T,L,E,W,Lesson 1 Half a Day,Pa
2、rt Two,Background Information,ENTER,Lesson 1 Half a Day,Author His works The world in his works Creator of the Universe Different names of God,Background Information,Contents,Naguib Mahfouz was born on the 11th Dec. 1911 in an old quarter of Cairo, the youngest son of a merchant. He studied philosop
3、hy at King Faud I (now Cairo) University, graduating in 1934. He worked in university administration and then in 1939 he worked for the Ministry of Islamic Affairs. He was later Head of the State Cinema Organization at the Ministry of Culture. He also worked as a journalist.,Lesson 1 Half a Day,I. A
4、uthor,To be continued on the next page.,Although widely translated, his works are not available in most Middle Eastern countries because of his support of Sadats Camp David initiative. In 1994 he survived an assassination attempt by Islamic extremists. He is married, has two daughters and lives in C
5、airo.,Lesson 1 Half a Day,I. Author,To be continued on the next page.,Camp David Accords: popular name for the historic peace accords in 1978 between Israel and Egypt. The official agreement was signed on Mar. 26, 1979, in Washington, D.C. by Israeli Prime Minister Menachem Begin and Egyptian Presid
6、ent Anwar al-Sadat, with U.S. President Jimmy Carter signing as a witness. Under the pact, which was denounced by other Arab states, Israel agreed to return the Sinai to Egypt, a transfer that was completed in 1982. In a joint letter the two nations also agreed to negotiate Palestinian autonomy meas
7、ures in the Israeli-occupied West Bank and Gaza Strip, but in fact no progress was made on this issue before Sadats assassination in Oct., 1981.,Lesson 1 Half a Day,To be continued on the next page.,I. Author,Lesson 1 Half a Day,The University of Cairo,The end of Author.,Lesson 1 Half a Day,II. His
8、works,Naguib Mahfouz was the first Arab to win the Nobel prize for literature, in 1988. He has been described as “a Dickens of the Cairo cafs“ and “the Balzac of Egypt“. He is now the author of no fewer than 30 novels, more than 100 short stories, and more than 200 articles. Half of his novels have
9、been made into films which have circulated throughout the Arabic-speaking world.,To be continued on the next page.,Lesson 1 Half a Day,His works,The Cairo Trilogy in 1957 made him famous throughout the Arab world as a depicter of traditional urban life. Each book in the trilogy was named after a sub
10、urb of Cairo. The first, Palace Walk; The second, Palace of Desire; The third book, Sugar Street.,The end of His works.,Lesson 1 Half a Day,III. The world in his works,The picture of the world as it emerges from the bulk of Mahfouzs work is very gloomy indeed, though not completely disappointing. It
11、 shows that the authors social utopia is far from being realized. Mahfouz seems to conceive of time as a force of oppression. His novels have consistently shown time as the bringer of change, and change as a very painful process, and very often time is not content until it has dealt his heroes the f
12、inal blow of death.,To be continued on the next page.,Lesson 1 Half a Day,III. The world in his works,To sum up, in Mahfouzs dark description of the world there are only two bright spots. These consist of mans continuing struggle for equality on the one hand and the promise of scientific progress on
13、 the other; meanwhile, life is a tragedy.,The end of The world in his works.,Lesson 1 Half a Day,IV. Creator of the Universe,I have made the earth, and created man upon it: I, even my hands, have stretched out the heavens, and all their host have I commanded. Isa 45:12 I am the creator of the Univer
14、se. I am the Father and Mother of the Universe. Everything came from me. Everything shall return to me. Mind, spirit and body are my temples, for the Self to realize in them My Supreme Being and Becoming. prayer for the new ageMaitreya,Christians believe that the world was created by God. So here “C
15、reator” means God.,The end of Creator of the Universe.,Lesson 1 Half a Day,V. Different names of God,Answer: EL: God “mighty, strong, prominent“ (Gen 7:1; Isa 9:6) ELOHIM: God “Creator, Mighty and Strong“ (Gen 17:7; Jer 31:33) EL SHADDAI: “God Almighty or“ “God All Sufficient“ (Gen 49:24; Mic 2:1) A
16、DONAI: “Lord“ (Gen 15:2; Judges 6:15) YAHWEH / JEHOVAH: “LORD“ (Deut 6:4; Dan 9:14) YAHWEH-YIREH: “The Lord will Provide“ (Gen 22:14),To be continued on the next page.,Lesson 1 Half a Day,YAHWEH-ROPHE: “The Lord Who Heals“ (Isa 61:1) YAHWEH-NISSI: “The Lord Our Banner“ (Exo 1:15) YAHWEH-MKADDESH: “T
17、he Lord Who Sanctifies“ (Lev 20:8) YAHWEH-SHALOM: “The Lord Our Peace“ (Judges 6:24) YAHWEH-ELOHIM: “LORD God“ (Gen 2:4; Psa 59:5) YAHWEH-TSIDKENU: “The Lord Our Righteousness“ (Jer 33:16) YAHWEH-ROHI: “The Lord Our Shepherd“ (Psa 23:1),V. Different names of God,To be continued on the next page.,Les
