Lesson One Half A Day

Period 1-2
1
 Arrangements (Period 1-2)
•Assignment checking

•Lead-in and warm-up activity

1. Picture talking
2. Chain story

•Summary & Problems solving

•Assignment

2
 Assignment checking
n Preview unit one (answer the following questions)
1. Can you recall your first day’s experience at primary school?
2. Did you feel you were a stranger the first day you arrived at this
university?
3. Was it hard for you to leave home for the first time in your life?
4. What do you think is the business of university? What do you
expect to learn here? What do you think you should do to get the
most out of college?
5. Did you find the university just as you had imagined? In what way
was it as you imagined, and in that way was it not?
6. Do you find life at college rich and colorful or tedious and boring?
Do you have trouble adjusting to life here?
n New words and expressions in unit 1.

3
Fill in the blanks with proper prepositions:

1) The change of air is particularly beneficial

____
to her health.
2) He is now convinced _____of the truth of the
report.
by
3) Please do not be irritated _______ his bad
manners since he is merely trying to attract
attention.
4) The old woman is unbearably curious about
____
other people’s business.
Fill in the blanks with the proper form of vary:

1) Features such as height, weight, and skin

color ____
vary from individual to individual and
from face to face.
variation in
2) The weatherman broadcasts the _______
temperature twice a day.
variety of life on the
3) The remarkable ______
Galapagos Islands inspired Charles Darwin to
establish his theory of evolution.
 Assignment checking
n Preview unit one (answer the following questions)
1. Can you recall your first day’s experience at primary school?
2. Did you feel you were a stranger the first day you arrived at this
university?
3. Was it hard for you to leave home for the first time in your life?
4. What do you think is the business of university? What do you
expect to learn here? What do you think you should do to get the
most out of college?
5. Did you find the university just as you had imagined? In what way
was it as you imagined, and in that way was it not?
6. Do you find life at college rich and colorful or tedious and boring?
Do you have trouble adjusting to life here?
n New words and expressions in unit 1.
n The brief life experience of the author.

6
 The Author: Naguib Mahfous
(1911/12/11-2006/ 8/30)
 Born in an old quarter of Cairo.
 The youngest son of a merchant.
 Studied philosophy at Cairo University.
 Worked in university administration and then
worked for the Ministry of Islamic Affairs.
 Later became Head of the State Cinema
Organization at the Ministry of Culture.
 Also worked as a journalist.

7
 Life Experience of the Author
n He is the first Arab to win the Nobel prize for
literature, in 1988.

n He has been described as

1. “A Dickens of the Cairo cafés"
2. “The Balzac of Egypt".
3. “The father of Arabic novels”

n He is now the author of no fewer than 30 novels, more

than 100 short stories, and more than 200 articles.

n Half of his novels have been made into films which

have circulated throughout the Arabic-speaking world.

8
Naguib Mahfous
—— important works
The Cairo Trilogy 家族小说《宫间街》三部曲 (1957)

9
① Palace Walk 《宫间街》 ② Palace of Desire 《思宫街
》

③ Sugar Street 《甘露街》

10
II. Lead-in and warm-up activity
The Persistence of Memory, 1931
by Salvador Dali

11
 Group
Discussion

n Can you find any clue about life and

time from the picture?

n Do you know any sayings or quotes wise

enough to express your feelings?

12
Quotes and sayings about time and life:

•Time and tide wait for no man.

•Men talk of killing time, while time quietly kills them.
•Life is short and time is precious.
•Life is a tragedy. There is nothing permanent in life but
change.
•Life is a dream. Do not take anything seriously.

13
II. Chain-story: (20 minutes for
discussion and then play)
Title: Your First Day at College
Situation: Mary and John both are
freshmen. Today, It is their first day at
college. Now they’re just standing at
the gate of the college. (beginning of
the story)
Different places:
gate—administration building—
dormitory—canteen—
library—shop—playground
Each group chooses one place and
make up a story, you also need
choose your group leader.
14
Summary & Problems solving
How to understand the following quote:

n Education can never keep up with

changes in society.

15
 Assignment
1. Review:
Go over the new words and background information in
Unit 1.

2. Preview:
(1)Read through text A and pick out and learn the
language points.
(2) Do preview exercise 1 on page 6.
(3) Divide the text into three parts.

3. Written exercises:
Do exercise 2 on page 7, speaking exercise 1 on page
8, exercise 1 on page 10 and exercise 7 on page 15.

