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L1 Half a Day--HYL

I. Teaching Objectives

After learning this unit, students are supposed to:

1. get familiar with the rules of word formation;

v. + tion (- ation, -sion) = n. ; adj. + ly = adv.

2. get familiar with some grammatical points;

the past perfect; would; indefinite pronoun

3. retell the text as a whole;

4. have a thorough understanding of the whole text；

5. get a list of new words and expressions and be able to use them freely in writing and daily conversation. II. Listening and speaking activities

1. Do you agree that life begins from your first day at school? Why or why not?

2. Can you recall your first day’s experience at primary school?

3. Why does the author use “Half a Day”?

III. Reading Comprehension and Language Activities

1.Pre-reading discussions:

1) How did the boy feel the first day he went to school?

2) How did the boy like school life?

3) What did school mean to young people who were serious about their future?

4) Who came up and called him “Grandpa”in the end of the story,and Why? What did it mean?

2. Background knowledge:

The author of the story uses a strategy commonly used in fiction writing—the protagonist returns after being absent for a short time to find everything changed beyond recognition.

Structure of the text

Part 1 (1-7): We learn about th e boy’s misgivings about school.

Part 2 (8-16): It describes how the boy felt about school.

Part 3 (17-20): Walking out of the school, he found time had changed everything. The end of the story, and the boy had grown into an old man.

Text Appreciation

for group discussion in class

?Plot of the story:

?Setting of the story:

?Protagonist v.s. Antagonists:

?Drama of the story lies in:

?Writing technique:

(Have you ever read a story using the similar technique?)

The author of the story uses a strategy commonly used in fiction writing — the protagonist returns after being absent for a short time to find everything changed beyond recognition.

?Theme of the story:

?The te xt tells us about the narrator’s confusion over the speed with which his life seems to have passed, and the many changes that have occurred in his world. The narrator soon began to enjoy his school because he was learning many interesting things and making many new friends. The narrator did not find his way home because he was too old and confused by the changed neighborhood.

?Time goes by quickly, and many things can take place in your life time. Before you know it, a new society is born.

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 your parents when entering the university? List them out.

1)School is a place that makes useful men out of boys.

2)Don’t you want to be useful like your brothers?

3)Put a smile on your face and be a good example to others.

4)Be a man.

5)Today you truly begin life.

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 aspects: love

Negative aspects: discipline

In the last part of the text, the boy walked out 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 is frightened, surprised, angry, puzzled, excited, satisfied, delighted, sad, indifferent, critical …

for after-class thinking

"who has formed an Arabian narrative art that applies to all mankind”

—After reading “Half a Day”, how do you understand the comment on Naguib Mahfouz?

for after-class thinking

Great works never fail to reveal the common human experience.

— After reading the story, do you feel emotionally or spiritually touched? Why or why not?

Details of the text

Part I (1-7) We learn about the boy’s misgivings about school.

I walked alongside my father, clutching his right hand. All my clothes were new: the black shoes, the green school uniform, and the red cap. They did not make my happy, however, as this was the day I was to be thrown into school for the first time.

1. How did the boy feel the first day he went to school?

a. Who took him to school?

b. Did the boy’s father take it as an important day? How do you know?

c. Did the boy feel happy about going to school? Why or why not?

d. What did he think was the reason his parents wanted to make him go to school?

e. What were his father’s parting words when the boy left him?

1. I walked alongside my father, clutching his right hand. All my clothes were new: the black shoes, the green school uniform, and the red cap.

alongside: side by side, next to

clutching his right hand: present participle as adverbial modifier

list other examples from the text:

My mother stood at the window watching our progress. (P. 2)

I turned towards her from time to time,hoping she would help. (P. 2)

“I’m not punishing you,” he said,laughing. (P. 4)

The bell rang, announcing the passing of the day and the end of work. (P. 17)

clutch: 1).vt. to hold something tightly because you do not want to lose it

synonym grip, grasp

She clutched her hat in the strong winds when the wind picked up \ got up.

Hold: have sth. in your hands or arms

Grip: I gripped the rail and tried not to look down.

2). vt.\vi. clutch at somebody/something

a) to suddenly take hold of someone or something because you are frightened, in pain or in danger synonym grab

He clutched at a pillar for support.\ Tom fell to the ground clutching his stomach.

b) clutch at somebody's heart

if something clutches at your heart, you suddenly feel fear or nervousness

3) be clutching at straws

especially in BrE to be trying everything possible to find a solution or hope in a difficult situation, even though it will probably be unsuccessful

I knew that trying the alternative medicine was just clutching at straws.

2. They did not make my happy, however, as this was the day I was to be thrown into school for the first time.

“they” refers to the narrator’s new clothes.

P: I wasn’t happy as I usually was when I had new clothes to w ear.

Q: What does “… I was to be thrown into school …” imply?

… because it was the day I started school.

The writer uses “throw” to show that the little boy in the story didn’t want to go to school. He was forced by his father to do so. This is not a comm on collocation. A common collocation with “to be thrown into (an unpleasant place)” is “to be thrown into prison / jail”.

