Hemodynamic Monitoring in the CCU Edward G. Hamaty Jr., D.O. FACCP, FACOI
Transcript
Slide 1
Slide 2
Unit 1 Half a Day NaguibMahfouz
Slide 3
Half a Day Warm-up About the author education and background
important works how he pictures the world Text appreciation Group
discussion Detailed analysis Language understanding sentence
paraphrase word study & phrases Assignment
Slide 4
Warm up First day of school
Slide 5
Warm up First 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.
Slide 6
Warm up Do 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?
Slide 7
Naguib Mahfouz
Slide 8
Naguib Mahfouz Education & Background Born in 1911,
educated at Cairo University Wrote short stories and historical
novels before WWII Turned to write novels of social realism after
WWII Later works combined realism & symbolism A prolific
writer: no fewer than 30 novels, more than 100 short stories, and
more than 200 articles.
Slide 9
Naguib Mahfouz important works Naguib Mahfouz was the first
Arab to win the Nobel prize for literature, in 1988. He has been
described as a Dickens( 1812-1870, )of the Cairo caf s and the
Balzac( 1799- 1850, ) of Egypt". He is now the author of no fewer
than 30 novels, more than 100 short stories, and more than 200
articles. Half of his novels have been made into films which have
circulated throughout the Arabic-speaking world.
Slide 10
Naguib Mahfouz important works Mahfouz began writing when he
was 17. His first novel was published in 1939 and ten more were
written before the Egyptian Revolution of July 1952, when he
stopped writing for several years. One novel was republished in
1953, however, and the appearance of The Cairo Trilogy in 1957 made
him famous throughout the Arab world as a depictor of traditional
urban life.The Cairo Trilogy
Slide 11
Naguib Mahfouz important works The Cairo Trilogy (published
1955-1957) is a tale of the lives of a Muslim family and spans the
first half of the 20th century. Each book in the trilogy was named
after a suburb of Cairo. The first, Palace Walk was set during the
British occupation of Egypt early in the century. The second,
Palace of Desire covered the changing times of the 1920s. The third
book, Sugar Street brings the family into the mid 20th century. In
this final part the head of the family is now old and frail weak).
He surveys the world while the main story centers on the
grandsons.
Slide 12
Naguib Mahfouz important works
Slide 13
Cairo
Slide 14
Naguib Mahfouz important works Works of his second writing
period: The Children of Gebelawi (1959) The Thief and the Dogs
(1961) Autumn Quail (1962) Small Talk on the Nile (1966) Miramar
(1967) several collections of short stories.
Slide 15
Naguib Mahfouz how he pictures the world The picture of the
world as it emerges from the bulk ( of Mahfouz s work is very
gloomy indeed, though not completely disappointing. It shows that
the author s social utopia ( is far from being realized. Mahfouz
seems to conceive o f time as a force of oppression. His novels
have consistently shown time as the carrier of change, and change
as a very painful process, and very often time is not content until
it has dealt his heroes the final blow of death.
Slide 16
Naguib Mahfouz how he pictures the world To sum up, in Mahfouz
s dark description of the world there are only two bright spots .
These consist of man's continuing struggle for equality on the one
hand and the promise of scientific progress on the other;
meanwhile, life is a tragedy.
Slide 17
Text Appreciation Structure of the text Part 1 (para. 1- )
about: Part 2 (para. ) about: Part 3 (para. ) about: 7 The boys
misgivings about school 8-16 How the boy felt about school. 17-20
Walking out of the school, he found time had changed
everything.
Slide 18
Text Appreciation for group discussion in class Plot of the
story: a little boy s first time to go to school Setting of the
story: on the way to school at school on the way home Protagonist
v.s. Antagonists: I - the boy Writing technique: (Have you ever
read a story using the similar technique?) Theme of the story: What
do you think?
Slide 19
Text Appreciation for group discussion in class The following
are a few possible understandings of the message the story conveys.
Which one do you agree with? Argue with your group partners. q Time
and tide wait for no man. q Life is a tragedy. There is nothing
permanent in life but change. q Education can never keep up with
changes in society. q Life is short and time is precious. q Life is
a dream. Do not take anything seriously.
Slide 20
Text Appreciation Detailed Analysis Part 1 How 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? Have you ever been given some suggestions by your parents
when entering the university? List them out. qSchool is a place
that makes useful men out of boys. qDont you want to be useful like
your brothers? qPut a smile on your face and be a good example to
others. qBe a man. qToday you truly begin life.