16
Lesson One Half A Day

Period 3-4
17
 Arrangements (Period 3-4)

•Assignment checking

•Text analysis

•Summary & Problems solving

•Assignment

18
 Assignment checking
1.Review:
Questions on the background information:
a) What is the major of the author in the university and what
university did he graduate from?
b) What is the reason that the author is so famous in Arabic-speaking
country?
c) What are the nicknames of the author?
d) What is the name of the author's major works?
e) What is the topic of the text?

2. Written exercises:
Exercise 1 on page 10 and exercise 7 on page 15.

3. Preview:
Structure of the text. (Divide the whole text into three parts)

19
 Structure of the text
The boy’s reluctance to go
Part 1 (paras. 1- 7 ) :
to school.
His misgivings about school.

The boy’s life at school:

Part 2 (paras. 8-16 ) : Rich and colorful;
Requiring discipline and hard
work.

Part 3 (paras. 17-20 ) : At the end of school day:

Everything has changed.

20
Text Analysis
I. Topic Discussion

Plot: a little boy’s first time to go to school

on the way to school

Setting: at school
on the way home

Protagonists: “I” –the boy in the story

21
Text Analysis
Theme
Change
There is nothing permanent in life but change.
Allegory
A day at school stands for a whole life.
Coming-of-age
Transition from childhood to adulthood.

22
Text Analysis
II. Find out all the changes
in the text:
Everything is changing!

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 with the gardens
disappeared.
23
7. I turned out to be a grandpa......
 Text Analysis
Thematic Analysis

What changes are conveyed?

clothes
changes on my my view on school
part
my outer appearance
changes on other
people’s part the lady’s attitude toward us

changes in the street crowded with cars,

the society high buildings, rubbish and
children

24
 III. Group Discussion & Presentation
Please discuss the following questions in groups and then
choose one of you to make a presentation:
1. What’s the purpose of school, according to the boy’s
father? Do you agree with him? Why or why not?
2. Do you agree with the lady in the story that a school is
a home to the children? Why or why not?
3. What did the boy realize about school? Was it all fun?
4. What do you think of the changes that had taken place
in the outside world during his half day inside the
school? Do you think the outside world had changed for
the better or for the worse?
5. Which sentence in the text do you think can be used as
a motto for your college years? Please explain.
25
Summary & Problems solving

26
 Assignment for period 3-4
1. Review:
Go over the theme and structure of the text.

2. Preview:
(1)Read through paras 1-20 and pick out and learn the
language points.
(2)Analyze the character of the Father in the story.

3. Written exercises:
(1)Do exercise 5 on page 13, exercise 6 on page 14,
exercise 1 on page 16 and exercise 2 on page 17.
(2)Do exercise 4 on page 13 on the exercise book.

27
Lesson One Half A Day

Period 5-6
28
 Arrangements (Period 5-6)

•Assignment checking

•Text analysis

•Summary & Problems solving

•Assignment

29
 Assignment checking:
1.Review:
Questions about the previous study:
1) What are the necessary elements in a narration?
2) How many parts in the text?
3) What is the theme of the text?
4) What changes are conveyed in the text?
2. Written exercises:
Exercise 5 on page 13;exercise 6 on page 14;exercise 1 on page 16
and exercise 2 on page 17;exercise 4 on page 13.
3. Preview:
Some questions about the language points in part 1-3:
1) to throw into
2) to make…(out) of sb/sth
3) It is no good/use doing sth
4) to tear oneself/ sb away from…
5) be a man
6) take advantage of
7) there was no question of...
8) bring about/ give rise to
4. The character of the Father in the story.
30
 P14. 6
1. the door locked , very angry
2. The city gate wide open, playing the guqin, it
very strange
3. quite obvious/clear, his successor
4. worried/anxious, talking to yourself
5. so heavily polluted, pay (the price)
6. the ground shaking/trembling/quaking, rolling
down
7. laugh, laugh himself
8. put these things in order, do it
9. lying in the grass, covered with blood
10. interested in gardening or painting, keep him
busy
11. hear her say, put off/postponed 31
 P17, 2
1. had overslept
2. had invited
3. was born, had left
4. had gone, told
5. had worked, were admitted
6. loved, had always been
7. was, had been
8. became, had read
9. returned, came
10. met, had once treated, said, was, had done,
forgave, asked
32
P13--4
1. They took advantage of our helpless situation and took over our company.
2. Although there are still difficulties ahead of us, I am sure that we Chinese
people will have the wisdom to bring about the peaceful unification of our
country on our own.
3. It is wrong to put emphasis on nothing bur GDP. It will give rise to many
serious problems.
4. He loves to show off his wealth, but that is all in vain. People still avoid him
as though he were poison.
5. He soon fell in love with the village and was determined to make it a
beautiful garden together with other villagers.
6. We must spend more money fighting against global warming. In addition, we
must resort to tough laws. It is not just a matter of money.
7. When the police arrived at the school, the students and teachers were still in
a daze.
8. This corrupt official was still clinging to his power. He refused to step aside.
9. When the man finally came into view, I found it was my father. I didn’t know
how he managed to find this place in the blinding/heavy snow. At that
moment, I burst into tears.
10. She glanced at him from time to time. It was the first time in her life that
she had found herself looking at a young man like that. 33
I. Answer race for Part I:
Prepare for the following questions and
have an answer race.
 Q1: Did the father take it as an important
day when the boy went to school the first
day? How do you know?

