contemporary college english
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DESCRIPTIONContemporary College English. Intensive Reading I Demo Session. What is Intensive Reading?. Intensive reading is comprehensive but not all embracing Intensive reading is training of all basic language skills thorough, systematic, sustained, all-around training - PowerPoint PPT Presentation
What is Intensive Reading? Intensive reading is comprehensive but not all embracingIntensive reading is training of all basic language skills thorough, systematic, sustained, all-around traininglistening, reading, speaking, writing, translating skillsIntensive reading training develops through different stages, each stage with its own emphasisIntensive reading is not evaluated by the course alone; its assessment has to be done in relation to the overall development of all the basic skills in all the courses from Prof. Yang Limings Speech
Objectives of First-year Intensive ReadingAt a macro level
To help students transfer from secondary level EFL learning to tertiary level
To help students become conscious of the discrepancy between language knowledge and language use
To help students develop their ability of using what they have learned in middle school through classroom teaching and all kinds of language activities organization of learning in terms of materials, requirements, class performance, assessment, teachers role, and their own role how these elements could be different now
Objectives of First-year Intensive Reading
To introduce students to some new language phenomena
To help students become aware of socio-cultural issues in the learning of language
To help students appreciate language from the stylistic perspective
Objectives for First-year Intensive ReadingAt a micro level
To help enlarge students vocabulary
Students are expected to learn about 2,000 new words in the first year - collocations, phrases, verb patterns, word-formation, synonyms, acronyms, etc.
Zhaohui Li @ BFSU
Half a DayNaguib Mahfouz
Half a Day
Warm upFirst day of school
Warm UpFirst day of school In 1957, fifteen-year-old Dorothy Geraldine Counts and three other students became the first African American students to attend the previously all white Harding High School in Charlotte, North Carolina.
Warm UpFirst day of school
Warm-upDo you still remember your first day at school? Try to recollect it and share it with your partner.
How did you feel the first day your arrived at university? Did you feel like a stranger? Did you find the university just as you had imagined? In what way was it different?
What are your expectations of university? What kind of changes do you think it will bring upon your life?
Structure and logic
Questions on the texts
Language and grammarStyle
Pronunciation and spelling
Questions for discussionListeningReadingThinkingPreview Worksheet
Naguib Mahfouz Born in 1911, educated at Cairo UniversityWrote short stories and historical novels before WWIITurned to write novels of social realism after WWIILater works combined realism & symbolism A prolific writer: no fewer than 30 novels, more than 100 short stories, and more than 200 articles.
His WorksThe Cairo Trilogy: Palace Walk, Palace of Desire, Sugar Street (first published 1957)The Time and Place and Other Stories, 1991
His InfluenceThe first Arab Writer to win the Nobel Prize in Literature 1988, The Cairo Trilogy Depicts realistically the social and political life in Egypt
His classical and lucid style rejuvenated literary Arabic without recourse to colloquialisms through works rich in nuance - now clear-sightedly realistic, now evocatively ambiguous - has formed an Arabian narrative art that applies to all mankind "a Dickens of the Cairo cafs" and "the Balzac of Egypt".
Lesson 1 Half a Day Plot: a little boys first time to go to school
Setting: on the way to school at school on the way home
Protagonist/Narrator: I the boy in the story
Theme of the story: what do you think?A Short Story
Text Structure1Para. 1-7
The boys reluctance to go to school His misgivings about school
The Boys life at school:Rich and colorfulRequiring discipline and hard work
At the end of school day:Everything has changed!
Zhaohui Li @ BFSU
Detailed Analysis Para. 1-7
Main IdeasHow did the boy feel about going to school? Find textual evidence. Why was he feeling so? List the fathers comments about school. What do you think of them?
School is a place that makes useful men out of boys.Dont you want to be useful like your brothers?Put a smile on your face and be a good example to others.Be a man.Today you truly begin life.
Language and DetailsWordsPhrasesSentence PatternGrammarclutch
convince throw into
make out of
cling to The day + that clause
There is no/any good in doingI was to be thrown into
clutching his right hand
street lined with gardens
Language and Details clutchhold tightly, usu. in fear, anxiety, or pain
Silent and pale, the girl clutched (to/onto) her mothers chest.A drowning man will clutch at a straw.Clutching the money in his hand, he hurried to the bank.
Language and Details Lesson 1 Half a DaySentence Paraphrase 2They did not make me happy, however, as this was the day I was to be thrown into school for the first time.
As introduces an adverbial clause of reason.Noun phrase usu. followed by a relative clause is used as an adverbial of time.But my new clothes did not bring any happiness to me, because it was the day I was forced to go to school for the first time.Be to do sth: future tense indicating intention or plan
Language and DetailsMore examples:
I was born in the year China began its open and reform policy.
By the time the ambulance arrived, it was too late.
The moment I saw him, I recognized he was the criminal wanted by the police.
Language and DetailsLesson 1 Half a DayWhy school? I asked my father. What have I done?
elliptical questionWhy do I have to go to school? I dont think Ive done anything wrong to be punished like this.rhetorical question
Zhaohui Li @ BFSU
Detailed AnalysisPara. 8-16
Main IdeasWhat happened the first day at school?
How did the boy like school life?
Can you describe the different stages of his day at school? Do these changes carry any symbolic meaning to you?
How do you understand there are fathers and mothers here (para. 12) and I made many friends and fell in love with many girls (para. 13)?
But At first ReluctantFrightenedA strangerImprisonedConfusedAt a lossOverwhelmed
Main IdeaGrowthCompromiseEnlightenmentAdaptationOrientationHalf a DayLife is like a day in school.
Living beings were drawn to other living beings, and from the first moments my heart made friends with such boys as were to be my friends and fell in love with such girls as I was to be in love with, so that it seemed my misgivings had had no basis.
Translated by Denys Johnson-Davies
Language and DetailsWordsPhrasesSentence PatternGrammarmisgivingperseverance
come into viewburst intoa matter offool aroundbring aboutgive rise toresort totake advantage of
There was no question of doing
Nothing butI had never imagined school would have
She would often yell and scoldPart III
Language and DetailsI had never imagined school would have this variety of experiences. (para. 13)possibility
And while the lady would smile, she would often yell and scold. (para. 15)frequent actions in the past
I would find the answer at home with my father. (para. 18)past future tense
but the stream of cars would not let up. (para. 18)willingness
Language and DetailsSafety precautions are observed as a matter of course. a matter of course: sth done as a routine, nothing special
It is not a matter of life and death to have failed the exam.a matter of life and death: a very serious matter
It is a matter of record that Paris is a romantic city.a matter of record: sth generally believed to be true
Language and DetailsFill in the blanks:
How can we _________ a change in attitudes?A huge amount of environmental damage has been ___________ by the destruction of the rainforests.
His speech _____________a bitter argument. The President's absence has _____________ speculation about his health.
fml to be the reason that sth. happened, esp. sth. Bad and unpleasantMake sth. happenbring aboutbrought aboutgave rise togiven rise to
Zhaohui Li @ BFSU
Detailed AnalysisPara. 17-20
Main IdeaWhat did I see when he stepped out of school? Summarize the changes.
How did he feel?
Why did he stand still?
How do you understand the unexpectedness of the changes?
Why do you think the boy was suddenly a grandpa?
Time Mnemonic timeObservable TimeHalf a dayChildhood adulthoodold ageLIFE
Language and DetailsWordsPhrasesGrammartraceinvadedaze in vainon my own come to a haltfind ones way totake overshow offlet upHere and there stood conjurers
with clowns and weight lifters walking in front