_________________________________________
Slide 21
Language Understanding sentence paraphrase 1. I walked
alongside my father, clutching his right hand. 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 ...
Slide 22
Language Understanding sentence paraphrase 2. They did not make
me happy, however, as this was the day I was to be thrown into
school for the first time. What does they refer to? What does the
narrator imply by using to be thrown into school ? But I wasnt
happy as I usually was when I had new clothes to wear because it
was the day I started school.
Slide 23
Language Understanding sentence paraphrase 3. My mother stood
at the window watching our progress, and I turned towards her from
time to time, hoping she would help. What does progress mean here?
What kind of help could his mother offer? What does the sentence
tell us about the boy s relationships with his parents? Slow and
difficult movement towards the school.
Slide 24
Language Understanding sentence paraphrase 4. We walked along a
street lined with gardens a street where there are gardens along
both sides lined with : past participle phrase used here to modify
a street . It can be regarded as a relative clause cut short, eg. a
novel (that was) written by Charles Dickens personal computers
(that are) made in China
Slide 25
Language Understanding sentence paraphrase 5. Why school? I
asked my father. What have I done? elliptical question &
rhetorical question Please give more examples. Why do I have to go
to school? I dont think Ive done anything wrong to be punished like
this.
Slide 26
Language Understanding sentence paraphrase 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?
Slide 27
Language Understanding sentence paraphrase 6. 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. There is no
good to be had in doing sth. It is no good/use doing sth. I didnt
think it was useful to take me away from home and put me into that
building with high walls.
Slide 28
Language Understanding sentence paraphrase 7. we could see the
courtyard, vast and full of boys and girls. 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?
Slide 29
Language Understanding sentence paraphrase 8. You will find me
waiting for you when it s time to leave. I ll come to fetch you
when school is over. I ll be waiting for you here at the gate.
waiting for you as object complement find + obj + v-ing eg. 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.
Slide 30
Word Study clutch hold 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.
Slide 31
Word Study convince convince sb of sth/that make sb feel
certain I couldnt ~ him of his mistake. I am convinced of his
honesty. a convincing argument
Slide 32
Language Understanding phrases to make sb./sth. (out) of
sb./sth. It s a place that makes useful men out of boys. (make boys
become useful men) eg. Experience has made him a man. The army made
a man of him.
Slide 33
Language Understanding phrases There is no good to be had in
doing sth. It is no good/use doing sth. There is no good to be had
in buying a boat when you don t have enough spare time to use it.
It s no good crying over spilt milk. It is worth doing well what is
worth doing.
Slide 34
Language Understanding phrases it is no (not much) good it is
no (not any, hardly any, little) use it is useless it is not the
slightest use it is worth(worthwhile) there is no (no good, no use)
There is no denying that women are playing an important role in the
world today. + doing
Slide 35
Language Understanding phrases to tear sb. away from a place to
(make sb.) leave a place or a person unwillingly because one has to
eg. Can t you tear yourself away from the TV for dinner? I found
the program absolutely fascinating. I couldn t tear myself away
even to finish an urgent e-mail.
Slide 36
Language Understanding phrases to cling to sth. to hold
tightly; not release one s grip on eg. The little child clung to
his mother for comfort. She still clings to the belief that her son
is alive. The baby monkey clung to its mother.
Slide 37
Text Appreciation Detailed Analysis Part 2 What 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?the different stages 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)?
Slide 38
Language Understanding sentence paraphrase 1. 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 the job in time. ____ with practice, theory may
be learned easily.
Slide 39
Language Understanding sentence paraphrase 2. The men began
sorting us into ranks. The men began arranging us into lines/
rows.
Slide 40
Language Understanding sentence paraphrase 3. We were formed
into an intricate pattern in the great courtyard. We were made to
stand in different places to form regular lines or shapes in the
big courtyard.
Slide 41
Language Understanding sentence paraphrase 4. from each floor
we were overlooked by a long balcony roofed in wood. on one side of
the courtyard was a building with a long wood-roofed balcony on
each floor where we could be seen. Or from the balcony on each
floor of the building people could see the pattern into which we
formed.
Slide 42
Language Understanding sentence paraphrase 5. Well, it seemed
that my misgivings had had no basis. 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.