Cf. to throw sb. out (of a place): to force sb. to leave a place,

They will throw me out (of school) if I fail three exams.

Para. 2

My mother stood at the window watching our progress, and I turned towards her from time to time, hoping she would help. We walked along a street lined with gardens, and fields planted with crops, pears, and date palms.

1. My mother stood at the window watching our progress, and I turned towards her from time to time, hoping she would help.

Q: What does “progress” mean here?

It is our slow and difficult movement towards the school. My mother was anxious to know how my father would get me to go.

from time to time: sometimes, but not very often.

Q: What kind of help could his mother offer?

He hopes he would stop my father taking me to school, or talk to my father so that he would change his mind about sending me to school.

Q: What does the sentence tell u s about the boy’s relationships with his parents?

It seems that the boy was closer to his mother. Probably his mother was gentle wile his father was strict.

2. We walked along a street lined with gardens, and fields planted with crops, pears, and date palms. 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

What does the boy see along the street on the way to school? What purpose do these descriptions serve? Para. 3

“Why school?” I asked my father. “What have I done?”

This is an elliptical question. Such questions are common in conversation.

1. “Why school?” I asked my father. “What have I done?”

This is an elliptical question. Such questions are common in conversation.

Why do I have to go to school?

Why are you going to throw me into school?

What have I done?

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

(Little children often think that taking them away from Mom is the worst punishment.)

This is a rhetorical question —one that expresses strong feeling or opinion and doesn’t require an answer. It is used to say something more positively than in a statement.

elliptical question & rhetorical question

A: Headmaster: We want you to go and tell the boy’s parents the news.

B: Teacher: Why me?

?Father: We’ll go to Tianjin this weekend.

Daughter: What for? / Why this weekend? / Why Tianjin?

?Don’t you want to be useful like your brothers?

?Can’t you see I’m busy? (Don’t disturb me!)

?What good is a promise for an unemployed worker?

?Does nothing ever worry you?

Para. 4

“I’m not punishing you,” he said, laughing. “School’s not a punishment. It’s a place that makes useful men out of boys. Don’t you want to be useful like your brothers?”

K1: to make… out of sb./sth.: to make sb./sth. become … e. g.

make something out of somebody/something phrasal verb

to change a person or thing into something else

1) The Olympics can make sporting heroes out of previously little-known athletes.

2) The army made a made of him.

3) He made a skirt out of the material.

Hardships help make a man (out) of a boy.

The army made a man of him. 部队把他培养成了个男子汉。

Hardships help make a man (out) of a boy.

I don’t think you can make a pianist (out) of y our daughter.

Don’t you want to be useful like your brothers?--- a rhetorical question.

More examples:

Can’t you see I’m busy? (Don’t disturb me.)

Does nothing ever worry you? (I don’t understand how you can be so carefree.)

Para. 5

I was not convinced. 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.

convinced: feeling certain sth. is true:

I agreed, but I did not sound very ～.

be convinced (that):

I am convinced that

convince:

a. to make someone feel certain that sth. is true.

～sb. that:

～sb. of sth.

b. to persuade sb. to do sth. = persuade:

～sb. to do sth.

I am trying to convince my parents to go to Hainan for the Spring Festival.

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.

It’s no good crying over spilt milk. (proverb)

It’s no use talking to him.

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?

The young artist couldn’t tear himself away from da Vinci’s Mona Lisa.

P:I didn’t think it was useful to take me away from home and put me into that building with high walls. (The school building looked like a prison to the boy.)

Para. 6

When we arrived at the gate we could see the courtyard, vast and full of boys and girls. “Go in by yourself,” said my father, “and join them. Put a smile on your face and be a good example to others.”vast and full of boys and girls: adjective phrase as an attributive modifier

More examples:

There’s nothing wrong with the computer.

Can you recommend some books easy for freshmen to read?

go in by yourself: g o into the school alone … (I’m not going with you.)

by oneself: alone; without anyone else

p ut a smile on your face … : m ake an effort to smile …

Para. 7

I hesitated and clung to his hand, but he gently pushed me from him. “Be a man,” he said, “Today you truly begin life. You will find me waiting for you when it’s time to leave.”

1. I hesitated and clung to his hand, but he gently pushed me from him. “Be a man,” he said, “Today you truly begin life. You will find me waiting for you when it’s time to leave.”

K 2: cling to … : hold tightly

to cling to something (phrasal verb)

1) to continue to believe or do something, even though it may not be true or useful any longer

cling to the hope/belief/idea etc (that)

e.g. He clung to the hope that he would study in the U. S. soon.

2) to stay in a position of power or stay ahead, when this is difficult, or to try to do this

man:

a person who is strong and brave or has other qualities that people think are characteristic of males;

P: “Your life begins today.” (This means that your carefree days are gone forever. Starting from today, you’ve got something important to do — to learn and to prepare yourself for your career.)

You will … to leave: I’ll come to fetch you when school is over. I’ll be waiting for yo u here at the gate. “waiting for you” as object complement

K: find + obj + v-ing

e.g.