18、son 1 Half a Day,V. Different names of God,YAHWEH-SHAMMAH: “The Lord is There“ (Eze 48:35) YAHWEH-SABAOTH: “The Lord of Hosts“ (Isa 1:24; Psa 46:7) EL ELYON: “Most High“ (Deut 26:19) EL ROI: “God of Seeing“ (Gen 16:13) EL-OLAM: “Everlasting God“ (Psa 90:1-3) EL-GIBHOR: “Mighty God“ (Isa 9:6),The end
19、 of Different names of God.,Lesson 1 Half a Day,Part Two,Background Information,This is the end of Part Two. Please click HOME to visit other parts.,Lesson 1 Half a Day,Part Three,Text Appreciation,ENTER,Text Appreciation,Lesson 1 Half a Day,I. Text Analysis 1. General Analysis 2. Thematic Analysis
20、3. Structure 4. Further Discussion II. Writing Devices Short sentences III.Sentence Paraphrase,Contents,Lesson 1 Half a Day,Plot of the story Setting of the story Protagonists of the story Writing techniques of the story Theme of the story,Text Analysis,Discuss these questions with your partners.,To
21、 be continued on the next page.,Lesson 1 Half a Day,Plot: a little boys first time to go to school Setting: on the way to school at school on the way home Protagonists: “I” the boy in the story Writing techniques: go to Writing devices Theme of the story: go to the next page,Text Analysis,For refere
22、nce.,The end of General Analysis.,Lesson 1 Half a Day,Text Analysis,1. All my clothes are new. 2. School makes useful men out of boys. 3. My misgivings had had no basis. 4. Our path was not totally sweet and unclouded. 5. The lady would sometimes smile, but yell and scold often. 6. The streets lined
23、 with the gardens disappeared. 7. I turned out to be a grandpa.,Change is everywhere, from my clothes, to my opinions, to my life and finally to my appearance. Not only I but also the lady and the society are changing, too.,Everything is changing!,To be continued on the next page.,Lesson 1 Half a Da
24、y,Text Analysis,changes on my part,changes on other peoples part,clothes my view on school my outer appearance,the ladys attitude toward us,changes in the society,To be continued on the next page.,Lesson 1 Half a Day,Text Analysis,The following are a few possible understandings of the message the st
25、ory conveys. Which one do you agree with? Argue with your group partners. Time and tide wait for no man. Life is a tragedy. There is nothing permanent in life but change. Education can never keep up with changes in society. Life is short and time is precious. Life is a dream. Do not take anything se
26、riously.,Time goes by quickly and many things can take place in your lifetime. Before you know it, a new society is born.,The end of Thematic Analysis.,Part 1 (paras. ) about: Part 2 (paras. ) about: Part 3 (paras. ) about:,Lesson 1 Half a Day,Text Analysis,17,816,1720,The boys misgivings about scho
27、ol.,How the boy felt about school.,Walking out of the school, he found time had changed everything.,The end of Structure.,Lesson 1 Half a Day,Text Analysis,Read the following suggestions made by the father. Which ones do you agree with and which ones not? Have you ever been given some suggestions by
28、 your parents when entering the university? List them out. School is a place that makes useful men out of boys. Dont 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.,To be continued on the next page.,Lesson 1 Ha
29、lf a Day,Text Analysis,From the description between Para. 8 and Para. 16, we can see different aspects of school life. Try to list as many aspects as possible in the following table.,To be continued on the next page.,Lesson 1 Half a Day,Text Analysis,In the last part of the text, the boy walked out
30、of the school to find that the outside world had changed beyond measure. How might he feel about the changes? List exact words that support your choice. He was _. frightened surprised angry puzzled excited satisfied delighted sad indifferent critical,To be continued on the next page.,Lesson 1 Half a
31、 Day,How did the boy feel the first day he went to school? What happened the first day at school? How did the boy like school life? Was school life just a matter of playing and fooling around? What did he see on his way home?,Text Analysis,The end of Further Discussion.,Lesson 1 Half a Day,Writing D
32、evices,Now observe the following paragraph carefully. What strikes you most? I did not know what to say. The gate was now closed. Some of the children burst into tears. The bell rang. A lady came along, followed by a group of men. The men began sorting us into ranks. We were formed into an intricate
33、 pattern in the great courtyard surrounded by high buildings; from each floor we were overlooked by a long balcony roofed in wood. (Para. 11),The great use of short and simple sentences!,To be continued on the next page.,Lesson 1 Half a Day,Writing Devices,More examples: I walked a few steps, then c