Slide 43
Language Understanding sentence paraphrase 6. It was not all a
matter of playing and fooling around. What we did at school wasn t
just playing and wasting time doing nothing useful. all: completely
a matter of sth.: a situation that involves sth. 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.
Slide 44
Language Understanding sentence paraphrase 7. 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. There is no
question (of doing): there is no possibility 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.
Slide 45
Language Understanding sentence paraphrase 8. Nothing lay ahead
of us but exertion, struggle, and perseverance. nothing but: only
We would have to do our best and keep working very hard until we
finished school. This is what I imagined our school days would be
like. Or The kind of life that was waiting for us at school would
be full of exertion, struggle and perseverance.
Slide 46
Language Understanding sentence paraphrase 9. Those who were
able took advantage of the opportunities for success and happiness
that presented themselves. to present itself/ themselves: (formal)
to appear, happen If there came opportunities, capable students
would seize them to achieve success and happiness.
Slide 47
Language Understanding sentence paraphrase 12. Then there was a
band..., with clowns and weight lifters walking in front. 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. )
Slide 48
Word Study daze V. make sb feel stupid or unable to think
clearly If someone gave you a heavy blow on the head, you would
probably feel ~d. dazzle dazzling dazzling sunshine
Slide 49
Word Study exert exert on/upon exert pressure on sb exert all
one s strength/influence to do sth For college students to do a
part-time job will exert a profound influence on their personality
and life. exert oneself: make an effort exert oneself to arrive
early
Slide 50
Word Study intricate an intricate plot , complex complicated
sophisticated
Slide 51
Word Study lift: raise sth to a higher level or position lift
articles in a shop shoplift elevator (America) : box-like apparatus
in a building for taking people up or down to another floor
Slide 52
Word Study observe observe traffic rules observe a person's
birthday observant an observant boy observant of the rules
observatory
Slide 53
Word Study overlook: 1. have a view of sth from above The house
on the hill overlooks the village. 2.fail to see or notice; pay no
attention to You have overlooked several of the mistakes in this
work.
Slide 54
Word Study rank: n. 1.line of people or things a taxi rank
2.position or class people of all ranks a man of rank v. This town
ranks high among beauty spots. cups ranked neatly on the shelf
Slide 55
Word Study -volv-, -volut- ( revolve re+volv The wheel is
revolving about its axis. evolve e ( +volv The British political
system has evolved over several centuries.
Slide 56
Word Study uniform adj. the same; not varying in form,
quality,etc. things of uniform weight n. dress worn by all members
of an organization He looks handsome in uniform.
Slide 57
Word Study vary: be different They vary in price from ten to
fifty yuan. vary various varied variety variation invarious
invariously
Slide 58
Language Understanding phrases burst into (tears, sobs;
laughter, a guffaw, song) begin, suddenly and/or violently, to cry,
laugh, sing etc. eg. burst into tears burst into the room
Slide 59
Language Understanding phrases cf. The aircraft turned on its
back and burst into flames. The orchards seemed to have burst into
blossom overnight. I mentioned the incident later to a friend and
he burst out laughing/crying.
Slide 60
Language Understanding phrases sort people into ranks put... in
order; arrange cf. I sorted the books into big ones and small ones.
" , " "Sort out these papers and fasten them together with a clip,
please."
Slide 61
Language Understanding phrases to resort to to make use of ; to
turn to sth. (esp. sth. bad) as a solution eg. I'm sorry you have
resorted to deception. to resort to force
Slide 62
Language Understanding phrases to present oneself to appear,
happen eg. When the chance to study at Harvard presented itself, I
jumped at it. He was ordered to present himself at the chairman s
office at nine o clock next morning.
Slide 63
Language Understanding phrases Guess the word meaning They
unwrapped their Christmas presents. His wife presented him with a
brand-new baby girl. His sudden resignation presents us with a
tricky situation. The National Theatre is presenting King Lear next
month. It was unfair to discuss his case if he wasn t present.
Slide 64
Text Appreciation Detailed Analysis Part 3 What 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?
Slide 65
Text Appreciation for group discussion in class 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 was
_____ frightened surprised angry puzzled excited satisfied
delighted sad indifferent critical Supporting words startled,
Slide 66
Language Understanding sentence paraphrase 1. How did these
hills of rubbish find their way to cover its sides? How did the
street come to be covered with so much rubbish on both sides? Where
did they come from? to find one s way: to arrive or get to a
place
Slide 67
Language Understanding sentence paraphrase 2. here and there
stood conjurers showing off their tricks, or making snakes appear
from baskets. an inverted sentence Conjurers stood everywhere. They
were showing off their tricks or making snakes appear from baskets.