They found the lost child ______ in the cave.

As I walk down the familiar routes on campus, I find myself _____ a lot of soul-searching and reminiscing. Q:

1. Do you think it is hard for you to leave your home, just as the protagonist (hero) in our story feels, or do you have a different feeling?

2. If so, what is it? Who has accompanied you to school?

3. How do you think of life in university?

4. What’s your expectat ion of school? Do you think it is hard for you to adjust to life here? What do you think you should do to get most of college?

Part 2 (8-16) It describes how the boy felt about school.

Para. 8

I took a few steps. Then the faces of the boys and girls came into view. I did not know a single one of them, and none of them knew me. I felt I was a stranger who had lost his way.

But then some boys began to glance at me in curiosity, and one of them came over and asked, “Who brought you?”

1. I took a few steps. Then the faces of the boys and girls came into view. I did not know a single one of them, and none of them knew me.

to come into view: to begin to be seen,

As soon as we turned the corner, the palace came into view.

Then … : Then I could see the faces of the boys and girls.

2. I felt I was a stranger who had lost his way.

In this strange place, I felt confused and didn’t know what to do.

to lose one’s way: to become lost

3. But then some boys began to glance at me in curiosity, and one of them came ov er and asked, “Who brought you?”

Para. 11

1. 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.

I did not know what to say.:

“Question word + to do” can often by used as the object of certain verbs

I guess who is calling you.

K 3: to burst into tears: to begin to cry

to suddenly begin to make a sound, especially to start singing, crying, or laughing 突然（进入某种状态或发生某种情况）

1) Claire looked as if she were about to burst into tears.

2) Suddenly, the audience burst into thunderous applause.

3) After these warm days we shall see the trees burst into leaf.

burst into flames/flame to suddenly start to burn very strongly

Their car crashed and burst into flames.

rank:

1) a line of people or things a taxi rank 一列出租车

2) position or class

people of all ranks各阶层人民 a man of rank 有地位的人

2. A lady came along, followed by a group of men.

followed by a group of men: an adverbial modifier of manner

eg. (combine, give, guide)

____ by the teachers, all the students are studying very hard.

____ enough time, I’ll complete t he job in time.

____ with practice, theory may be learned easily

a. to appear or arrive

A bus should come along any minute now.

Take any job opportunity that comes along.

b. a) to go to a place with someone

We're going into town - do you want to come along?

b) to go somewhere after someone

You go on ahead - I'll come along later

3. The men began sorting us into ranks.

sort: to put things in a particular order

P: The men began arranging us into lines / rows.

4. We were formed into an intricate pattern in the great courtyard.

P: We were made to stand in different places to form regular lines or shapes in the big courtyard.

5. … from each floor we were overlooked by a long balcony roofed in wood.

P: … on one side of the courtyard was a building with a long wood-roofed balcony on each floor where we could be seen.

… from the balcony on each floor of the building people could see the pattern into which we formed. overlook: if a house, room etc overlooks something, it has a view of it, usually from above

Our room overlooks the ocean.

从小山上的房子可以俯视村庄。The house on the hill overlooks the village.

Para. 12

“This is your new home,” said the woman. “There are mothers and fathers here, too. Everything that is enjoyable and beneficial is here. So dry your tears and f ace life joyfully.”

Para. 13

1. Well, it seemed that my misgivings had had no basis. From the first moments I made many friends and fell in love with many girls. I had never imagined school would have this rich variety of experiences.

P: Well, perhaps my doubt, worry and fear about what school would be like were all groundless.

Or Well, it seemed that I was wrong to think that school was a dreadful place.

misgivings: pl. feelings of doubt and fear

P: When I found school was a nice place to be in, I began to behave like a man — making friends and falling in love.

P: I had never thought life at school would be so colorful and interesting.

Para. 14

1. We played all sorts of games. In the music room we sang our first songs. We also had our first introduction to language. We saw a globe of the Earth, which revolved and showed the various continents and countries. We started learning numbers, and we were told the story of the Creator of the universe. We ate delicious food, took a little nap, and woke up to go on with friendship and love, playing and learning.

… we were told …: We were told how God created the world in 7 days.

the Creator: God

…woke up to … and learning: … after the nap, we continued our business at school —making friends, falling in love, playing and learning.

K 4: to go on with sth.: to continue an activity, esp. after a pause or break,

Let’s go on with the story after a break.

“To go on with … “is an infinitive phrase of result, denoting the “result” of the action expressed by the

main v erb “woke up”. Note the difference between the infinitive of result and that of purpose.

They lifted a rock only to drop it on their own feet. (of result)

He picked up a stone to hit the dog. (of purpose)

Para. 15

Our path, however, was not totally sweet and unclouded. We had to be observant and patient. It was not all a matter of playing and fooling around. Rivalries could bring about pain and hatred or give rise to fighting. And while the lady would sometimes smile, she would often yell and scold. Even more frequently she would resort to physical punishment.

