Half a day

Half a DayNaguibMahfousAbout the AuthorName: NaguibMahfous纳吉布·马哈福兹Nationality:EgyptianDates: From Dec.1911 to Aug. 2006 Birthplace:an old quarter of CairoEducation: studied philosophyat auniversity ofCairo, graduating in 1934.Job: in university administrationas a civil servantas a journalist（记者）Influence: 1st Arab to win the Nobel Prize for literature in 1988described as "a Dickens of the Cairo cafés" and "the Balzac of Egypt".Half of his novels have been made into filmsAbout the AuthorWorks: no fewer than 30 novels, more than 100 short stories, and more than 200 articles●the Cairo Trilogy in 1957●Children of Gebelawi in 1959 (Prize novel for the reasonthat "who, through works rich in nuance - nowclear-sightedly realistic, now evocatively ambiguous -has formed an Arabian narrative art that applies to allmankind"(他通过大量刻画入微的作品—洞察一切的现实主义，唤起人们树立雄心—形成了全人类所欣赏的阿拉伯语言艺术)●the Thief and the Dogs in 1961《小偷与狗》●Small Talk on the Nile in 1966《尼罗河上的絮语》About the Half a Day●First published in Arabic in 1989as part of a short story collectionentitled The False Dawn.●Included in an English-language collection entitled The Time andthe Place in 1991.●Belongs to his later phase and characterized by a shift from socialrealism to a more modern, experimental mode of writing.●An allegorical taleimplicates a commentary on the humancondition; an entire life span is experienced as only ''half a day'' in the school of life and also alludes to the cycle of life, whereby the narrator passes through childhood, middle age and old age in the course of one day.●Uses a strategy commonly used in fiction writing –theprotagonist returns after being absent for a short time to find everything changed beyond recognition. The best example is Rip Van Winkle, a short story by American writer, Washington Irving.●This technique is often used to emphasize rapid changes insociety.Structure●Plot故事情节: a little boy’s first time to go to school●Setting背景: on the way to schoolat schoolon the way home●Protagonist/Narrator主人公/讲述人: “I”–the boy in thestory●Theme of the story主题: rapid changes in societyThree Parts●Para. 1-7: t he boy’s reluctance to go to schoolHis misgivings about school●Para. 8-16: t he Boy’s life at school:Rich and colorful, Requiringdiscipline and hard workPara. 17-20: at the end of school day:Everything has changed!●Detailed Analysis—para1S1---I walked alongside my father, clutching his right hand.1. What’s the function of the –ing form clutchinghis right hand?2. Who clutched his right hand?3. Can you find some other –ing form in this passage whose function is the same as clutching his right hand?S2---All my clothes were new:the black shoes, the green school uniform, and the red cap.S3---They did not make me happy, however, as this was the day I was to be thrown into school for the first time.1. What does They refer to?2. What is the function of the clause I was to bethrown into school for the first time?3. Can you identify the sentence type?Simple sentence, Compound sentenceComplex sentence orCompound-complex sentence4. What’s the p art of speech of however?the minute/moment (that)... as soon as... 一...就...: I want to see him the minute (that) he arrives. 他一来到我就要见他.Detailed Analysis—para2S1---My mother stood at the window watching our progress, and I turned towards her from time to time, hoping she would help.1. Can you identify the sentence type?2. Can you find the logical subject of the present participle phrases watching our progress and hoping she would help?3. What do you get from the phrase hoping she would help?4. What does watching our progress mean?Detailed Analysis—para2S2---We walked along a street lined with gardens and fields planted with crops, pears, and date palms.1. What’s the function of lined with gardens and planted with crops?2. Can you put in the omitted parts of lined with gardens and planted with crops?3. Can you find some more in this passage?Descriptive PhrasesCompare:1.People who are unhappy with the amount of spam they receiveshould write to their lawmakers.2.People unhappy with the amount of spam they receive should writeto their lawmakers.3.Pierre Omidyar, who is the founder of eBay, is one of the richest menin the world.4.Pierre Omidyar, the founder of eBay, is one of the richest men in theworld.5.One-half of all of the e-mail that is sent today is spam.6.One-half of all of the e-mail sent today is spam.7.There are about 11 million items that are listed on eBay.8.There are about 11 million items listed on eBay.9.A man who is living in Florida retired at the age of 37 after makingmillions in the spam business.10.A man living in Florida retired at the age of 37 after making millions inthe spam business.Detailed Analysis—para2S2---We walked along a street lined with gardens, and fields planted with crops: pears, and date palms.Descriptive PhrasesCompare:11.Shoppers who are using eBay can locate a hard-to-find item.12.Shoppers using eBay can locate a hard-to-find item.13.Spam, which is unwanted commercial e-mail, is an annoyingproblem.14.Spam, unwanted commercial e-mail, is an annoying problem.15.eBay, which is an auction Web site, is very popular.16.eBay, an auction Web site, is very popular.17.A man who is in Florida retired at the age of 37.18.A man in Florida retired at the age of 37.19.Pierre, who is from France, created eBay.20.Pierre, from France, created eBay.Detailed Analysis—para2S2---We walked along a street lined with gardens, and fields planted with crops: pears, and date palms.3. From above, can you summarize the similarities of all these sentences?Descriptive PhrasesLanguage Note:1. A descriptive phrase can be essential or nonessential. A nonessentialphrase is set off by commas.People unhappy with the amount of spam they receive should writeto their lawmakers.Pierre Omidyar, the founder of eBay, is one of the richest men in theworld.2.An appositive is always nonessential., an online store, is a very popular Web site.Detailed Analysis—para3S1---"Why school?" I asked my father. "What have I done?”1. What’s the feeling of the boy?2. What’s the elliptical sentence?3. What is the rhetorical question?Summary—para1-3What do you get from these paragraphs?The boy’s feelingHelpless—new clothes did not make me happy Thrown into schoolFrom time to timeHoping she would helpWhy school? What have I done?Detailed Analysis—para4S3---It's a place that makes useful men out of boys.1. make…(out) of sb/sth: cause sb/sth to be orbecome sth使某人[某事物]处於某状况或变成某事物:使其成为争论之点.Eg.W e'll make a footballer of him yet.我们还是要把他造就成优秀的足球运动员Don't make a habit of it/Don't make it a habit.不要养成那样的习惯.2. What is the function of that makes useful menout of boys? Can you find some more in this passage?3. Can you identify the sentence type?Detailed Analysis—para5S2---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.1. It is no good/use doing sth. Or There is no good to be had in doing sth.: It is not useful to do 做…没有什么用处eg. It’s no good crying over spilt milk. 覆水难收It’s no use talking to him2. tearoneself/sb. away from ...:leave sb/sthreluctantly 勉强使离开，忍痛舍去Eg.Do tear yourself away from the television and come out for a walk. 你别舍不得离开电视了, 出去散散步吧.The young artist couldn't tear himself awayfrom da Vinci's Mona Lisa.He couldn’t tear himself away from the book.3. Can you identify the sentence type?Detailed Analysis—para6S1---When we arrived at the gate we could see the courtyard, vast and full of boys and girls.1. What’s the function of the adjective phrase vastand full of boys and girls?2. Can you put in the omitted parts of this phrase?3. Can you identify the sentence type?Detailed Analysis—para7S1---I hesitated and clung to his hand, but he gently pushed me from him.1. Can you identify the sentence type?2. What’s the base/original form of clung?Fling: 扔, 抛, 掷Sting: 蜇（伤）, 刺（伤）（某人）String: 装弦, 用线或细绳将…穿起来Swing: 摆动, 摇摆S2---“Be a man,” he said.1. What does man mean here?S3---Y ou will find me waiting for you when it's time to leave. "1. What’s the function of waiting for you?2. Can you tell the difference between object complement andpresent participle as adverbial?Can you tell the difference between object complement and direct object?3. Can you identify the sentence type?4. Complete the Ex6 on page 14.Detailed Analysis—para8I 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?"Detailed Analysis—para11S1---I did not know what to say.1. question word + to do sthS2---The gate was now closed.1. What’s the function of closed? Is it a past participle as adjective or a past participle to form a passive voice?Detailed Analysis—para11S3---Some of the children burst into tears.burst into: send out or produce sth suddenly and violently 突然而猛烈地发出或产生出某事物eg. The aircraft crashed and burst into flames. 