现代大学英语.ppt
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现代大学英语第5册精读5LessonTwoTwoK幻灯片
c) Climax - This is the highest point of interest and the turning point of the story. The reader wonders what will happen next; will the conflict be resolved or not?
will determine whether or not he/she gains his objective).
C. Conflict
Conflict is essential to plot. Without conflict there is no plot. It is the opposition of forces which ties one incident to another and makes the plot move. Conflict is not merely limited to open arguments, rather it is any form of opposition that faces the main character. Within a short story there may be only one central struggle, or there may be one dominant struggle with many minor ones.
the story “Two Kinds”
A. setting
B . plot
C. conflict D. Theme E. point of view F. Characters G. The Joy Luck Club and
Amy Tan
will determine whether or not he/she gains his objective).
C. Conflict
Conflict is essential to plot. Without conflict there is no plot. It is the opposition of forces which ties one incident to another and makes the plot move. Conflict is not merely limited to open arguments, rather it is any form of opposition that faces the main character. Within a short story there may be only one central struggle, or there may be one dominant struggle with many minor ones.
the story “Two Kinds”
A. setting
B . plot
C. conflict D. Theme E. point of view F. Characters G. The Joy Luck Club and
Amy Tan
现代大学英语第一册课件 PPT Unit One
Cling: to hold closely; to refuse to let go
He clung to the rope to keep from falling. Figurative meaning: cling to a purpose / outdated customs / the last hope
Байду номын сангаас
A matter of sth. / of doing sth.
a situation that involves sth. or depends on sth. E.g. Learning is a matter of seeing much, suffering much and studying much. Some people like pop music while others prefer serious music. It’s a matter of taste.
Vain: fruitless
In vain: without result e.g. Our labor was in vain. vain talk / a vain attempt / vain promises vain talker
Variety: quality of not being the same
现代大学英语第一册
杨立民
Unit 1
Half a Day
by Naguib Mahfous
Background Information
Naguib Mahfous 纳吉布•马福兹 纳吉布 马福兹
Naguib Mahfous is the first Arabian language author awarded the Nobel Prize in literature(1988). He has been described as the “Dickens”(迪更斯 1812-1870， 英国著名现 实主义小说家)of Cairo Cafés and the “Balzac” (巴尔扎克，1799-1850，法国著名小说 家)of Egypt.
现代大学英语精读1—lesson13PPT课件
• Examples:
trim his moustache
trim a budget
in good trim
.
12
3. loiter
• 1) to stand or wait somewhere, esp. in a public place, without any clear reason
• e.g. The tourists ~ed about the town square, browsing through several of the shops.
.
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5. strike
• A thought struck him like a silver dagger: An idea suddenly crossed his mind.
• Strike • 1) to some suddenly to the mind of; occur to • e.g. It ~s us that you are wrong. • The discussion ~s me as pointless. • 2) to have a particular effect on; impress • e.g. How does this play strike you? • It struck me as rather odd that he lied to me. • His diligence struck his teacher favorably.
• Came to China: 3 months old
• Period of stay in China: 40years
• Residential area: Zhenjiang, Jiangsu Province
现代大学英语第二版unit1PPT演示课件
Theme & Structure
20
Theme
The text gives us a general description of college students’ development or changes on campus.
The text is helpful in learning new knowledge, updating old thoughts, getting new habits and taking much self-confidence to tackle with challenges.
3. Topic sentence: • e.g. paras. 3, 5, 10
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Techniques in Paragraph Development
1. Development: • quotation: in…(source); according to • categorization: first, second, …; one…another…; in addition to… • illustration/example
3. What changes have you made after one-year study in Zhejiang University of Technology?
3
There are
four seasons
in one’s
college years,
representing
different
• Identity is highly relational.