1. Our path, however, was not totally sweet and unclouded.

School life wasn’t just fun and pleasure. (There were serious tasks and unpleasant things, too.)

2. We had to be observant and patient. It was not all a matter of playing and fooling around. Rivalries could bring about pain and hatred or give rise to fighting.

P:What we did at school wasn’t just playing and wasting time doing nothing useful.

all: adv. completely

a matter of sth. / of doing sth.: a situation that involves sth. or depends on sth.,

1) Learning is a matter of seeing much, suffering much and studying much.

2) Wisdom is a matter of knowing when to speak your mind and when to mind your speech.

3) Some people like pop music while o thers prefer serious music / classical music. It’s a matter of taste.

to fool around: to waste time instead of doing sth. that you should be doing

Learning is a matter of seeing much, suffering much and studying much.

Rivalries … fighting:

P: When two or more boys fell in love with the same girl, it might cause the boys to suffer, or to hate each other, or to fight.

K5: to bring about sth. : to make sth. happen

Longman: to make something happen (synonym cause)e.g.

1) A huge amount of environmental damage has been brought about by the destruction of the rainforests.

2) Scientists say that many factors brought about changes in the weather.

3) She made various efforts to bring about a peaceful solution of the problem.

4) The Second World War was brought abou t by Hitler’s invasion of Poland.

K6: to give rise to:

fl. to cause sth. to happen or exist,

a. to be the reason why something happens, especially something bad or unpleasant

e.g. 1) His speech gave rise to a bitter argument.

2) The President's absence has given rise to speculation about his health

3) The sound of guns gave rise to a rumor of invasion.

b. to cause sth. to happen or exist. e.g.

Poor living conditions give rise to many diseases.

3. And while the lady would sometimes smile, she would often yell and scold. Even more frequently she would resort to physical punishment.

P: Though the lady sometimes smiled at us, she often shouted at us and scolded us.

“Would” here is a conjunction of concession.

“While” here is a conjunction of concession.

P: She used physical punishment more than she scolded us.

physical punishment: something that causes physical pain or discomfort to the pupils, such as whipping or making a pupil stand in a corner of the classroom. It was a common practice in the old days when people believed in “spare the rod, spoil the child”.

K7: to resort to sth.: to do something bad, extreme, or difficult because you cannot think of any other way to deal with a problem, turn to sth bad esp. as a solution

e.g.

1) Officials fear that extremists may resort to violence.

2) It was after the failure of this attempt that re resorted to force.

3) Try not to resort to violence. They had to resort to threats when they failed to persuade them to leave. resort to doing something e. g.

Vets have had to resort to killing the animals.

He was so poor that he resorted to stealing.

John resorts to lying whenever he’s in trouble.

Try not to resort to violence.

They had to resort to threats when they failed to persuade them to leave.

Para. 16

In addit ion, the time for changing one’s mind was over and gone and there was no question of ever returning to the paradise of home. Nothing lay ahead of us but exertion, struggle, and perseverance. Those who were able took advantage of the opportunities for success and happiness that presented themselves.

1. 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.

over and gone: ended

there is no question (of sth, happening / sb. doing sth.): there is no possibility

There is no question of their dismissing you at the moment.

P: 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.

2. Nothing lay ahead of us but exertion, struggle, and perseverance.

We would have to do our best and keep working very hard until we finished school. This was what I imagined our school days would be like. The kind of life that was waiting for us at school would be full of exertion, struggle and perseverance.

but exertion, struggle, and perseverance: This prepositional phrase modifies “nothing”. Normally such phrases are placed right after “nothing”, but that would make the subject of th e sentence too long. exertion: great efforts

nothing but: only

nothing … but …: only e.g.

1) Right now he thinks about nothing but his coming examination.

2) She ate nothing but an apple for lunch.

3) There is nothing permanent in life but change.

K8: ahead of:

Longman: in front of or in the future e.g.

1) You have a long trip ahead of you.

2) He's giving a series of concerts in London ahead of his international tour.

3) He was sure there was a great future ahead of me.

4) Tom was a quicker walker and soon got ahead of the others.

2. Those who were able took advantage of the opportunities for success and happiness that presented themselves.

K9: to take advantage of sth.: to make use of sth. (such as an opportunity) well,

We must take full advantage of our trip to Britain.

The farmer took advantage of the good weather and got all the wheat in.

Cf. “to take advantage of sb.” means “to treat sb. unfairly to get what one wants”.

to present itself / themselves: fl. to appear, happen

When the chance to study in BFSU presented itself, I jumped at it.

Q: 1. The narrator soon began to enjoy his school because …

He was learning many interesting things and making many new friends.

Part 3 (17-20) Walking out of the school, he found time had changed everything.

The end of the story, and the boy had grown into an old man.

Para. 17

The bell rang, announcing the passing of the day and the end of work. The children rushed toward the gate, which was opened again. I said goodbye to friends and sweethearts and passed through the gate. I looked around but found no trace of my father, who had promised to be there. I stepped aside to wait. When I had waited for a long time in vain, I decided to return home on my own. 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. Here and there stood conjurers showing off their tricks or making snakes appear from baskets. Then there was a band announcing the opening of a circus, with clowns and weight lifters walking in front.