 Q2: Did the boy feel happy about going to

school? Why or why not?

 Q3: What’s the purpose of sending him to

school according to his father?

 Q4: Find the suggestions made by the boy’s

father.

34
II. Answer race for Part II:
Read the text carefully and try to find the answers
to the following questions.
 Q1: How did he feel when he went into the
school? Why did he have such a feeling? What
happened on the first day at school?

 Q2: What did the lady mean when she said "There
are mothers and fathers here, too"? Was the lady
always so sweet? What would she do when the
kids did something wrong?

 Q3:Did he find school life enjoyable and

beneficial? Why or why not?

 Q4: Can you describe the different stages of his

day at school? Does this change carry any
symbolic meaning for you?

 Q5: 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. 35
Text Analysis
Part II: Main Idea
But …

Then … Rivalries
Pain
At first … Joyful Hatred
Enjoyable Punishment
Reluctant
Beneficial Exertion
Frightened
Socializing Struggle
A stranger
Learning Perseverance
Imprisoned
Friendship
Confused
Love
At a loss
Sweet
Unclouded

36
Q5: 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.

positive ones negative ones

love discipline
…… ……
…… ……

37
Text Analysis

Part II: Main Idea

Life is like a
day in school.
Compromise
Enlightenment

Growth Half a Day

Adaptation

Orientation

38
III. Answer race for Part III:
Listen carefully and try to find the answers to the
following questions.
 Why did the boy step aside at the school gate?

 What did “I” see when he stepped out of school?

Summarize the changes.

 How did he feel?

 How do you understand the unexpectedness of the

changes?

 Why do you think the boy was suddenly a

“grandpa”?

39
Text Analysis Detailed Analysis

Part III: Main Idea Allegorical

Time

LIFE

Mnemonic TIME
time
Half a day

Observable
Childhood Time
Adulthood
Old age
40
 The meaning of Part 3:

n The boy walked out of the school to

find that the outside world had
changed beyond measure and that he
had grown into an old man.

41
Summary & Problems solving

42
 Assignment for period 5-6
1. Review:
Go over the language points, sentence structures in
part 1,2 & 3.

2. Preview:
(1)Remember the key points in the whole unit and
prepare for the quiz.
(2)Analyze the writing device in the text.
(3)Do exercise 2 on page 9.

3. Written exercises:
Do exercise 3 on page 12, exercise 3 on page 17 and
exercise 4 & 5 on page 18.
43
Text Analysis
Key and difficult language points
Part I: Sentence Paraphrase
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)
Noun phrase
“As” usu. followed
introduces an by a relative
adverbial clause is used as
Be to do sth: future
clause of an adverbial of
tense indicating
reason. time.
intention or plan

Paraphrasing: 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. 44
Text Analysis
Key and difficult language points
Part I: Sentence Paraphrase
“Why school?” I asked my father. “What have I done?”
(para. 3)
rhetorical
elliptical question
question

Paraphrasing: Why do I have to go to school? I

don’t think I’ve done anything wrong to be punished
like this.

45
Text Analysis
Key and difficult language points
Part I: Sentence Paraphrase
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)
gerund as the object of the preposition

to (make sb.) leave a place

unwillingly because one has to
Paraphrasing: I didn’t think it was useful to
take me away from home and put me into that
building with high walls.
46
Text Analysis
Detailed Analysis
Part II: Sentence Paraphrase
In 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. (para. 16)
there is no possibility of

Paraphrasing: 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.
47
Text Analysis Detailed Analysis

Part II: Sentence Paraphrase

Those who were able took advantage of the opportunities
for success and happiness that presented themselves.
(para. 16)
relative clause relative clause modifying
modifying “those” “opportunites”

Paraphrasing: If there came opportunities, capable

students would seize them to achieve success and
happiness.