More examples: There are some exceptions to this reaction. Were
there no air on the earth, there would be no life on it. In no case
should we waste our time. There goes the bell. Away hurried the
customers.
Slide 68
Word Study startle: give a shock to;cause to move or jump
Startled She was startled to see him looking so ill. ,
startling
Slide 69
Text Appreciation 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?
Slide 70
Assignment: word study Fill in the blanks with proper
prepositions. The change of air is particularly beneficial _______
her health. He is now convinced ______ the truth of the report.
Please do not be irritated _______ his bad manners since he is
merely trying to attract attention. The old woman is unbearably
curious _______ other people s business. to of by about
Slide 71
Word study prefixes mis-= wrong(ly), bad(ly), ill (misgiving )
1. The irresponsible of a drunken driver resulted in an accident.
2. ___________ never come singly. 3. I like your plan in principle;
my only ______ is that it may take too long to carry out. 4. How
can we clear up the ____________ between the two families?
misbehavior Misfortunes misgiving misunderstanding
Slide 72
Word study prefixes over- = above, across, beyond (overlook, )
1. The fire was completely by daybreak. 2. Water from the kitchen
sink onto the floor. 3. Our garden is from the neighbor s windows.
4. Well, I ll it this time; but don t do it again. overcome
overflowed overlooked overlook
Slide 73
Word study prefixes var(i)=diverse, to change (vary, variation,
various, variety,...) 1. Features such as height, weight, and skin
color ____ from individual to individual and from face to face. 2.
The weatherman broadcasts the ________ in temperature twice a day.
3. The remarkable _______ of life on the Galopagos Islands inspired
Charles Darwin to establish his theory of evolution. vary variation
variety
Slide 74
Writing after-class work Write a composition no less than 100
words and you should base your composition on the outline below. On
Change 1. We are living in an ever-changing world. 2. Change is
double-edged. 3. We can manage to take advantage of changes.
Slide 75
Half a Day Naguib Mahfouz You can tell whether a man is clever
by his answers. You can tell whether a man is wise by his
questions. ----Naguib Mahfouz
Slide 76
The Boy and the Bank Officer Philip Ross
Slide 77
Background: bank / churches and churchgoers Text: sentence
understanding /word study Discussion: questions on text Activities:
dramatization UNIT 4
Slide 78
Functions performed by banks today have been carried out by
individuals, families, or state officials for at least 4,000 years.
Banks first emerged in the Middle Ages when people grew tired of
carrying around all their gold and began leaving their money with
the goldsmith. Italian Banking in the 14th Century Background:Banks
HISTORY OF BANKS
Slide 79
During the early Renaissance( 14 16 ), as international trade
revived, Italian money changers once again appeared. They did
business in the streets from a bench (banca in Italian; hence the
word bank). Florence, Italy, became a great banking center,
dominated by the Medici ( )family. The Medici family, one of the
most prominent banking families in Europe during this time, became
quite wealthy from its banking and money lending practices.
Background:Banks
Slide 80
With the growth of commerce and trade in Northern Europe, the
Netherlands( )became an international financial center. The Bank of
Amsterdam( / ) was organized in 1609. A chartered public bank( )was
opened in Sweden( )in 1656. Bank notes were probably first issued
in the 1660s by the Bank of Stockholm( / ) in Sweden. It was
probably the first financial institution in the world to issue
standard-size payable-on-demand( )bank bills, which eliminated the
handling of copper coins. Background:Banks
Slide 81
The Bank of France was founded in 1800. For most of the 19th
century the money markets of Europe were dominated by the House of
Rothschild. The house was operated by Rothschild and his oldest
son, Amschel Mayer, until its dissolution in 1901. The four other
Rothschild sons opened bank branches in Vienna, Austria; Naples( ),
Italy; London, England; and Paris, France. The London and Paris
branches are still in operation. Frankfurt House of Rothschild
Slide 82
Background: Churches and churchgoers The British churchgoer
prefers a severe preacher because he thinks a few home truths will
do his neighbors no harm. ---Attributed to George Bernard Shaw,
Irish playwright. Nobody but poor folks get happy in church.
---Richard Wright,U.S. novelist.