Q: 1. What did he see on his way home?

2. Did the boy’s father come to pick him up as he had promised?

3. Why did the boy step aside at the school gate?

4. How did he like all the changes in the street? Why did he stand there for a long time?

5. Who came up and called him “Grandpa”, and why?

6. What did it mean?

1. The bell rang, announcing the passing of the day and the end of work. The children rushed toward the gate, which was opened again. I said goodbye to friends and sweethearts and passed through the gate.

P: I said goodbye to friends and the girls I had fallen in love with and went out of the gate.

2. I looked around but found no trace of my father, who had promised to be there. I stepped aside to wait. When I had waited for a long time in vain, I decided to return home on my own.

K10: in vain:

1) uselessly; without a successful result

His parents tried in vain to persuade him to quit smoking.

Police searched in vain for the missing gunman.

2) He tried in vain to open the locked door.

without purpose or without positive results

(做表语)无用，白费，没有结果e.g.

All attempts at rescue were in vain.

All our efforts were in vain.

K11: on one’s own:

a. alone; without anyone's help e.g.

I've been living on my own for four years now.

He didn't want to be left on his own .

2) I have usually gone on holiday with a friend, but this year I have decided to go on my own.

3) You can't expect him to do it all on his own. I can manage on my own, thanks.

b. (做表语) 靠自己（生活等），独自一个人e.g.

1) Ever since her father’s death, Mary had been on her own.

2) Being on your own may be a frightening experience.

3. I walked a few steps, then came to a startled halt.

I stopped, greatly surprised.

to come to a halt: to stop

The car came to a halt before it hit an old man.

Work came to a halt when power / electricity was suddenly cut.

cf. to bring sth. to a halt: to cause sth. to stop

Air traffic in the country was brought to a halt by heavy snowstorms.

4. 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?

invade: to enter a place in a large number, esp. in a way that causes confusion

P: When did all these cars come into the street? / When did so many cars appear in the street?

K: to find one’s way: to arrive or get to a place

find one’s way (somewhere): to reach a place by discovering the right way to get there

1)Will you be able to find your way back?

find its way somewhere: (inf.) get there after some time

Only some inventions have found into the shop.

P: How did the street come to be covered with so much rubbish on both sides? Where did they come from? (sth.) to find one’s way: to arrive or get t o a place

5. High buildings had taken over, the street was full of children, and disturbing noises shook the air. High buildings now stood where there used to be fields that bordered the street.

6. Here and there stood conjurers showing off their tricks or making snakes appear from baskets. Then there was a band announcing the opening of a circus, with clowns and weight lifters walking in front.

This is an inverted sentence. The subject is “conjurers”; the main verb is “stood”. Inversion occurs because t he subject is too long. The two present participle phrases “showing … “ and “making … “ modify the subject “conjurers”.

here and there: in various places

K12: show off:

To try to make people admire your abilities, achievements, or possessions - used to show disapproval 炫耀，卖弄 e.g.

1) He couldn't resist showing off on the tennis court.

2) Jimmy loves showing off his stamp collection to his school-mates.

show-off 爱炫耀的人He’s a show-off.

P: Conjurers stood everywhere. They were showing off their tricks or making snakes appear from baskets.

The “with + noun + doing” construction is used adverbially modifying “announcing”.

More examples:

He stood there with a stick in his hand.

(with + n. + prep.)

Paul soon fell asleep with the light still burning. (with + n. + participle)

She can’t go out with all these dishes to wash. (with + n. + to do.)

He was lying on the bed with all his clothes on. (with + n. + adv.)

band

1. a group of musicians a jazz band

2. flat, thin material for fastening things together or for placing round an object to strengthen it

papers kept together with a rubber band

3. group of persons doing sth together under a leader and with a common purpose

a band of robbers Band of Brothers

Para. 18

Good God! I was in a daze. My head spun. I almost went crazy. How could all this have happened in half a day, between early morning and sunset? I would find the answer at home with my father. But where was my home? I hurried towards the crossroads, because I remembered that I had to cross the street to reach our house, but the stream of cars would not let up. Extremely irritated, I wondered when I would be able to cross.

daze: v. make sb feel stupid or unable; to think clearly 使茫然

If someone gave you a heavy blow on the head, you would probably feel ~d.

… but the stream of cars would not let up.: … but it looked s if the line of moving cars would never stop.

to let up: (inf.) (of an unpleasant situation) to stop or to become less serious

spin: to turn around and around

P: I was very angry and didn’t know when I could cross the street.

The past participle phrase “extremely irritated” denotes the state the boy, or the old man was in when he was waiting to cross the street.

Q:The narrator did not find his way home because he was too old and confused by the changed neighborhood.

The following are a few possible understandings of the message the story conveys. Which one do you agree with? Argue with your group partners.