飞机坠毁起火.burst into tears, song, angry speech突然哭﹑唱﹑吵起来trees bursting into leaf/ bloom/ blossom/flower 长出新叶[开花]的树木burst out●speak suddenly and with feeling; exclaim突然激动地说; 叫嚷:Eg.`I hate you!' she burst out.‘我讨厌你!’ 她叫嚷道.●(with the -ing form 与-ing连用) suddenly begin (doing sth) 突然开始（做某事）:Eg.burst out crying/laughing/singing突然哭起来[笑起来/唱起来].Detailed Analysis—para11S5---A lady came along, followed by a group of men.1. What’s the function of followed by a group of men?S6---The men began sorting us into ranks.1. sort: ~ sth (out) (into sth); ~ sth (out) from stharrange things in groups; separate things of one type, class, etc from things ofother types, etc 将事物分类; 整理:Eg. He was sorting his foreign stamps into piles. 他正在整理外国邮票, 都分成一摞一摞的.We must sort out the good apples from the bad. 咱们得把好苹果拣出来, 同坏的分开.2. Can you list some verbs which should be followed by doing sth or by to do sth or both?The following verbs take a gerund.admit advise* allow* appreciate avoid consider delaydeny discuss dislike enjoy escape excuse finish forbid*imagine include keep (on) mind miss permit*postpone practice quitrecommendresentresist risk stand stop suggest*Allow doing sth allow sb to do sthDetailed Analysis—para11S7---We were formed into an intricate pattern in the great courtyard surrounded by high buildings;from each floor we wereoverlooked by a long balcony roofed in wood.1. Can you identify the sentence type? Why?2. What’s the function of the past participle phrases surrounded by high buildings and roofed in wood?Detailed Analysis—para13S1---Well, it seemed that my misgivings had had no basis.1. What’s the function of the clause that my misgivings had had no basis?2. Why the author use the two different tenses?3. What does the author convey to the reader?S2---From the first moments I made many friends and fell in love with many girls.1. What does the author convey to the reader?S3---I had never imagined school would have this rich variety of experiences.1.How can you explain the two different tenses?2.What are the experiences?Detailed Analysis—para14S2---In the music room we sang our first songs. 1. What’s the base/original form of sang?Bgin, drink, ring, swim, spring*shrink收缩; 萎缩shrank, shrunk/shrunken (定语) *sink下沉sank, sunk/sunken(定语)*spin旋转spun/span(古语), spunS4---We saw a globe of the Earth, which revolved and showed the various continents andcountries.1. What’s the function of the clause which revolvedand showed the various continents andcountries?S5---We started learning numbers, and we were told the story of the Creator of the universe.1. What does the Creator means?2. Can you identify the sentence type? Why?Detailed Analysis—para14S6---We ate delicious food, took a little nap, and woke up to go on with friendship and love, playing and learning.1. Can you identify the sentence type? Why?2. What’s the function of the phrase playing and learning?3. What’s the function of the infinitive phrase to go on with friendship and love?4. What’s the difference between the result infinitive and purpose infinitive?Detailed Analysis—para15S1---Our path, however, was not totally sweet and unclouded.1. What’s part of speech of however?S2---We had to be observant and patient.1.observant●quick at noticing things 善於观察的; 机警的; 注意的:eg. An observant shop assistant had remembered exactly what the man was wearing. 有个机警的店员准确记得那个男子的穿着.Journalists are trained to be observant. 新闻记者都要训练成有敏锐观察力的人.●(fml文) careful to obey laws, customs, traditions, etc（对法律﹑习俗﹑传统等）谨慎遵守的: Eg. observant of the rules 遵守规则.Detailed Analysis—para15S3---It was not all a matter of playing and fooling around.1. a matter of: situation, question or issue that depends on sth else 取决於某事的情况﹑问题或事情:Eg. Dealing with these problems is all a matter of experience.处理这些问题全凭经验.Success in business is simply a matter of knowing when totake a chance. 商业上的成功就在於把握时机.2. fool around/about:●behave stupidly or foolishly 干蠢事:eg. Stop fooling about with that knife or someone will get hurt.不要摆弄那把刀, 会伤人的.●waste time; be idle 虚度光阴; 胡混:eg. I was meant to be working on Sunday, but I just fooled around all day. 星期日我本应工作的, 但却闲混了一整天.3. What’s the part of speech of the word all?Detailed Analysis—para15S4---Rivalries could bring about pain and hatred or give rise to fighting.1. bring about: cause sth to happen 使（某事物）发生; 导致:Eg.bring about reforms, a war, sb's ruin导致改革﹑战争﹑某人的毁灭The Liberals wish to bring about changesin the electoral system.自由党人想要改变选举制度.2. give rise to sth: (fml文) cause sth引起﹑导致某事物:Eg. Her disappearance gave rise to the wildest rumours.她失踪一事引起了各种流言蜚语.3. What does Rivalries means?S5----And while the lady would sometimes smile, she would often yell and scold.1. What’s the part of speech of while?2. What does would mean?Detailed Analysis—para15S6---Even more frequently she would resort to physical punishment.1.resort to sth: make use of sth for help; adopt sthas an expedient 求助於或诉诸某事物; 采取某手段或方法应急或作为对策:eg. If negotiations fail we shall have to resort to strike action.假若谈判失败, 我们就采取罢工行动.resort to violence, deception, trickery, etc靠暴力﹑欺骗﹑欺诈等.2. What does physical punishment means?Detailed Analysis—para16S1---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.1.there is some/no question of sth happening/sb doing sth there is a/no possibility of 有[没有]...的可能性:eg. There was some question of selling thebusiness. 有可能将公司转让.There will be no question of anyone beingmade redundant(多余的, 被解雇的, 失业的). 决不可能裁掉任何人2. the paradise of home: metaphor3. What’s metaphor and what’s difference betweenmetaphor and simile?Detailed Analysis—para16S2---Nothing lay ahead of us but exertion, struggle, and perseverance.1. What’s the part of speech of but?2. but(used after the negatives nobody, none, nowhere, etc, thequestion words who, where, etc, and also all, everyone, anyone, etc 用於否定词nobody﹑none﹑nowhere等和疑问词who﹑where等之後, 以及all﹑everyone﹑anyone等之後) except (sb/sth); apart from; other than 除（某人[某事物]）以外; 此外;不同於:Eg. Everyone was there but him. 除了他之外, 所有的人都在.Nobody but you could be so selfish.除了你之外, 谁也不会这样自私.Nothing but trouble will come of this plan.这个计划只能带来麻烦.Right now he thinks about nothing but his research.She ate nothing but an apple for lunch.Detailed Analysis—para16S3---Those who were able took advantage of the opportunities for success and happiness that presented themselves.1. Can you analyze the sentence structure?2. take advantage of●make use of sth well, properly, etc充分利用:eg. They took full advantage of the hotel's facilities.他们充分利用旅馆设备.●make use of sb/sth unfairly or deceitfully to get what one wants利用sb或sth:eg. He's using his charm to try to take advantage of her.他用魅力企图占她的便宜.3. present●present onself for sth (of a person) appear or attend （指人）出现, 出席:eg. You will be asked to present yourself for interview. 要求你到场面试.I have to present myself in court on 20 May. 我须於5月20日出庭.●present itself to sb(of an opportunity, a solution, etc) show itself (to sb);occur（指机会﹑解决办法等）（对某人）显露, 产生:eg. A wonderful opportunity suddenly presented itself.突然有了个绝妙的机会.The answer presented itself to him when he looked at the problem again.Detailed Analysis—para17S1---The bell rang, announcing the passing of the day and the end of work.1. What’s the function of announcing the passing of the day?S2---The children rushed toward the gate, which was opened again.1. What’s the function of the clause which was opened again?S4---I looked around but found no trace of my father, who had promised to be there.1. What’s the function of the clause who had promised to be there?2. How do you understand the different tenses?Detailed Analysis—para17S6---When I had waited for a long time in vain, I decided to return home on my own.1. Can you identify the sentence type?2. What’s part of speech of home and return?3. in vain:●with no result; uselessly 无结果地; 徒然:eg. try in vain to sleep 怎麽也睡不着.●fruitless or useless 无效果的; 无用的:eg. All our work was in vain. 我们的工作全都白干了.4. on my own: alone, by oneself; without helpS7---I walked a few steps, then came to a startled halt.1. come/draw to a halt: to stopEg. Production has come to a halt owing to the lackof raw materials.由于缺少原料,生产已陷入停顿。