34、ame to a startled halt. Good Lord! Where was the street lined with gardens? Where had it disappeared to? When did all these cars invade it? And when did all these people come to rest on its surface? How did these hills of rubbish find their way to cover its sides? And where were the fields that bord
35、ered it? High buildings had taken over, the street was full of children, and disturbing noises shook the air. (Para. 17) Good God! I was in a daze. My head spun. I almost went crazy. (Para. 18),Why did the author prefer to use short and simple sentences?,To be continued on the next page.,Lesson 1 Ha
36、lf a Day,Writing Devices,the abundant use of short and simple sentences to achieve,1. the effect of one persons thoughts/thinking,2. the effect of rapid change of things and a feeling of confusion,echoing the style of the text (The story is told as a reflection. Thinking is sometimes disconnected.),
37、echoing the theme of the text,To be continued on the next page.,Lesson 1 Half a Day,Writing Devices,The short sentence, ordinarily containing one concisely worded assertion, is good to give point and crispness to a thought. When you wish to make an important definition, statements of weighty truth,
38、or an emphatic assertion, short sentences are often appropriate. The following short sentences are quotable, emphatic, and to the point: Economy is the art of making the most of life. G. B. Shaw Love is as necessary to the human being as food and shelter.,In what cases should we use short sentences?
39、,The end of Writing Devices.,Lesson 1 Half a Day,Sentence Paraphrase 1,I walked alongside my father, clutching his right hand. (1),I walked next to my father, holding his right hand.,present participle as adverbial modifier,More examples from the text,go to 2,To be continued on the next page.,Lesson
40、 1 Half a Day,Sentence Paraphrase,1. My mother stood at the window watching our progress, and I turned towards her from time to time, hoping she would help. (2) 2. “Im not punishing you,” he said, laughing. (4) 3. The bell rang, announcing the passing of the day and the end of work. (17),back to 1,L
41、esson 1 Half a Day,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. (1),“As” introduces an adverbial clause of reason.,go to 3,More examples,But my new clothes did not bring any happiness to me, because it was the day I
42、 was forced to go to school for the first time.,To be continued on the next page.,Lesson 1 Half a Day,Sentence Paraphrase,1. The moment I saw him, I recognized he was the criminal the police were looking for. 2. The year I was born, my father was working towards a PhD degree. 3. The day Hans Christi
43、an Andersen returned to his hometown, almost all the people turned out to greet him.,back to 2,Lesson 1 Half a Day,Sentence Paraphrase 3,My mother stood at the window watching our progress, and I turned towards her from time to time, hoping she would help. (2),My mother stood at the window watching
44、our slow and difficult movement towards the school, and I looked back at her frequently, hoping she would stop my father taking me to school.,present participle phrase, acting as adverbial of accompanying circumstances,go to 4,More examples,To be continued on the next page.,Lesson 1 Half a Day,Sente
45、nce Paraphrase,We walked along a street lined with gardens, and fields planted with crops, pears, and date palms. (2),past participle phrase used here to modify “a street” and “fields” respectively. It can be regarded as a relative clause cut short.,We walked along a street, on both sides of which t
46、here are gardens and fields where crops, pears and date palms are planted.,More examples,To be continued on the next page.,Lesson 1 Half a Day,Sentence Paraphrase,What is the language spoken in that area?,= that is spoken,They are problems left over by history.,= which have been left,back to 3,Lesso
47、n 1 Half a Day,Sentence Paraphrase 4,“Why school?” I asked my father. “What have I done?” (3),elliptical question,Why do I have to go to school? I dont think Ive done anything wrong to be punished like this.,rhetorical question,go to 5,More examples,More examples,To be continued on the next page.,Le
48、sson 1 Half a Day,Sentence Paraphrase,Father: Well go to Tianjin this weekend. Daughter: What for? (Why this weekend?/Why Tianjin?) 2. Hi! Morning! Got troubles? Sure have. Lost a friend? No, just tired. Up late last night? Yeah. Big party.,back to 4,Elliptical questions are common in spoken English
49、.,Lesson 1 Half a Day,Sentence Paraphrase 5,go to 6,Rhetorical question one that expresses strong feeling or opinion and doesnt require an answer. It is used to say something more positively than in a statement.,Dont you want to be useful like your brothers? Cant you see Im busy? (Dont disturb me!) What good is a promise for an unemployed worker? Does n