Slide 83
Pre-class Discussion: 1)How do you understand the author s
friend s attitude toward banks? The author s friend hates banks,
saying that they act like churches. 2) What can banks do for us?
And what about churches? Banks keep, land and issue money as well
as offer many other financial services such as deposits, loans,
exchange, savings, etc.. They also help to regulate the economy
with changes in interest rate in money supply. Churches represent
Almighty God; lt has right to tell people what to do and what not
to do.
Slide 84
Pre-class Discussion: Pre-class Discussion: 3) Are there any
differences and similarities between banks and churches? They are
ordinary stores. But a bank s goods happen to be money. 4) What do
you think of the ending of the story? What effect may it bring to
the story? The ending of the story is unexpected. It may bring the
story interesting. This article seems to prove that the prejudices
of people like the author are ungrounded.
Slide 85
Bank and Church The bank stands for finance. The church stands
for religion. Both church and bank are so close to people s life,
therefore the bank is regarded as the spokesman of the God, which
interfere and control our lives.
Slide 86
Language Point happen to do : occur by chance We happened to be
in the neighborhood. happen: ---refers to accidental or unplanned
event occur: ---refers to accidental or unplanned event; (more
formal than happen) take place: suggests that an event is/was
planned
Slide 87
Language Point in the first / second place: ---firstly /
secondly in my / your place: ---in my situation overlighted: - --
having too much light over-: ---above; outside; across overcoat
overhead overhang overall --- to excess; too much overtime overeat
overburden overcharge overweight overheated
Slide 88
Language Point -ish: 1). somewhat,near to reddish greenish
yellowish darkish 2). in the manner of foolish childish boyish
womanish snobbish 3). of a country Irish Polish Finnish Spanish
fortyish: at about the age of forty
Slide 89
Language Point mustache: hair on upper lip beard: hair growing
on man s chin goatee: short pointed beard authority: --- powers to
give orders and make others obey eg. The leader must be a person of
authority. --- person with special knowledge eg. She is an
authority on phonetics. --- (pl.) person or group having the power
to give orders or take actions eg. the authorities concerned
Slide 90
Language Point more than: (colloq.) ---very; extremely; beyond
They were more than willing to help. more than: The child was more
frightened than hurt. He always seemed old to me, more like a
grandfather than a father. no more than : ---only; just / ---the
same as It cost me no more than $5 to buy the book. Hes no more
able to read Spanish than I am.
Slide 91
Language Point think twice about / doing sth: ---think
carefully before deciding to do sth You should think twice about
employing someone youve never met. Once bitten, twice shy.
---(saying) after an unpleasant experience one is careful to avoid
sth similar Lightning never strike in the same place twice.
---(saying) an unusual event, or one that happens by chance, is not
likely to occur again in the exactly the same circumstances or to
the same people.
Slide 92
Language Point as to + whether : concerning / about / regarding
who when I can t decide as to when we should start. It s still
unclear as to whom this car belongs to. no but to : He had no
choice but to sell the house. (do / did/ does) + no but do: I did
nothing but follow the rules. I don't know anything as to the
others.
Slide 93
Language Point but: one cannot / couldn t but do sth: ---
(formal) have to I couldn t but admit that he was right. (negative
word) + but + clause: ---without the result that No man is so old
but he may learn. ( No man is too old to learn.) but for sb / sth:
--- without sb / sth But for the rain, we would have had a nice
holiday..
Slide 94
Language Point move in for sth: --- become active in doing sth
I moved in for the kill. move in on sb / sth: ---approach sb / sth,
esp. in a threatening way The police moved in on the terrorists.
move in sth: --- live, be active, pass ones time, etc. in a
particular social group She moves in the highest circles of
society.
Slide 95
Language Point zero in on sb / sth: ---aim guns, etc. at or
find the range of ( a particular target) --- fix attention on sb /
sth; focus on sb / sth(sl) We should zero in on the key issues for
discussion. damn: adv. very damn good / clever / well An enemy
battery zeroed in on the crossroad.
Slide 96
Language Point Sentence Understanding 1)Everything about him
suggested a carefully dressed authority. ---His clothes, his
manner, etc. indicated that he was a carefully dressed man who had
an important position and power. 2) Now if you will excuse me. This
expression is used when one wants to go back to ones work, or to
attend to other customers, or just to end the conversation.