half a day写作风格半日风格注：日常英文简称half day。

即一个半天的意思。

其特点是：简单，直接，不太拘泥于形式，例如写某某小学，一般就写SM小学或SM中学，其他的都省略。

虽然是半日，但我还是抓紧了这段时间，做到了今日事，今日毕。

下午的作业就快完成了。

在心里还对自己说：“好，你写完后要多复习，争取明天做得更好！”转眼一想，明天就开学了，又会有新的任务等着我，所以，明天还得加油！但一整天的表现却是这样的：头脑一片空白，既没有预习，也没有复习。

总而言之，不过是低头做作业，随便应付了一些事情罢了。

听，有什么声音？是上课的铃声！时间终于来临了，开始上课了。

课堂上的一切像幻灯片一样闪过，我知道，该听讲了。

铃响了，我赶忙坐端正。

开始，老师在上面滔滔不绝地讲课，我们认真听着。

忽然，老师提出了一个问题：“ What is your favourite colour？”哇，全班都举手回答。

真巧啊，我也举起了手，说：“ Pink！”老师问我们喜欢哪个季节。

“ Winter！”同桌说道。

“ Winter”，我忽然觉得：“ Why？ Why？”“ It’ s time to prepare for the cold weather”，同桌回答道。

“ Winter”，这个词深深地刻在我的心里，永远挥之不去。

虽然只有半日的时间，但我却把它当成了我人生中的最后一天。

不管怎样，我已经尽力了。

这次，我得到了60分。

放学时，班长向我递来了“ first winner”的奖状。

我走到家门口，按了按门铃，妈妈出来开门了，看到我的笑脸，妈妈笑了。

How much love， how much， how much？！！一周又一周的学习终于结束了。

我背上书包，和同学告别，踏上了回家的路程。

忽然发现，脚很重，原来书包里装满了试卷。

我拿着试卷，走在路上，迎面吹来了一阵风，树叶“沙沙”地响着，那是秋天的独奏曲。

前方是黑暗的，但我的身旁却充满了温暖，暖流在心中涌动。

halfaday课文寓意读后感
课文《Halfaday》是美国记者和文学家著名作家考特拉塞尔写的。

它讲述了一个古老而富有感染力的故事，让读者体会到一种深厚的情感和认识。

读过课文，我对它有着深刻的感受。

该文以一个快乐的童年时光为主题，让读者体会到当时的喜悦和快乐，它也让我感受到童年时光的快乐和美好。

当我读到白山小女孩Halfaday和她的爸爸坐在马车上饱览四季景色，我不由得陷入了一种美好的感动中。

在文中，Halfaday有一种深沉的智慧，她懂得如何从大自然中体会到季节的变化，她的爸爸教会了她如何去享受大自然的美丽，让她体会风之亦散。

她也在每个季节中学会了不同的东西，例如在春天，学会去观赏春景的美丽;在夏天，学会对抗夏日的炎热;在秋天，学会欣赏枫叶的色彩;在冬天，学会欣赏雪的美丽。

通过不断的学习，Halfaday明白了自然界变化无常，人生道路也是一样，只有坚持不懈，才能走到一个更好的未来。

从文章中，我学会了很多，聆听自然界的声音，体会大自然的变化，懂得去有礼貌的对待自然界，不要滥用大自然的资源，更感受到了勇于担当的勇气，无论多么艰难，只要坚持不懈就一定能走到美好的明天。

《Halfaday》这篇课文，让我懂得了很多，它让我体会到一种深沉的情感，也让我了解到一种深刻的认识，也让我更加珍惜眼前所有的美好，并勇敢地面对挑战，不断开拓自己的远景，勇敢追逐梦想，
把自己的梦想变成现实。

现代大学英语精读Lesson One Half aDay原文及翻译Lesson One: Half a DayAs I XXX。

XXX his right hand。

My new black shoes。

green school uniform。

and red cap did not bring me any joy。

Today was the day I would be forced to attend school for the first time.XXX us from the window。

and I looked back at her。

hoping she would save me。

We walked down a street with gardens and fields filled with pears and date palms.Why do I have to go to school?" I asked my father。