Time goes by quickly, and many things can take place in your lifetime. Before you know it, a new society is born.

1) Time and tide wait for no man.

2) Life is a tragedy. There is nothing permanent in life but change.

3) Education can never keep up with changes in society.

4) Life is short and time is precious.

5) Life is a dream. Do not take anything seriously.

The use of “would”

In this text it is used to show that a past action occurs pretty often.

1）表示过去习惯性的动作。

Now and then the nightingale would call.

He would sit there for hours sometimes doing nothing at all.有时他在那里一坐几个小时，什么也不做。2）would做助动词时，可用来构成过去将来时（各种人称后均可使用）

I thought you would agree.

I thought John would be looking after him.

用来客气地提出请求，愿望，看法等（比用will语气更显得客气一些）

Would you ask them to wait outside?

I would like to have a little talk with you.

Would you care to stay with us? 你想不想在我们这里住？

I wouldn’t mind being a messenger.

London wouldn’t suit her.

3）用于虚拟条件句（不分人称）

If he were in town he would help.

4）表示过去情况：愿意，肯，会

He wouldn’t let the doctor take his blood pressure.

They had to obey whether they would or not.

5）表示猜测（想必是，一定。。。）

That would be in 1976, I think.

Even a child would understand that.

6) would rather (sooner)

I’d rather have the red one.

He would rather list to others than talk himself.

We would sooner (rather) have left on the 1st.

I’d rath er you knew that now, than afterwards.

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小学语文《白杨》试讲稿

小学语文《白杨》试讲稿师:同学们，在上课之前我们先来想一想，在我们身边都有哪些树木，他们都是什么样子的?(学生思考并小声议论)那么，老师今天给大家带来了许多精美的图片，大家看看，在这些图片中都是哪些树呢? (与学生展示图片并跟随学生一起回答)生:四季常青的松树、低垂的柳树、高大的梧桐树、笔直的柏树。师:同学们知道的真多!还有一种树，不是很常见，大家请看PPT，有同学认识这是什么树吗? 生:白杨树。师:恩，很好!那同学们知道它有什么特点吗?今天我们就带着这个问题来学习《白杨》这节课。看看作者是如何描述白杨树的特点的。首先，我们大家先自己来读一下这篇课文，看看课文的主要内容是什么? (学生开始读课文，老师转身板书题目)

师:好，同学们读完了。哪位同学可以跟老师说说，课文里都有谁，他们在哪里，说了些什么?(点名) 生(老师引导回答):爸爸，哥哥和妹妹在去往的火车上谈论白杨树。师:好，同学回答的很好，请坐!那么既然同学们已经知道了这篇课文的主要内容，那么在爸爸，哥哥和妹妹的谈话中，白杨树到底是什么样子的呢? 生(齐答):高、大、直、坚强、不软弱······ 师:同学们总结的很好。(板书白杨树的特点)可是，在接下来的课文中有一个设问句，大家一起来读一下，看作者到底想要说什么? 学生齐读。师:从这一段里，我们知道了，爸爸并不只是单单的介绍白杨树，而是在表白着自己的心。那么爸爸到底是什么心思呢?我们一块儿来看一下课文后面的内容。我们先请一位同学来为我们有感情的朗读一下第十四、十五自然段。其他的同学请认真听，并思考一下，爸爸到底是什么心思呢?

学生读课文，思考问题。师:这位同学读得很有感情，很棒，请坐。大家听了这段话，知道白杨树为什么长到戈壁上了吗? 学生抢答:因为这里需要它们。师:好，那么同学们知道爸爸，哥哥，和妹妹为什么去吗?这个问题有点难回答，同桌之间小声的讨论一下。学生之间讨论，举手回答。师:同学们真是聪明，对，就是因为需要他们，需要他们这些像白杨树一样默默奉献的人。哪里需要他们，他们就会在哪里生长。好，同学们已经发现了作者写白杨树就是为了衬托这些边疆建设者。赞扬白杨树的坚强，不软弱，其实是为了赞扬这些边疆建设者的默默奉献的精神。这是用了借物喻人的写作手法。(板书) 为了检查同学们是不是真的理解了这个写作手法，接下来，我们来看一下最后一自然段。同学们来齐读一下最后一自然段。并想一想，在这一段中，作者用什么衬托了什么呢?