Slide 97
3) I didnt think twice. I didnt think very carefully. 4) Excuse
me? But why/ I dont understand. 5) I had my opening. I found a good
chance to or to say something. 6) I moved in for the kill. I began
to prepare to kill, destroy or defeat my enemy. He had a strong
argument to silence the bank officer. Sentence Understanding
Slide 98
7) How do you explain that? What can you say to get out of this
ridiculous logic? 8) Look, were just wasting each others time. You
are just talking nonsense. I dont want to listen to you any more.
9) has been shaking the boy down .has been getting money from the
boy by using threats 10) Anyway, the police are on the case.
Anyway, the police are working on the case. Sentence
Understanding
Slide 99
Activities: Role-play Characters: the boy the writer the bank
officer the bully the policeman
Slide 100
My Personal Manager Margaret Goff Clark
Slide 101
My Personal Manager Background Warming-up questions Text
appreciation Language understanding Group activities
Slide 102
Background Margaret Goff Clark is a productive author. She
wrote stories about teenagers. Different themes: mysteries science
fiction human relationship wild animals
Slide 103
Theme one: mysteries Who Stole Kathy Young? It is about two
girls who are cousins named Meg and Kathy. Meg and Kathy both live
in Texas. The story is set in summer and Meg and Kathy always come
for vacation. They saw two tourists that seemed a bit weird to them
but didn't really think anything of it until they began to follow
them. Next Meg sees Kathy a little further down the road being
pushed into a van. Meg automatically thinks it must be those two
tourists that they had seen earlier. Police search parties are sent
out searching for Kathy but they can't find her. Meg decides that
just waiting isn't helping, so she starts to search for Kathy
herself with a boy named Julian. While all of this searching for
Kathy is going on, Kathy herself is trying to escape.
Slide 104
Theme two: science fiction Barney and UFO Barney is afraid to
tell his foster parents that he has seen a UFO behind the house
even when a hasty promise to a space boy leads him into trouble.
Barney on Mars When Barney's young friend's dog is taken to Mars,
extraterrestrial acquaintance Tibbo helps them try to get it
back.
Slide 105
Theme three: human relationship This book is a historical
fiction about a family helping slaves escape to Canada.
Slide 106
Theme four: wild animals The Endangered Florida Panther There
is a good mix of high-interest anecdotes about the panther( )and
the people who study and safeguard it, and of facts and photos that
present basic information about the species and its ecological
role. Habits and habitat are briefly discussed; history focuses on
the panther's endangered status and the efforts to protect it.
Slide 107
The Threatened Florida Black Bear In this companion book Clark
gives basic historical and scientific facts with eyewitness
accounts of the wildlife biologists who study and protect the
animals. It is these anecdotes that create a sense of excitement
and convey the tragedy of habitat loss that puts various species at
risk worldwide. Full- color photographs provide information and a
feeling ofrespect. Solidly on the side of wildlife conservation,
Clark presents a balanced picture of the bear's relationship with
the environment and with humans, discussing conflicts and
compromise.
Slide 108
Slide 109
Pre-class Questions What troubles the hero and heroine in the
story? What will it usually result in? How do they deal with it? In
this text, Why doesn t the story directly begin from the first day
I meet Carlos? If you were Karen, what would you do? And if you
were Carlos? What would you do to help Karen? Do you have the
similar problems? what is your way to resolve them?
Slide 110
Text appreciation Development of story: Part I (para.1):
suspense of the story Part II (para. 2-par.6): the first day I met
Carlos. Part III (para.7-para.8): Carlos became my personal
manager. Part IV. (para.9-end): the success of us.
Slide 111
Text appreciation Main characters: Carlos---being knee-high to
a flea, I realized I was going to have to spend my life in this
undersized skin. I just decided to make the best of it and
concentrate on being myself. Karen --- No boy wants to date a girl
taller than she is.
Slide 112
Text appreciation Beginning of the story: Which is how little
Carlos Herrera took me and turned me into well Which is how little
Carlos Herrera took me and turned me into a cool, pretty, and
popular girl.
Slide 113
Text appreciation Chronological order: Karen ran into something
solid. Carlos s suggestions: appearance---let my hair grow wear a
fitted sweater and neat skirt; manners---lift my head and sayHito
everyone; I was to volunteer to work on the school paper and go out
for dramatics;
Slide 114
Text appreciation The end of the story: Karen refused Reed and
decided to have dinner with Carlos.