"What did I do?"He chuckled and replied。

"I'm not punishing you。

School XXX men。

Don't you want to be useful like your brothers?"XXX from my home and thrown into a large。

high-walled building would do me any good.When we reached the gate。

the courtyard XXX me to go in alone and join them。

XXX to his hand。

he urged me to be brave and start this new chapter of my life。

精读half a day的主旨"Half a Day" is a thought-provoking short story written by Naguib Mahfouz. The main theme of the story revolves around the concept of time and the fleeting nature of human existence. Through a powerful narrative, Mahfouz takes the readers on a journey that explores the different stages of life and the inevitable passage of time.The story begins with a young boy's excitement about his first day at school. As the narrative progresses, it transforms into a metaphorical tale of life itself. The boy's experience at school is used as a representation of the stages of life, including childhood, adolescence, adulthood, and old age.Throughout the story, Mahfouz conveys the idea that time slips away faster than we realize. The protagonist's transition from a curious little boy to an elderly man happens in the blink of an eye. The author uses vivid imagery and poignant descriptions to depict the passage of time and its impact on human life.Symbolism is also heavily employed in the story. The school itself becomes a symbol of the journey of life, with different classrooms representing different stages. The classroom without walls, where time seems to stand still, represents the euphoric and timeless nature of childhood. As the protagonist moves through different classrooms, he encounters newfound responsibilities, societal pressures, and eventually faces his own mortality.The main message conveyed in "Half a Day" is the importance of cherishing every moment and living life to the fullest. The story serves as a reminder that life is too short and time is a finite resource that should not be taken for granted. Ultimately, Mahfouz prompts readers to reflect upon the brevity of human existence and the significance of embracing every stage of life.In conclusion, the main theme of "Half a Day" by Naguib Mahfouz is the passage of time and the ephemeral nature of life. Through the protagonist's journey, the authorencourages readers to appreciate the present, cherish the past, and be mindful of the fleeting moments that make up our existence.。