48
Text Analysis Detailed Analysis

Part III: Sentence Paraphrase

Here and there stood conjurers showing off their tricks
or making snakes appear from baskets. (para. 17)

an inverted sentence due to long subject

When should inversion be used?
Compare:
1. Were there no air on the earth, there would
be no life on it.
2. In no case should we waste our time.
3. There goes the bell.
49
4. Away hurried the customers.
Text Analysis
Detailed Analysis
Part III: Sentence Paraphrase
Then there was a band announcing the opening of a circus,
with clowns and weight lifters walking in front. (para. 17)

“With+n.+doing” construction is used adverbially modifying

“announcing”.
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.
50
(with + n. + adv.)
 Key and difficult points in part
1.I:as: because
(that) I was to be thrown…: modify “day”
When we modify “the day, the week, the year”, we
usually use that to instead in which (when) or on
which.
e.g. It happened on the day (that) I was born.
He was born in the year (that) the Second
World War broke out.
to be thrown into: the passive voice of “ to throw sb
into= to throw sb into an unpleasant place.
to throw into: to force (sb) to go to (prison); to cause
(sb. Or sth) to reach a state
e.g. The man was found guilty and thrown into
prison.
Cf. to throw sb. out (of a place): to force sb to leave
a place
e.g. They’ll throw me out (of school) if I fail three
exams.
51
2. a street lined with gardens…: a
street where there are
gardens…along both sides
lined with…: (past participle phrase)
used here to modify “a street”. It can
be regarded as a relative clause cut
short.
e.g. a novel (that was ) written by
Charles Dickens
personal computers (that are)
made in China

52
3. To make…(out) of sb/sth: to
make sb/sth become…
e.g. The army made a man of
him.
I don’t think you can
make a football star (out) of
John.

53
4. It is no good/use doing sth or there is no
good to be had in doing sth: It is not
useful to do sth.
e.g. It’s no good crying over spilt milk.
It’s no use talking to him.
There is no denying that women are
playing an important role in the world
today.

to tear oneself/ sb away from…: to (make

sb) leave a place or a person unwillingly
because one has to
e.g. Can’t you tear yourself away from
the TV for dinner?

54
5. “Be a man,” he said. “ Today you truly
begin life….”:
“Be brave,” he said. “ Your life begins
today….”
e.g. Mrs. Baker found that her
daughter was more a man than her son
was.
Cf. to be man enough (to do sth/ for sth):
to be strong or brave enough
e.g. He is not man enough to accept
his failures gracefully.

The meaning of Part 1:

 It is about the boy's misgivings about
school. He found it hard to be away from
home and mom, and thought school was
a punishment.

55
Key and difficult points in part
II:
1. …some boys began to glance at me in curiosity.
… some boys began to look at me curiously.
in curiosity: “in” is used to show the feelings
you have when you do sth.
e.g. She looked at the man in horror.
The young people waved their hands in
excitement.
2. A lady came along, followed by a group of
men.(para.11):--an adverbial modifier of manner
e.g. (combine, give, guide)
1) ____ by the teachers, all the students are
studying very hard.
2) ___ enough time, I’ll complete the job in time.
3) _ with practice, theory may be learned easily.

56
3. to overlook: to provide a view of,
especially from above
e.g. Our hotel room overlooked a
beautiful lake.
in wood: “in” refers to the material
e.g. a statue in marble
a book bound in leather

4. all: adv. completely

a matter of (doing) sth: simply; no more
than
e.g. Learning is a matter of seeing much,
suffering much and studying much.
to fool around: to waste time instead of
doing sth. that you should be doing
e.g. They spent the whole afternoon
fooling around on the beach.
57
5. e.g. Science has brought about many
changes in our lives.
e.g. Poor living conditions give rise to
many diseases.
to bring about sth: to make sth happen--
focus on the result
to give rise to: (formal) to cause sth. to
happen or exist—focus on the reason

6. nothing but: only

e.g. Right now he thinks about nothing
but his research.
to lie ahead of: if an event lies ahead of
you, it is going to happen or take place
soon or in the future.
e.g. Difficult times lie ahead of us.
A bright future lies ahead of you.
58
7. to take advantage of sth:
a) to make use of sth. (such as an
opportunity) well.
e.g. We must take advantage of our trip
to Britain.
b) to treat sb. unfairly to get what one
wants
e.g. You shouldn’t take advantage of
their weakness.
to present itself/themselves: to appear,
happen
e.g. When the chance to study at
Harvard presented itself, I jumped at it.