Slide 115
Text appreciation Humorous: I'm going to be a promotion man. I
may be short, but I can promote big things. Like me. (Carlos wants
to promote big ideas or activities; Karen says:Do you mean you can
promote big things like me ) Take that seat,"Mr. McCarthy told
Carlos, pointing to the only empty one, in the back of the room.
Carlos grinned.But I need a couple of dictionaries.
Slide 116
Text appreciation Karen ---It doesn't seem to bother youbeing
short, I mean. Carlos--- Of course I mind being short. I get a
stiff neck every day from looking up at people like you.
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Text appreciation Shortness: 1.to come back to earth/to come
down to earth:to return to reality, suddenly or with a shock; to
return to a normal way of thinking after a time when you are
excited I'm glad Mary has come down to earth and stopped dreaming
of being rich.
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Text appreciation 2. to make the best of it/to make the best of
a bad job/to make the best of a bad situation:to accept a sad or
unsatisfactory situation that you cannot change and do the best
that you can in the circumstances We'll have to spend the night in
this awful place, so we might as well make the best of it.
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Text appreciation 3. to go through with sth. :to carry out;
refuse to be prevented from sth. I can't go through with this
performance. I'm so nervous. 4. to know better informed about sth./
to know better than to do sth. : be wise enough to behave in a more
responsible and acceptable way She's only six, but she's old enough
to know better than to run out into the traffic. I'm surprised at
your behaving so badly you ought to know better.
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Language understanding 1. annoy, irritate, bother annoy refers
to mild disturbance caused by an act that tries one's patience
irritate is closely related but somewhat stronger bother implies
troublesome imposition
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Language understanding 1) Hasn't he ______ them enough with his
phone calls? 2)I was ______ by his bad manners. 3) Your
interruptions only serve to _____the entire staff. 4) Pardon me for
_______ you with such a small matter. bothered annoyed irritate
bothering
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Language understanding 2. cast The fisherman cast his net into
the sea. She cast an eye in his direction. It cast a new light on
the problem. He seemed to be cast down. He cast his vote against
the new tax law. stake everything on the single cast of a dice This
is a play with an all-star cast.
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Language understanding 3. knee beat sb. to his knees/bring sb.
to his knees ( force sb. to submit) bend one's knee before /to sb.
The water was knee-deep. The grass was knee-high.
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4. plead to ask earnestly; beg: The boy pleaded for mercy. She
pleaded with the officer not to give her a ticket. to assert as
defense or excuse; claim as a plea plead ignorance to put forward a
plea of a specific nature in court, claim plead guilty argue
earnestly in favor of: pleading the rights of the unemployed
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5. under- Beneath or below in position: underground,
undergarments, undercurrent Inferior or subordinate in rank or
importance: undergraduate, undersecretary Less in degree, rate, or
quantity than normal or proper: undersized, underdeveloped,
underpaid, underdone, undernourished
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6. know better than to do: be wise enough not to do She is old
enough to know better than to spend all her money on clothes. I
know better than to lend him any money. He ran away from school. He
ought to have known better.
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Language understanding 7. be through (with) Are you through
with your work? I am through talking to her. 8. worth for all one
is worth for what it is worth get one's money's worth , We never
know the worth of water till the well is dry. proverb) [ ]
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9. laugh laughing-stock no laughing matter laugh off an
embarrassing situation laugh in one s face laugh in one's sleeve He
laughs best who laughs last.
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Language understanding 10. laugh, smile, grin, chuckle, sneer,
giggle grin: smile broadly showing the teeth chuckle to laugh
quietly or to oneself sneer to assume a scornful, contemptuous
facial expression giggle: to laugh with repeated short sounds
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Language understanding At that moment, everybody began to laugh
and sing. He grinned from ear to ear. He was chuckling to himself
over what he was reading. The inn-keeper smiled and immediately
went out. James sneered at my old bicycle. He has a new one. The
funny man amused the girls, so they giggled.
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Language understanding 11. best make the best of a bad job to
the best of one's ability The best is the enemy of the good. [ ] ;
to the best of my knowledge:as far as I know Strive for the best,
prepare for the worst. , She spent the best part of an hour writing
a letter.
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12. come back to earth like nothing on earth bring sb. back
[down] to earth down to earth ,
Slide 133
13. let loose at /in the (very) loose [ break /get loose ; ;
give (a) loose on the loose
Slide 134
Language understanding 14. brain brain wave ; beat one s brains
have something on the brain rack one s brains
Slide 135
Group activities Group discussion How do you think Karen will
choose between Reed Harrington and Carlos as her boyfriend
according to story? Why do you think so? If you were Karen, which
one would you choose? Dramatize the story.