Half a DayNaguibMahfousAbout the AuthorName: NaguibMahfous纳吉布·马哈福兹Nationality:EgyptianDates: From Dec.1911 to Aug. 2006 Birthplace:an old quarter of CairoEducation: studied philosophyat auniversity ofCairo, graduating in 1934.Job: in university administrationas a civil servantas a journalist（记者）Influence: 1st Arab to win the Nobel Prize for literature in 1988described as "a Dickens of the Cairo cafés" and "the Balzac of Egypt".Half of his novels have been made into filmsAbout the AuthorWorks: no fewer than 30 novels, more than 100 short stories, and more than 200 articles●the Cairo Trilogy in 1957●Children of Gebelawi in 1959 (Prize novel for the reasonthat "who, through works rich in nuance - nowclear-sightedly realistic, now evocatively ambiguous -has formed an Arabian narrative art that applies to allmankind"(他通过大量刻画入微的作品—洞察一切的现实主义，唤起人们树立雄心—形成了全人类所欣赏的阿拉伯语言艺术)●the Thief and the Dogs in 1961《小偷与狗》●Small Talk on the Nile in 1966《尼罗河上的絮语》About the Half a Day●First published in Arabic in 1989as part of a short story collectionentitled The False Dawn.●Included in an English-language collection entitled The Time andthe Place in 1991.●Belongs to his later phase and characterized by a shift from socialrealism to a more modern, experimental mode of writing.●An allegorical taleimplicates a commentary on the humancondition; an entire life span is experienced as only ''half a day'' in the school of life and also alludes to the cycle of life, whereby the narrator passes through childhood, middle age and old age in the course of one day.●Uses a strategy commonly used in fiction writing –the protagonistreturns after being absent for a short time to find everything changed beyond recognition. The best example is Rip Van Winkle, a short story by American writer, Washington Irving.●This technique is often used to emphasize rapid changes insociety.Structure●Plot故事情节: a little boy’s first time to go to school●Setting背景: on the way to schoolat schoolon the way home●Protagonist/Narrator主人公/讲述人: “I”–the boy in thestory●Theme of the story主题: rapid changes in societyThree Parts●Para. 1-7: t he boy’s reluctance to go to schoolhelplessHis misgivings about school●Para. 8-16: t he Boy’s life at school:Rich and colorful, Requiringdiscipline and hard work●Para. 17-20: at the end of school day:Everything has changed!Detailed Analysis—para1S1---I walked alongside my father, clutching his right hand.1. What’s the function of the –ing form clutchinghis right hand?2. Who clutched his right hand?3. Can you find some other –ing form in this passage whose function is the same as clutching his right hand?S2---All my clothes were new:the black shoes, the green school uniform, and the red cap.S3---They did not make me happy, however, as this was the day I was to be thrown into school for the first time.1. What does They refer to?2. What is the function of the clause I was to bethrown into school for the first time?3. Can you identify the sentence type?Simple sentence, Compound sentenceComplex sentence orCompound-complex sentence4. What’s the part of speech of however?the minute/moment (that)... as soon as... 一...就...: I want to see him the minute (that) he arrives. 他一来到我就要见他.Detailed Analysis—para2S1---My mother stood at the window watching our progress, and I turned towards her from time to time, hoping she would help.1. Can you identify the sentence type?2. Can you find the logical subject of the present participle phrases watching our progress and hoping she would help?3. What do you get from the phrase hoping she would help?4. What does watching our progress mean?Detailed Analysis—para2S2---We walked along a street lined with gardens and fields planted with crops, pears, and date palms.1. What’s the function of lined with gardens and planted with crops?2. Can you put in the omitted parts of lined with gardens and planted with crops?3. Can you find some more in this passage?Descriptive PhrasesCompare:1.People who are unhappy with the amount of spam they receiveshould write to their lawmakers.2.People unhappy with the amount of spam they receive should writeto their lawmakers.3.Pierre Omidyar, who is the founder of eBay, is one of the richest menin the world.4.Pierre Omidyar, the founder of eBay, is one of the richest men in theworld.5.One-half of all of the e-mail that is sent today is spam.6.One-half of all of the e-mail sent today is spam.7.There are about 11 million items that are listed on eBay.8.There are about 11 million items listed on eBay.9.A man who is living in Florida retired at the age of 37 after makingmillions in the spam business.10.A man living in Florida retired at the age of 37 after making millions inthe spam business.Detailed Analysis—para2S2---We walked along a street lined with gardens, and fields planted with crops: pears, and date palms.Descriptive PhrasesCompare:11.Shoppers who are using eBay can locate a hard-to-find item.12.Shoppers using eBay can locate a hard-to-find item.13.Spam, which is unwanted commercial e-mail, is an annoyingproblem.14.Spam, unwanted commercial e-mail, is an annoying problem.15.eBay, which is an auction Web site, is very popular.16.eBay, an auction Web site, is very popular.17.A man who is in Florida retired at the age of 37.18.A man in Florida retired at the age of 37.19.Pierre, who is from France, created eBay.20.Pierre, from France, created eBay.Detailed Analysis—para2S2---We walked along a street lined with gardens, and fields planted with crops: pears, and date palms.3. From above, can you summarize the similarities of all these sentences?Descriptive PhrasesLanguage Note:1. A descriptive phrase can be essential or nonessential. A nonessentialphrase is set off by commas.People unhappy with the amount of spam they receive should writeto their lawmakers.Pierre Omidyar, the founder of eBay, is one of the richest men in theworld.2.An appositive is always nonessential., an online store, is a very popular Web site.Detailed Analysis—para3S1---"Why school?" I asked my father. "What have I done?”1. What’s the feeling of the boy?2. What’s the elliptical sentence?3. What is the rhetorical question?Summary—para1-3What do you get from these paragraphs?The boy’s feelingHelpless—new clothes did not make me happy Thrown into schoolFrom time to timeHoping she would helpWhy school? What have I done?Detailed Analysis—para4S3---It's a place that makes useful men out of boys.1. make…(out) of sb/sth: cause sb/sth to be orbecome sth使某人[某事物]处於某状况或变成某事物:使其成为争论之点.Eg.We'll make a footballer of him yet.我们还是要把他造就成优秀的足球运动员Don't make a habit of it/Don't make it a habit.不要养成那样的习惯.2. What is the function of that makes useful menout of boys? Can you find some more in this passage?3. Can you identify the sentence type?Detailed Analysis—para5S2---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.1. It is no good/use doing sth. Or There is no good to be had in doing sth.: It is not useful to do 做…没有什么用处eg. It’s no good crying over spilt milk. 覆水难收It’s no use talking t o him2. tear oneself/sb. away from ...:leave sb/sthreluctantly 勉强使离开，忍痛舍去Eg.Do tear yourself away from the television and come out for a walk. 你别舍不得离开电视了, 出去散散步吧.The young artist couldn't tear himself awayfrom da Vinci's Mona Lisa.He couldn’t t ear himself away from the book.3. Can you identify the sentence type?Detailed Analysis—para6S1---When we arrived at the gate we could see the courtyard, vast and full of boys and girls.1. What’s the function of the adjective phrase vastand full of boys and girls?2. Can you put in the omitted parts of this phrase?3. Can you identify the sentence type?Detailed Analysis—para7S1---I hesitated and clung to his hand, but he gently pushed me from him.1. Can you identify the sentence type?2. What’s the base/original form of clung?Fling: 扔, 抛, 掷Sting: 蜇（伤）, 刺（伤）（某人）String: 装弦, 用线或细绳将…穿起来Swing: 摆动, 摇摆S2---“Be a man,” he said.1. What does man mean here?S3---You will find me waiting for you when it's time to leave. "1. What’s the function of waiting for you?2. Can you tell the difference between object complement andpresent participle as adverbial?Can you tell the difference between object complement and direct object?3. Can you identify the sentence type?Detailed Analysis—para8I 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?"Detailed Analysis—para11S1---I did not know what to say.1. question word + to do sthS2---The gate was now closed.1. What’s the function of closed? Is it a past participle as adjective or a past participle to form a passive voice?Detailed Analysis—para11S3---Some of the children burst into tears.burst into: send out or produce sth suddenly and violently 突然而猛烈地发出或产生出某事物eg. The aircraft crashed and burst into flames. 