小学四年级上册语文课文阅读及课外阅读教学提纲

小学四年级语文课文阅读及课外阅读一、《鸟的天堂》文段选读，完成练习起初周围是静寂的。后来忽然起了一声鸟叫。我们把手一拍，便看见一只大鸟飞了起来。接着又看见第二只，第三只。我们继续拍掌，树上就变得热闹了，到处(ch ǔ chù)都是鸟声，到处都是鸟影。大的，小的，花的，黑的，有的站在树枝上叫，有的飞起来，有的在扑翅膀。我注意地看着，眼睛应(yīng yìng)接不暇，看清楚了这只，又错过了那只，看见了那只，另一只又飞起来了。一只画眉鸟飞了出来，被我们的掌声一吓，又飞进了叶丛，站在一根小枝上兴(xìng xīng)奋地叫着，那歌声真好听。当小船向着高塔下面的乡村划(huà huá)去的时候，我回头看那被抛在后面的茂盛的榕树。我感到一点儿留恋。昨天是我的眼睛骗了我，那“鸟的天堂”的确是鸟的天堂啊！ 1.给文中加粗的字选择正确的读音。（在拼音下面划“√”） 2.用“---”画出具体说明“应接不暇”的意思的句子。 3按原文内容填空。（1）“大的，小的，花的，黑的’这是写了鸟的 .“有的……有的……有的……”是写了鸟的。从作者的描写中，我们不仅知道了这里的鸟儿、 .而且分明感受到了它们生活的和。（2）句式训练。那歌声真好听。该为反问句：

我回头看那被抛在后面的茂盛的榕树。缩句：作者说“昨天是我的眼睛骗了我”的意思：（3）最后一句话中，第一个“鸟的天堂”加引号是指；第二个没有加引号是指。（填序号） 1.对大榕树的称呼 2.这的确是鸟气息的好地方，是作者由衷的赞叹。二《题西林壁》 1、默写《题西林壁》并结合诗句理解词语。《题西林壁》只缘：__________不识：________________ 题：____________西林：________________ 横看：________________ 2、读《题西林壁》，按要求填空。（1）.《题西林壁》的作者是_____代诗人__________。前两句写了诗人从________、________不同的角度，处在______、______、______、______不同位置观看____________的感觉。这两句诗的意思是_________________________。（2）.俗话说：“当事者迷。”诗中有哪句诗说明这个道理，请填在横线上。 _____________________________________________________________ 3、从《题西林壁》这首诗中得到的启发是（） A.对复杂的事物，只要看到一方面，就可以推断出其它方面。 B.对复杂的事物，应多角度观察，多方面调查了解，抓住主要的方面思考。

小学语文教材把阅读课文分为三种类型课文

小学语文教材把阅读课文分为三种类型课文 -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN

小学语文教材把阅读课文分为三种类型课文。即：精读课文和略读课文。这是从语文阅读方法上对课文进行划分的。一、关于精读课的教学。 “精读课文”是在老师指导下进行阅读理解，让学生体会课文的主要内容，获悉文本传递的信息。教学策略上是以教师为主导，学生为主体，教法上落实一个“教”字，侧重激发学生阅读兴趣，培养学生阅读能力，习得阅读方法，养成阅读习惯。具体落实到课文中，我们该先思考学生“学什么”“怎么学”，再确定“教什么”“怎么教”呢？我们的做法就是找准每篇“精读课文”的“精读点”，以此为抓手，引导学生进行习得阅读方法，养成阅读习惯，提高阅读能力。 1．整体感知，确定精读点。初读自读课文，整体感知课文内容，既是一种重要的语文基本功的训练，又是把准文章精读点的重要环节。学生初读课文扫清“拦路虎”（即生字新词），初步把握文章的主要内容后，要引导学生根据《课标》学段、单元及课文的要求和特点来确定精读点，把准精读点，避免“眉毛胡子一把抓”“各种项目一齐上”的局面。2．重点感悟，突破精读点。 ①紧扣关键词，教活一课。许多精读课文，常常有“牵一发而动全身”的关键词。这些关键词语，或者揭示了文章的中心；或者点明了文章的情感；或者概括了文章的内容；或者暗示了文章的思路。教学设计时找准一篇课文的关键词，就可以紧扣这个关键词来重点

感悟，教活整篇课文。如《北京的色彩》可紧扣“壮丽而辉煌”作者从哪些地方写北京壮丽而辉煌的色彩（品析重点句子，梳理观察顺序：首先把我征服的，是北京的树叶。从机场进入市区--------漫游天坛------登香山---------攀登长城，漫游故宫（建筑），体会思想感情），你的头脑中还浮现出哪些壮丽而辉煌的色彩”来设计；《我的百草园》精读点：结合课后题1、说说百草园带给我哪些快乐？抓精读点：“乐”（不必说-------也不必说--------单说--------）捕鸟的动作理清观察顺序：先概括（不必说------）-也不必说-，后具体（单说--------捕鸟）《歌词两首》中《我的中国心》紧扣“中国心”，哪些诗句体现了作者的“中国心”这些诗句体现了作者什么样的情感你能读出作者对祖国的深深热爱之情吗《将相和》可紧扣“和”来设计。 ②抓住重点句，串联整篇。有些精读文章的作者，常常在文中精心安排了重点句，或揭示题旨；或点明中心；或概括内容；或抒发感情。抓住这些重点句，就提纲挈领，以一句串联全篇。如《鸟的天堂》课堂上需指导的点：那“鸟的天堂”的确是鸟的天堂啊！第一个“鸟的天堂”指的是什么？找出描写大榕树的有关段落（体会静态之美）；第二天，作者看到了群鸟欢腾的景象，体会这儿的确是鸟的天堂。《把耳朵叫醒》中的重点句子：把耳朵叫醒，注意倾听世界。相信总有一种声音是属于成功的。