• identity crisis: the difficulties, confusions and anxieties that one goes through when he/she is not sure who he/she is and what his/her purpose in life is
现代大学英语 精读3(第三版)教学课件B3U1.pptx
现代大学英语精读3（第三版）教学课件B3U1.pptx1. 简介本文档是《现代大学英语精读3（第三版）教学课件B3U1.pptx》的教学指导文档，旨在协助教师进行教学，并提供学生参考。
该课件是现代大学英语精读3（第三版）教材的第一单元课件，涵盖了课文中的重要内容和练习。
本文档将为教师提供详细的课件内容介绍和教学建议。
2. 课件内容2.1 词汇与短语2.1.1 单词本单元的词汇包括：attain, superior, devotion, lofty, assimilate, grace, vocation, premise, vanity等。
这些词汇都是本单元课文中频繁出现的关键词汇，学生需要掌握其词义和用法。
2.1.2 短语本单元的短语包括：be indicative of, bring out, take…seriously, measure up to, in good part等。
教师可以通过例句和实例来帮助学生理解这些短语的含义和用法。
2.2 阅读理解本单元的阅读理解部分涵盖了三篇文章，分别是《选择正确的途径》、《智慧的力量》和《忠诚的战士》。
教师可以通过课件中的题目和文字说明帮助学生理解文章内容，并进行讨论和解答相关问题。
2.3 语法与写作本单元的语法重点是介词和非谓语动词的用法。
教师可以利用课件中的例句和练习来讲解和巩固学生对这些语法知识的掌握。
此外，课件还包括写作部分，教师可以引导学生根据所学的语法知识写作相关的练习作文。
3. 教学建议3.1 教学方法教师可以采用多种教学方法来教授本单元内容，如讲解法、示范法和讨论法等。
在讲解词汇和短语时，可以先通过示范法来引导学生正确使用，然后进行讨论和实践。
在阅读理解部分，可以采用讨论法来引导学生分析文章内容，并提出自己的见解和观点。
在语法与写作部分，可以通过讲解法和实践法相结合，引导学生掌握语法知识，并培养写作能力。
3.2 学生活动教师应鼓励学生积极参与课堂活动，并提供一些学生活动的建议，如词汇卡片制作和交流、小组讨论、写作练习等。
《现代大学英语》PPT课件
information such as is not furnished by 99% of the newspapers in the United States.
18
paralleled paradoxes: Without recognizing this we will end up
(2) Antithesis:
a) outer city of wealth and comfort vs. inner city of poverty and despair
b) dark yesterdays vs. bright tomorrows;
C) on the basis of the content of their
of signs and symbols that deals especially with their function in both artificially constructed and natural languages and comprises syntactics, semantics, and pragmatics
he can never advocate violence.
19 Antithesis
For through violence you may murder a
murderer but you can't murder murder.
Through violence you may murder a liar
life, the Negro has a double share.
There are twice as many unemployed. The rate of infant mortality among Negroes
18
paralleled paradoxes: Without recognizing this we will end up
(2) Antithesis:
a) outer city of wealth and comfort vs. inner city of poverty and despair
b) dark yesterdays vs. bright tomorrows;
C) on the basis of the content of their
of signs and symbols that deals especially with their function in both artificially constructed and natural languages and comprises syntactics, semantics, and pragmatics
he can never advocate violence.
19 Antithesis
For through violence you may murder a
murderer but you can't murder murder.
Through violence you may murder a liar
life, the Negro has a double share.
There are twice as many unemployed. The rate of infant mortality among Negroes
现代大学英语精读2课件ppt
从使用情况来看，闭胸式的使用比较 广泛。 敞开式 盾构之 中有挤 压式盾 构、全 部敞开 式盾构 ，但在 近些年 的城市 地下工 程施工 中已很 少使用 ，在此 不再说 明。
Warming -up
Topic discussion: 1. Can you summary what you got from the University last semester? 2. What do you expect from a new semester? 3. Do you think you can fulfil that? If you think you can , how? If you think you can’t, why not?
---- Mark Twain
从使用情况来看，闭胸式的使用比较 广泛。 敞开式 盾构之 中有挤 压式盾 构、全 部敞开 式盾构 ，但在 近些年 的城市 地下工 程施工 中已很 少使用 ，在此 不再说 明。
Text analysis
What did the writer do after he was fresh from graduate school?
Topic discussion
Suggested answers:
1. To give Ss sufficient training for a career. 2. To expose Ss to the essence of human
civilization 3. To cultivate the qualities of being a human 4. To gather useful information and knowledge 5. To encourage intellectual curiosity and cultural
Warming -up
Topic discussion: 1. Can you summary what you got from the University last semester? 2. What do you expect from a new semester? 3. Do you think you can fulfil that? If you think you can , how? If you think you can’t, why not?
---- Mark Twain
从使用情况来看，闭胸式的使用比较 广泛。 敞开式 盾构之 中有挤 压式盾 构、全 部敞开 式盾构 ，但在 近些年 的城市 地下工 程施工 中已很 少使用 ，在此 不再说 明。
Text analysis
What did the writer do after he was fresh from graduate school?
Topic discussion
Suggested answers:
1. To give Ss sufficient training for a career. 2. To expose Ss to the essence of human
civilization 3. To cultivate the qualities of being a human 4. To gather useful information and knowledge 5. To encourage intellectual curiosity and cultural
现代大学英语精读四课件PPT
11
In the year 1960 the Union Africa celebrated its Golden Jubilee, and there was a nationwide sensation when the one-thousand-pound prize for the finest piece of sculpture was won by a black man, Edward Simelane.