飞机坠毁起火.burst into tears, song, angry speech突然哭﹑唱﹑吵起来trees bursting into leaf/ bloom/ blossom/flower 长出新叶[开花]的树木burst out●speak suddenly and with feeling; exclaim突然激动地说; 叫嚷:Eg.`I hate you!' she burst out.‘我讨厌你!’ 她叫嚷道.●(with the -ing form 与-ing连用) suddenly begin (doing sth) 突然开始（做某事）:Eg.burst out crying/laughing/singing突然哭起来[笑起来/唱起来].Detailed Analysis—para11S5---A lady came along, followed by a group of men.1. What’s the function of followed by a group of men?S6---The men began sorting us into ranks.1. sort: ~ sth (out) (into sth); ~ sth (out) from stharrange things in groups; separate things of one type, class, etc from things ofother types, etc 将事物分类; 整理:Eg. He was sorting his foreign stamps into piles. 他正在整理外国邮票, 都分成一摞一摞的.We must sort out the good apples from the bad. 咱们得把好苹果拣出来, 同坏的分开.2. Can you list some verbs which should be followed by doing sth or by to do sth or both?The following verbs take a gerund.admit advise* allow* appreciate avoid consider delaydeny discuss dislike enjoy escape excuse finish forbid* imagine include keep (on) mind miss permit*postpone practice quitrecommendresentresist risk stand stop suggest*Allow doing sth allow sb to do sthDetailed Analysis—para11S7---We were formed into an intricate pattern in the great courtyard surrounded by high buildings;from each floor we wereoverlooked by a long balcony roofed in wood.1. Can you identify the sentence type? Why?2. What’s the function of the past participle phrases surrounded by high buildings and roofed in wood?Detailed Analysis—para13S1---Well, it seemed that my misgivings had had no basis.1. What’s the function of the clause that my misgivings had had no basis?2. Why the author use the two different tenses?3. What does the author convey to the reader?S2---From the first moments I made many friends and fell in love with many girls.1. What does the author convey to the reader?S3---I had never imagined school would have this rich variety of experiences.1.How can you explain the two different tenses?2.What are the experiences?Detailed Analysis—para14S2---In the music room we sang our first songs. 1. What’s the base/original form of sang?Bgin, drink, ring, swim, spring*shrink收缩; 萎缩shrank, shrunk/shrunken (定语) *sink下沉sank, sunk/sunken(定语)*spin旋转spun/span(古语), spunS4---We saw a globe of the Earth, which revolved and showed the various continents andcountries.1. What’s the function of the clause which revolvedand showed the various continents andcountries?S5---We started learning numbers, and we were told the story of the Creator of the universe.1. What does the Creator means?2. Can you identify the sentence type? Why?Detailed Analysis—para14S6---We ate delicious food, took a little nap, and woke up to go on with friendship and love, playing and learning.1. Can you identify the sentence type? Why?2. What’s the function of the phrase playing and learning?3. What’s the function of the infinitive phrase to go on with friendship and love?4. What’s the difference between the result infinitive and purpose infinitive?Detailed Analysis—para15S1---Our path, however, was not totally sweet and unclouded.1. What’s part of speech of however?S2---We had to be observant and patient.1.observant●quick at noticing things 善於观察的; 机警的; 注意的:eg. An observant shop assistant had remembered exactly what the man was wearing. 有个机警的店员准确记得那个男子的穿着.Journalists are trained to be observant. 新闻记者都要训练成有敏锐观察力的人.●(fml文) careful to obey laws, customs, traditions, etc（对法律﹑习俗﹑传统等）谨慎遵守的: Eg. observant of the rules 遵守规则.Detailed Analysis—para15S3---It was not all a matter of playing and fooling around.1. a matter of: situation, question or issue that depends on sth else 取决於某事的情况﹑问题或事情:Eg. Dealing with these problems is all a matter of experience.处理这些问题全凭经验.Success in business is simply a matter of knowing when totake a chance. 商业上的成功就在於把握时机.2. fool around/about:●behave stupidly or foolishly 干蠢事:eg. Stop fooling about with that knife or someone will get hurt.不要摆弄那把刀, 会伤人的.●waste time; be idle 虚度光阴; 胡混:eg. I was meant to be working on Sunday, but I just fooled around all day. 星期日我本应工作的, 但却闲混了一整天.3. What’s the part of speech of the word all?Detailed Analysis—para15S4---Rivalries could bring about pain and hatred or give rise to fighting.1. bring about: cause sth to happen 使（某事物）发生; 导致:Eg.bring about reforms, a war, sb's ruin导致改革﹑战争﹑某人的毁灭The Liberals wish to bring about changesin the electoral system.自由党人想要改变选举制度.2. give rise to sth: (fml文) cause sth引起﹑导致某事物:Eg. Her disappearance gave rise to the wildest rumours.她失踪一事引起了各种流言蜚语.3. What does Rivalries means?S5----And while the lady would sometimes smile, she would often yell and scold.1. What’s the part of speech of while?Detailed Analysis—para15S6---Even more frequently she would resort to physical punishment.1.resort to sth: make use of sth for help; adopt sthas an expedient 求助於或诉诸某事物; 采取某手段或方法应急或作为对策:eg. If negotiations fail we shall have to resort to strike action.假若谈判失败, 我们就采取罢工行动.resort to violence, deception, trickery, etc靠暴力﹑欺骗﹑欺诈等.2. What does physical punishment means?Detailed Analysis—para16S1---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.1.there is some/no question of sth happening/sb doing sth there is a/no possibility of 有[没有]...的可能性:eg. There was some question of selling thebusiness. 有可能将公司转让.There will be no question of anyone beingmade redundant(多余的, 被解雇的, 失业的). 决不可能裁掉任何人2. the paradise of home: metaphor3. What’s metaphor and what’s difference betweenmetaphor and simile?Detailed Analysis—para16S2---Nothing lay ahead of us but exertion, struggle, and perseverance.1. What’s the part of speech of but?2. but(used after the negatives nobody, none, nowhere, etc, thequestion words who, where, etc, and also all, everyone, anyone, etc 用於否定词nobody﹑none﹑nowhere等和疑问词who﹑where等之後, 以及all﹑everyone﹑anyone等之後) except (sb/sth); apart from; other than 除（某人[某事物]）以外; 此外;不同於:Eg. Everyone was there but him. 除了他之外, 所有的人都在.Nobody but you could be so selfish.除了你之外, 谁也不会这样自私.Nothing but trouble will come of this plan.这个计划只能带来麻烦.Right now he thinks about nothing but his research.She ate nothing but an apple for lunch.Detailed Analysis—para16S3---Those who were able took advantage of the opportunities for success and happiness tha presented themselves.1. Can you analyze the sentence structure?2. take advantage of●make use of sth well, properly, etc充分利用:eg. They took full advantage of the hotel's facilities.他们充分利用旅馆设备.●make use of sb/sth unfairly or deceitfully to get what one wants利用sb或stheg. He's using his charm to try to take advantage of her.他用魅力企图占她的便宜.3. present●present onself for sth (of a person) appear or attend （指人）出现, 出席:eg. You will be asked to present yourself for interview. 要求你到场面试.I have to present myself in court on 20 May. 我须於5月20日出庭.●present itself to sb(of an opportunity, a solution, etc) show itself (to sb)occur（指机会﹑解决办法等）（对某人）显露, 产生:eg. A wonderful opportunity suddenly presented itself.突然有了个绝妙的机会.The answer presented itself to him when he looked at the problem againDetailed Analysis—para17S1---The bell rang, announcing the passing of the day and the end of work.1. What’s the function of announcing the passing of the day?S2---The children rushed toward the gate, which was opened again.1. What’s the function of the clause which was opened again?S4---I looked around but found no trace of my father, who had promised to be there.1. What’s the function of the clause who had promised to be there?2. How do you understand the different tenses?Detailed Analysis—para17S6---When I had waited for a long time in vain, I decided to return home on my own.1. Can you identify the sentence type?2. What’s part of speech of home and return?3. in vain:●with no result; uselessly 无结果地; 徒然:eg. try in vain to sleep 怎麽也睡不着.●fruitless or useless 无效果的; 无用的:eg. All our work was in vain. 我们的工作全都白干了.4. on my own: alone, by oneself; without helpS7---I walked a few steps, then came to a startled halt.1. come/draw to a halt: to stopEg. Production has come to a halt owing to the lackof raw materials.由于缺少原料,生产已陷入停顿。