小学五年级语文课文阅读练习题_1

小学五年级语文课文阅读练习题小学五年级语文课文阅读练习题班别：姓名：座号：得分：一、阅读《将相和》选段，回答问题。有一天，蔺相如坐车出去，远远看见廉颇骑着高头大马过来了，他赶紧叫车夫把车往回赶。蔺相如手下的人可看不顺眼了。他们说，蔺相如怕廉颇像老鼠见了猫似的，为什么要怕他呢！蔺相如对他们说∶“诸位请想一想，廉将军和秦王比，谁厉害？”他们说∶“当然秦王厉害！”蔺相如说∶“秦王我都不怕，会怕廉将军吗？大家知道，秦王不敢进攻我们赵国，就因为武有廉颇，文有蔺相如。（）我们俩闹不和，（）会削弱赵国的力量，秦国必然乘机来打我们。我所以避着廉将军，为的是我们赵国啊！” 蔺相如的话传到了廉颇的耳朵里。廉颇静下心来想了想，觉得自己为了争一口气，就不顾国家的利益，真不应该。于是，他脱下战袍，背上荆条，到蔺相如门上请罪。蔺相如见廉颇来负荆请罪，连忙热情地出来迎接。从此以后，他们俩成了好朋友，同心协力保卫赵国

1、“诸”字用音序查字法应查___ ___，“荆”用部首查字法应查__ _____。 2、在括号里填上恰当的关联词，并用这个关联词写一句话。 ______________________________________ ______________________________。 3、写出下列词语的近义词。削弱——（）进攻——（）同心协力——（） 4、不改变句子的意思，请将文中画横线的句子换一种说法。 5、从文中选项一个词语作为这个小故事的标题： 6、你认为蔺相如处处避让廉颇，做法对吗？ 7、结合本文段，说说你喜欢哪个人物，为什么？小学五年级语文课文阅读练习题班别：姓名：座号：得分：

白杨礼赞课文原文

白杨礼赞课文原文白杨树实在不是平凡的，我赞美白杨树！汽车在望不到边际的高原上奔驰，扑入你的视野的，是黄绿错综的一条大毡子。黄的是土，未开垦的荒土，几十万年前由伟大的自然力堆积成功的黄土高原的外壳；绿的呢，是人类劳力战胜自然的成果，是麦田。和风吹送，翻起了一轮一轮的绿波——这时你会真心佩服昔人所造的两个字“麦浪”，若不是妙手偶得，便确是经过锤炼的语言的精华。黄与绿主宰着，无边无垠，坦荡如砥，这时如果不是宛若并肩的远山的连峰提醒了你（这些山峰凭你的肉眼来判断，就知道是在你脚底下的），你会忘记了汽车是在高原上行驶。这时你涌起来的感想也许是“雄壮”，也许是“伟大”，诸如此类的形容词；然而同时你的眼睛也许觉得有点倦怠，你对当前的“雄壮”或“伟大”闭了眼，而另一种的味儿在你心头潜滋暗长了——“单调”。可不是？单调，有一点儿吧？然而刹那间，要是你猛抬眼看见了前面远远有一排——不，或者甚至只是三五株，一株，傲然地耸立，像哨兵似的树木的话，那你的恹恹欲睡的情绪又将如何？我那时是惊奇地叫了一声的。那就是白杨树，西北极普通的一种树，然而实在不是平凡的一种

树。那是力争上游的一种树，笔直的干，笔直的枝。它的干呢，通常是丈把高，像是加以人工似的，一丈以内绝无旁枝。它所有的丫枝呢，一律向上，而且紧紧靠拢，也像是加以人工似的，成为一束，绝无横斜逸出。它的宽大的叶子也是片片向上，几乎没有斜生的，更不用说倒垂了；它的皮，光滑而有银色的晕圈，微微泛出淡青色。这是虽在北方的风雪的压迫下却保持着倔强挺立的一种树。哪怕只有碗来粗细罢，它却努力向上发展，高到丈许，二丈，参天耸立，不折不挠，对抗着西北风。这就是白杨树，西北极普通的一种树，然而决不是平凡的树！它没有婆娑的姿态，没有屈曲盘旋的虬枝，也许你要说它不美丽，──如果美是专指“婆娑”或“横斜逸出”之类而言，那么白杨树算不得树中的好女子；但是它却是伟岸，正直，朴质，严肃，也不缺乏温和，更不用提它的坚强不屈与挺拔，它是树中的伟丈夫！当你在积雪初融的高原上走过，看见平坦的大地上傲然挺立这么一株或一排白杨树，难道你觉得树只是树，难道你就不想到它的朴质，严肃，坚强不屈，至少也象征了北方的农民；难道你竟一点也不联想到，在敌后的广大土地上，到处有坚强不屈，就象这白杨树一样傲然挺立的守卫他们家乡的哨兵！难道你又不更远一点想到这样枝枝叶叶靠紧团结，

L1 Half a Day--HYL

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