In the year 1960, the Union of South Africa celebrated its fiftieth anniversary, and there was a great excitement throughout the country when people heard that the prize for the finest piece of sculpture was won by a black man.
Word formations sensational (a.) sensationalize (v.)
9
17. sensation (2) n.
a feeling that you get from one of your five senses, 感官的感觉能力 The sensation of sight 视觉 Sensation of tiredness 疲劳感 He could feel no sensation in his arm. 他觉得自己的手臂麻木了。
• A Drink in the Passage
1
Author Alan Paton (1903-1988)
2
Alan Paton was born in Pietermaritzburg, South Africa. He started his career by teaching at a school in Ixopo. The dramatic career change to director of a reformatory (管教所）for black youths at Diepkloof, near Johannesburg, had a profound effect on his thinking. The publication of Cry, the Beloved Country (1948) made him one of South Africa’s best known writers, and by the time he died, it had sold over 15 million copies. Following his non-racial ideals, he helped to found the South African Liberal Party and became its president.
In the year 1960 the Union Africa celebrated its Golden Jubilee, and there was a nationwide sensation when the one-thousand-pound prize for the finest piece of sculpture was won by a black man, Edward Simelane.
In the year 1960, the Union of South Africa celebrated its fiftieth anniversary, and there was a great excitement throughout the country when people heard that the prize for the finest piece of sculpture was won by a black man.
Word formations sensational (a.) sensationalize (v.)
9
17. sensation (2) n.
a feeling that you get from one of your five senses, 感官的感觉能力 The sensation of sight 视觉 Sensation of tiredness 疲劳感 He could feel no sensation in his arm. 他觉得自己的手臂麻木了。
• A Drink in the Passage
1
Author Alan Paton (1903-1988)
2
Alan Paton was born in Pietermaritzburg, South Africa. He started his career by teaching at a school in Ixopo. The dramatic career change to director of a reformatory (管教所）for black youths at Diepkloof, near Johannesburg, had a profound effect on his thinking. The publication of Cry, the Beloved Country (1948) made him one of South Africa’s best known writers, and by the time he died, it had sold over 15 million copies. Following his non-racial ideals, he helped to found the South African Liberal Party and became its president.
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LESSON ONE HALF A DAY
Preliminary understanding of the text
LESSON ONE HALF A DAY
Analyze the Title
Questions evoked by the title
➢ whose half a day? ➢ what did he do during half a day? ➢ Where did it happen?
➢Did you feel you were a stranger the first day you arrive? ➢ Did you find the university just as you had imagined? In what way it was, and in what way it wasn’t? ➢ Do you have trouble adjusting to life here? ➢ What do you think of the business of the university? What do you think you should do to get most out of college?
LESSON ONE HALF A DAY
Structure of the Text
➢ Part I (Para.1-para.7) The boy’s misgivings about school
➢Part II (Para.8- para.16) How the boy felt about school
5. I don’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.) “ there is no good to be had in doing”: It’s no use/no good doing sth. ”to tear oneself away from…”: to leave a place or a person unwillingly because one has to. ENGLISH
现代大学英语
主讲: 庄玉芳
LESSON ONE HALF A DAY
LESSON ONE HALF A DAY
Warming-Up Topic My first Day at the College
➢ Was it hard for you to leave home for the first time in your life? Who went to see you off at the railway station? What did he/her day to you on the way?
LESSON ONE HALF A DAY
4. Why do I have to go to school? I don’t think I’ve done something wrong to be punished like this. ( Little children often think that taking them away from Mom is the worst punishment.)
LESSON ONE HALF A DAY
1. I wasn’t happy as I usually was when I had clothes on. 2. “to throw sb. into/ out of a place”: to force sb. to
leave a place. --- They’ll thrown me out (of school) if I fail three exams. 3. My mother was anxious to know how my father would get me to go, and I turned towards her hoping she 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.
➢Part III (Para.17- para.20) The change of the outside world and himself after school
LESSON ONE HALF A DAY
Detailed Study of the Text Part I (para.1- para.7)
LESSON ONE HALF A DAY
Discussion: How did the boy feel the first day he went to school?
1. They did not make me happy. (para.1) 2. … as this was the day I was to be thrown into school for the first time. (para.1) 3. My mother stood at the window watching our progress and I turned towards her form time to time, hoping she would help. (para. 2) 4. Why school? What have I done? (para.3) 5. 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) 6. I hesitated and clung to his hand (para.7)