half a day内容概括
“HalfaDay”是美国著名作家纳尔逊艾略特里普尔（NelsonAlgren）创作的一篇传统童话小说，发表于1940年。

这篇小说以一个基本故事线索出发，将时间和空间把握到极致，传达出复杂的社会观点和人生哲学，使之成为一部有史以来最杰出的短篇小说之一。

故事发生在空无一人、梦魇般的地方。

主人公是一位出生在深山中的男孩，可以容纳他一生的时间只有半天。

穿越时空的旅程让他感受到空虚。

不断的寻找让他发现，半天的时间没有足够他去完成他的目标，表达他心中的愿望。

突然，他看见了一只小鸟飞越荒野，他便像它一样找到了希望：尽管半天时间很残短，但他还可以尝试去做一些事情，尝试解决孤独和空虚的感受，去实现他的愿望。

于是，他坚持不懈，勇敢的走出荒野到达了小镇，去寻找他的梦想。

在小镇，他拥有了大量时间，去做他想做的事情，和他真正的朋友一起生活，他又开始拥有了新的生活，并开始有了更积极的期望。

他尝试去完成他的梦想，通过努力，他终于取得了成功，他的梦想实现了，他得到了他想要的，尽管只有半天。

就此，《Half a Day》这篇小说在社会中受到普遍赞誉，它触动了人们内心深处的共鸣，让人们意识到社会生活中，时间有限，只有用心做事，才能获得真正的意义。

- 1 -。

标题：与英文half a day一样的文章一、引言在英文中，"half a day"有着明确的含义，指代一天的一半时间。

这个简短的词语背后，却蕴含着丰富的意义和思考。

在中文文章中，我们也可以通过深入探讨这个主题，以及与之相关的理念，来展现深度和广度兼具的文章。

二、半天的意义"Half a day"不仅是时间的划分，更是一种对时间的感知和对生活的思考。

从生活的角度来看，半天的时间可能是一次难得的休憩，也可能是一次忙碌的工作。

在这段时间里，我们可以做很多事情，也可以反思自己的生活方式和态度。

在文章中我们可以通过描述具体的生活场景，以及对时间和生活的思考，来展现对这个主题的理解。

三、时间如何流逝时间的流逝是不可逆转的，而"half a day"更是将时间分割得清晰明了。

这带来了时间流逝的深刻感受，也引发了对生命和生活的思考。

以"half a day"为线索，我们可以深入探讨时间的流逝，以及如何更好地珍惜时间、规划时间，使得时间不再是简单的流逝，而是被更好地利用和感知。

四、半天的心情在半天的时间里，人们的心情可能会有很大的变化。

在上半天工作紧张的情况下，下半天可能会有一种松懈和放松的心情。

我们可以在文章中深入探讨半天的不同心情和情绪，以及如何应对不同心情下的生活和工作。

五、总结与反思通过对"half a day"的深入讨论，我们不仅可以更好地理解时间和生活，更可以在心情和心态上做出更好的调节和改变。

在生活中，我们需要更多地珍惜时间，感知时间，让时间成为我们生活的精彩，而不是简单的流逝。

我们应该在生活中更加注重每一个"half a day"，让每个时刻都变得更加有意义。

六、个人观点对于我来说，"half a day"不仅代表了时间的划分，更代表了生活的重要性。

在工作之余，我经常会在"half a day"里进行一些放松和休息的活动，让自己的心情得到调节和放松。

12课时章节Unit One Half a Day教学目的和教学要求目标：1.Cultivating students’　abilities of independent study and oral pres entation;2.Mastering the mentioned language points and the grammar ment ioned in the text;3.Knowing something about cultural background such as the autho r and Washington Irving要求：master the key words and expressions; understanding the use of i nfinite verbs教学重点难点重点：word formation: -tion/ -ation/ -sion; the structure: with + n. /pro n. + V-ing难点：theme analysis; v-ing/ v-ed as the adverbial and attributive教学进程（含章节教学内容、学时分配、教学方法、辅助手段）教学方法：Multi-media teaching and inter-active discussion教学安排：1.Total class time for this unit: 12 periods2. Suggested arrangement:1)Warm-up activity and background information: 1 period2)Word study: 1 period3)Check of the preparation of the text: 1 period4)Text analysis & oral work: 7 periods5)Exercises & quiz: 2 periods具体授课内容A . Beginning the lesson with asking the students about their first day at college:(1) 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? Who came to school with you? What did he / she say to you on the day?(2) What do you think is the business of university? What do you expect to learn here?(3) Did you feel you were a stranger the first day you arrived?(4) Did you find the university just as you had imagined? In what way it was, and in what way it wasn’t? (Were you disappointed when you found it wasn’t a s good as you had expected?)(5) Do you find life at college rich and colorful or tedious and borin g?(6) Do you have trouble adjusting to life here?(7) What do you think you should do to get most out of college?B. Introduction to the textThe author of the story uses a strategy commonly used in fiction w riting--the protagonist(formal, the most important character in a play, fi lm.) returns after being absent for a short time to find everything chan ged beyond recognition.The setting of the story is not clear, but this is not important as lo ng as what the author tries to get across is something universal.Text Structure: The text can be divided into three parts. The first part (para.1-7) tells readers the boy’s misgivings about school. He foun d it hard to be away from home and mom, and thought school was a punishment. The second part (para.8-16) describes how the boy felt abo ut school. He found that life at school was rich and colorful in many ways, although it also required discipline and hard work. In the last pa rt of the text, the boy walked out of the school to find that the outsid e world had changed beyond measure and that he had grown into an ol d man.C Difficult points1.the usage of v-ing and v-ed;…clutching h is right hand (Para. 1); followed b y a group o f man (Para. 11); street l ined with gardens (Para. 2)2.the compound of adjectives and t he order o f adjectives…the huge, high-walled building (Para. 5)D Key points1. word f ormation: verb→nouns: verb+ -tion/-ation/-sionadj.+lyadjective→adverb:inversion2. subject-predicate3. usage of the simple p ast a nd the past p erfectE. Language Points:1.I walked a longside my father, clutching his right hand.( 1 )a.clutching h is right hand:This is present participle (verb+ing) used t o modify t he main verb “walked”, showing the manner in which the na rrator walked. Besides, it can also i ndicate the following s uch a s time, reason, condition, concession, result, m anner and a ccompany.Hearing the news(=When we heard t he news), w e jumped with joy.（ti me）Not knowing(= Because he didn't know) how to do it, he went t o his f ather f or help.（reason）Looking(= If you look) o ut of the window, you can have a full view o f the beach.（condition）Working o r playing(= Whether she i s working or playing), M ary is al ways i ntense.（concession）The c ar was h eld up by the snowstorm, thus causing the delay.（result）The c hildren r ushed out,shouting and j umping.（manner and a ccompany）Other examples from the text:My mother stood a t the window watching our progress… ( para.2 )I turned towards her from time to time, h oping s he w ould h elp.(para.2)not punishing you,”　he said, laughing.(para.4)“I’mThe bell rang, announcing the passing of the day and the end of wor k. (para.17)b.When/While etc. + V-ing作状语时，前面往往带有when, while, befor e, after, s ince, i f, as if, (al)though, unless, as等连词，使分词表示的意义更加明确，这实际上是一个省略了“主语 + be的人称变化形式”的句子,省略的主语和主句的主语一致，如：e.g. While reading(= While I was reading) his composition, I noticed so me mistakes.c. a modifier of a noun, indicating the features or conditions of the nou n.e.g. working people （劳动人民） touching story （动人的故事）sleeping child （酣睡的小孩） striking contrast （鲜明的对比）hired hands （雇来的人手）armed forces （武装部队）The problem (which is) bothering us is the lack of money.These are goods (which were) imported from Japan.the difference between the present participle and gerund (动名词)p.p : the features or conditions of the noun === an attributive claus egerund：the use/ purpose of the noun (名词的用途)e.g. a developing country (a country that is developing) (Present Partici ple)a writing desk(a desk for writing) (Gerund)d. as the complement of the object after the followingverbs:see, h ear, n otice, look at, watch, f ind, smell, f eel,catch, k eep, s et, have, m ake, leave, s tarte.g. I heard h er s inging i n the next room.e.as the complement of the subject, which o ften appears in the passi ve tense.e.g. The prisoners were w atched working i n the field.f. as the complement o f prep., usually in “with + n.(pron.)+ v-in g”：in this structure, “wit＋n.（pron.）＋v-ing”，v-ing is the complement of the object o f with, while the whole “with”structure is the adverbial of the main sentencee.g You can't l eave t he workshop with the machine running.I saw G ranny sitting i n the chair w ith her eyes closed.With the test f inished, we began to analyze the result.2. …as this was t he day I was to be thrown into school f or the first time. (1)… because it was t he day I started school.to show t hat the little boy The writer uses “to be thrown i nto school”　in the story didn’t want t o go to school. H e was f orced b y his father t o do so. A common collocation with “to b e thrown i nto (an unpleasant is to be thrown i nto prison /jail”．place)”　Cf. to thrown sb. out (of a place):to force s b. to leave a place,eg. They’ll t hrow me out (of school) i f I fail three e xams.3.My mother stood a t the window watching our progress, and I turn ed towards h erfrom time to time, hoping s he w ould help.