The meaning of Part 2:

 It describes how the boy felt about
school. He found that life at school was
rich and colorful in many ways, although
it also required discipline and hard work.
59
Key and difficult points in part III:
1. to come to a halt: to stop
e.g. The car came to a halt before it hit an old
man.
Cf. to bring sth to a halt: to cause sth to stop
e.g. Air traffic in the country was brought to a
halt by heavy snowstorms.

2 ....here and there stood conjurers showing off their

tricks, or making snakes appear from baskets.
-----an inverted sentence.
The subject is "conjurers"; the main verb is "stood".
Inversion is the change of the order of the words,
and it is employed to emphasize the words or
phrases at the beginning of the sentence or for
keeping balance of it. Inversion in this sentence
occurs because the subject is too long.
e.g. Night after night have I sung of mine.
From the distance comes the bus full of
passengers and luggage.
60
Lesson One Half A Day

Period 7-8
61
 Arrangements (Period 7-8)

•Assignment checking

•Text analysis & Quiz

•Summary & Problems solving

•Assignment

62
 Assignment checking:

1. Review:
 Key language points in part 2 & 3
 Translations for the key sentences in part 2 & 3

2. Written exercises:
 Exercise 3 on page 12
 Exercise 3 on page 17
 Exercise 4 & 5 on page 18
 Exercise 2 on page 9

3. Preview:
 Writing devices in the text

63
1. Before I came to college, I had never thought college
life would be so rich and colorful.
2. Most of the Chinese college students born in the 1990s
are the only child of their families.
3. Those who know him admire him for his outstanding
work.
4. I missed the class that day because I didn’t know it had
moved up to Thursday.
5. In some countries, those who are overweight will be
punished one way or another.
6. Those who had lost their homes in the fire were soon
taken to a safe place.
7. When we met again, we found we both had changed a
lot.
8. A team of experts headed by Professor Li will soon
come and help farmers solve the problems.
9. The field planted with tomatoes used to be wasteland.
10.Our teacher told us to read books written by such
masters as Mao Dun and Ba Jin. 64
 Writing Device:
a) Narration (The writing style of the text)
content: information related to the
background ( time, places,
characters)
selection of details: details indicate
Narration author’s viewpoints
organization: a beginning, a
middle, an end
point of view: the whole story is
told with the first person or the
third person
B. Writing Devices
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
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
66

!
More examples:
I walked a few steps, then came 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
bordered 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 67
sentences
Writing Devices

echoing the style

1. the effect of of the text (The
one person’s story is told as a
thoughts/thinking reflection.
Thinking is
the sometimes
abundant disconnected.)
use of
short and
simple 2. the effect of
sentences echoing the
rapid change of
to achieve theme of the
things and a
text
feeling of
confusion

68
Quiz for Unit 1 (30 minutes)

69
Summary & Problems solving

70
 Assignment for period 7-8
1. Review:
1) Go over all the contents in unit 1. 2) Read text B on page 20.

2. Preview:
1) Find the materials about the history of bank in groups.
2) Study the brief life experience about the author in unit 2.
3) Answer the following questions about bank:
a) What can banks do for us?
b) Why do so many people have a bad opinion of banks in China?
c）What is your opinion of banks in China?
d) In what way we should improve our bank service?
4) Find out the English translation of the following banks name:
中国银行, 中国人民银行, 中国工商银行, 中国农业银行, 广东发展银行, 中国建设银行, 中国交
通银行, 中国发展银行, 中国光大银行, 中国兴业银行, 中国民生银行, 中国中信银行, 中国招
商(商业)银行
5) Translate the banking words into English:
开个帐户; 关闭帐户; 存钱; 取钱; 存折; 银行卡; 活期存款; 定期存款;
储蓄银行; 结余; 利息; 利率; 兑换; 面额; 存款单/收据; 号码牌; 支票薄; 本金; 透支自动取款
机
3. Written exercises:
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Do exercises on the exercises book (Focus on the language points).
Writing exercise:
 Write a composition no less than
100 words and you should base
your composition on the outline
below.
On Change
1. We are living in an ever-changing
world.
2. Change is double-edged.
3. We can manage to take
advantage of changes.

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