(2)our progress: our slow and difficult movement towards the school. (m y mother was a nxious to know h ow my father w ould g et me to go. ) from time to time:sometimes, but not very often, e.g.He goes t o see h is grandparents from time to time, about f ive or six ti mes a year.hoping she would help: hoping s he w ould stop my father taking m e t o school, or talk to my father s o that he would change his mind about sending me to school.Question:What d oes t he sentence tell us about t he boy’s relations with his parents?It seems that the boy was closer to his mother. Probably hi s mother was gentle while his father was strict.4. a streetlined with gardens…(2 ): a street w here t here a re garden s…　along b oth s ideslined with…　: past p articiple phrase u sed h ere t o modify “a street”. It can be regarded as a relative c lause cut short, e.g. a novel (that was) written b y Charles Dickens.personal computers made i n China★V-ed (past participle) has the similar uses with v-ing.The difference between v-ed and v-ing:v-ed: passive or perfective; v-ing: active or progressivee.g. hired hands （雇来的人手）These are goods (which were) imported from Japan.He was surprised to find his room thoroughly cleaned ( o.c.)My hometown was found greatly changed.( s.c).With the test finished, we began to analyze the result. (with + n./pron.+ V-ed)5.It’s a place t hat makes useful men out of boys.(4)To make …　(out) of sb. / sth.: to make s b. / sth. become …，e.g. The army m ade a man o f him.6.Don’t y ou want to be useful like your brother? (4)This is also a rhetorical question.More examples:Can’t y ou see I’m busy? (Don’t d isturb m e!)7．I did not believe there was r eally any good t o behad in tearing m e away from my home a nd throwing me into the huge, h igh-walled b uilding ( 5 ):I didn’t think it useful t o take me away from home a nd put me into that building w ith high walls. (the school b uilding looked like a prison t o the boy.)It is no good/use doing sth. or there is no good t o be had in doing sth.:it is not useful t o do sth.More examples:It’s no good crying o ver spilt milk. (proverb)It’s no use talking t o him.to tear oneself/sb. away from…　: to ( make s b.) leave a place o r a person unwillingly b ecause one h as t o, e.g.Can’t y ou tear y ourself a way f orm the TV for dinner?8. …　we could see t he courtyard, v ast andfull of boys a nd girls. (6) vast and full of boys a nd girls: adjective phrases are often p laced aft er the noun t hey qualify.Example:Can y ou recommend some books e asy f or freshmen to read?full of: having a large n umber / amount of sth., e.g.The girls are full of admiration for pop stars.(7 ):“Be brav 9.Be a man,”he said. “　T oday you truly begin life.”　(This means that your carefree your life begins t oday.”　e,”　he said. “　days a re gone forever. S tarting f rom today, y ou’ve got something impor tant to do –to learn and t o prepare yourself f or your career. )man:a person who is strong a nd b rave o r has o ther q ualities that peop le think are characteristic of males.Cf. to be man enough (to do sth./for sth.): to be strong o r brave e n ough, e.g.He is not man enough to accept his failures g racefully.10. I felt I was a stranger who hadlost his way( 8 ) : In this stran ge place, I felt confused and d idn’t know what t o do.to lose o ne’s way:to become lost, e.g.The boys lost their way in the forest.11.A lady came a long,f ollowed b y a group of men.(11)Probably the lady was t he headmaster of the school.followed b y a group of men:a past p articiple p hrase that tells us the lady came (or in what m anner the lady came.)12. It was not all a matter of playing andfooling around( 15 ): Wha t we did at school w asn’t j ust playing a nd wasting t ime doing nothing useful.all:adv. completelya matter of sth./of doing sth. : a situation that involves s th. or depen ds on sth. , e.g.Learning is a matter o f seeing m uch, s uffering m uch a nd studying m uch.to fool around:to waste time instead of doing s th. that you should be doing12.Rivalries c ould bring aboutpain and hatred, or give rise to figh ting. (15):When t wo or more b oys f ell in love with the same girl, it might c ause the boys t o suffer, or to hate e ach o ther, o r to fight.to bring about s th.: to make s th. happen, e.g.Science has brought about m any c hanges in our lives.The war brought about g reat h uman sufferings.to give rise to: (formal) t o cause sth. to happen or exist, e.g.Poor l iving conditions give rise to many d iseases.13.And whilethe ladywould sometimes smile, she would often yell and scold. (15):Though the lady sometimes smiled a t us, she o ften shoute d at us and s colded us.here is used t o show t hat a past action occurs p retty ofte “would”　n.here is a conjunction o f concession.“while”　Further examples:While I did well in class, I was p oor at sports.While I understand what y ou say, I can’t agree w ith you. Moreover, w hile: a. during the time that; whene.g. H e fell asleep while (he was) d oing h is homework.b. at the same t ime ase.g. He listens t o the radio while driving t o work.c. used t o show a contraste.g. I drink black coffee w hile he prefers it with cream.14. Even m ore frequently she wouldresort to physical p unishment (15 ): she u sed p hysical punishment more t han s he s colded us.to resort to sth. : to make u se o f sth.; to turn to sth. (especially sth. bad) a s a solution, e.g.Try not to resort t o violence.15. In addition, the time for changing o ne’s mind wasover and gon eand there wasno question o f ever returning to the paradise o f ho me ( 16 ) : Besides, it was i mpossible for us to quit school a nd r etur n to the good o ld days w hen w e stayed home p laying a nd fooling arou nd all day. Our childhood was g one, n ever t o come b ack.over and gone: endedthere is no question (of sth. happening/sb. doing sth.): there i s no p ossibility, e.g.There i s no question of their dismissing you at the moment.16. Those who were able took advantage of the opportunities for suc cess and happiness that presented themselves. (16): If there came opp ortunities, capable students would seize them to achieve success and ha ppiness.to take advantage of sth. : to make use of sth. (such as an opportunit y) well, e.g.The farmer took advantage of the good weather and got all the wheat in.Warning: “to take advantage of sb.”means “to treat sb. unfairly to get what one wants.”to present itself / themselves: (formal) to appear, happen, e. g.When the chance to study at Harvard presented itself, I jumped at it.17. …came t o a startled halt (17 ): ( I )stopped, greatly s urprised.to tome to a halt: to stop. e.g.The car came to a halt before i t hit an old man.Work came to a halt when p ower /electricity w as s uddenly cut.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 sn owstorms.18. how did these h ills o rubbish find their way to cover its sides?(17 ): How did the street c ome t o be covered with so much r ubbish o n both sides? Where did they come f rom?(sth. ) to find one’s way : to arrive or get to a place19. …　but the stream o f cars would not let up. (18):…　but it loo k ed as if the line of moving c ars w ould n ever s top.to let up: (informal) (of an unpleasant situation) t o stop or to become l ess serious.F. Oral Work：retelling the textG. ExercisesH. Quiz1.Word and s entence dictation2.Paraphrasing some long and c omplex sentences3.Answering the question: what w as t he boy’ｓidea of school b ef ore he was s ent t o one? What d id you feel in the first day at school?作业a. Memorizing the new words a nd e xpressionsb. Making s entences with the key and difficult pointsc. Reading at least o ne p iece o f work by Naguib o r Washington Irving.d. Written w ork: what was t he boy’s idea of school b efore h e was sent t o one?主要杨立民主编，《现代大学英语精读2》（教师用书）第2版，外语教学与参考资料研究出版社张满胜主编，《语法新思维》，新东方教育出版社课后自我总结分析学生刚开始大学的专业课学习，对学习方法和学习进度上海没有进入正常轨道，需要教师进一步的引导。

Half a Day半日Naguib Mahfouz纳吉布·马哈福兹I walked alongside my father, clutching his righthand. All my clothes were new: the black shoes, thegreen school uniform, and the red cap. They did not make me happy, however, as this was the day I wasto be thrown into school for the first time.我走在父亲的一侧，牢牢地抓着他的右手。

我穿着一新:黑鞋子、绿校服、红帽子。

然而我一点儿都高兴不起来，因为今天是我第一次被送去上学。

My mother stood at the window watching our progress, and I turned towardsher from time totime, hoping she would help. We walked along a street lined with gardens and fields plantedwith crops, pears, and date palms.母亲站在窗前，望着我们缓缓前行，我不时地回头看她，希望她会救我。

我们沿着街道走着，街道两旁是花园和田野，田野里种了庄稼、梨树和椰枣树。

"Why school?" I asked my father. "What have I done?"“我为什么要去上学？”我问父亲，“是我做错了什么吗? ”"I'm not punishing you," he said, laughing. "School's not a punishment. It's a place that makesuseful men out of boys. Don't you want to be useful like your brothers?"“我不是在惩罚你，”父亲笑着说道，“上学不是一种惩罚。