Slide 136
Writing Practice Write a story. Focus on the plot and
dialogue.
Slide 137
UNIT 14 After Twenty Years O.Henry
Slide 138
Background Information O.Henry ( . ): He was a famous American
short-story writer noted for the surprise ending. He wrote a large
number of short stories in which he described amusing incidents of
everyday life.
Slide 139
O. Henry (1862-1910) was a prolific American short-story
writer, a master of surprise endings, who wrote about the life of
ordinary people in New York City. A twist of plot, which turns on
an ironic or coincidental circumstance, is typical of O. Henry's
stories. William Sydney Porter (O. Henry) was born in North
Carolina. His father, Algernon Sidney Porter, was a physician. When
William was three, his mother died, and he was raised by his
paternal grandmother and aunt. William was an avid reader, but at
the age of fifteen he left school, and then worked in a drug store
and on a Texas farm. He moved to Houston, where he had a number of
jobs, including that of bank clerk. After moving to Austin, Texas,
in 1882, he married.
Slide 140
In 1884 he started a humorous weekly The Rolling Stone. When
the weekly failed, he joined the Houston Post as a reporter and
columnist. In 1897 he was convicted of embezzling money, although
there has been much debate over his actual guilt. In 1898,
unfortunately he was kept in prison at Columbus, Ohio for three
years in his thirties though he had done nothing wrong. It was
there that he began to write short stories to earn money to support
his daughter Margaret. His first work, "Whistling Dick's Christmas
Stocking" (1899), appeared in McClure's Magazine. After doing three
years of the five years sentence, Porter emerged from the prison in
1901 and changed his name to O. Henry.
Slide 141
O. Henry moved to New York City in 1902 and from December 1903
to January 1906 he wrote a story a week for the New York World,
also publishing in other magazines. Henry's first collection,
Cabbages And Kings appeared in 1904. The second, The Four Million,
was published two years later and included his well-known stories
"The Gift of the Magi" and "The Furnished Room". The Trimmed Lamp
(1907) included "The Last Leaf". Henry's best known work is perhaps
the much anthologized "The Ransom of Red Chief", included in the
collection Whirligigs (1910). The Heart Of The West (1907)
presented tales of the Texas range. O. Henry published 10
collections and over 600 short stories during his lifetime, some of
which have been translated into Chinese. His books are very popular
in China
Slide 142
O. Henry's last years were shadowed by alcoholism, ill health,
and financial problems. He married Sara Lindsay Coleman in 1907,
but the marriage was not happy, and they separated a year later. O.
Henry died of cirrhosis of the liver on June 5, 1910, in New York.
Three more collections, Sixes And Sevens (1911), Rolling Stones
(1912) and Waifs And Strays (1917), appeared. Henry House at former
location on grounds of old Lone Star Hall of Horns
Slide 143
Slide 144
Slide 145
"Life is made of sobs, sniffles, and smiles, with sniffles
predominating."Lifesmiles "A good story is like a bitter pill, with
the sugar coating inside of itgood ---O. Henry
Slide 146
Story Introduction: A policeman on the beat sees a man leaning
in the doorway of a hardware store. The man explains that he is
waiting for his friend Jimmy Wells, an appointment they had made
twenty years ago. They were best friends, and the man waiting is
sure his friend will show up.
Slide 147
The policeman walks away, and shortly after a tall man walks up
to the hardware store and greets the man waiting. Incredibly happy
to see his old friend again, the man begins walking along the
street with him. Soon he realizes that the tall man does not look
like his friend Jimmy. He is then arrested by the tall man, and
given a note from the policeman. The note said that he had been at
the appointment place on time, but had recognized his friend's face
as wanted by the police. Since he did not want to arrest his
friend, he found someone else to do the job for him.
Slide 148
Text Understanding Section 1: 1. What are the characters'
feelings in this section? How do you know? 2. What do you think
will happen next? 3. Will the friend show up? If so, how will the
encounter be?
Slide 149
Text Understanding Section 2: 1. Do you agree with Jimmy's
actions? Why or why not? 2. How do you imagine Jimmy twenty years
ago? 3. How do you imagine Bob twenty years ago? 4. How do you
think Jimmy felt when he saw Bob? 5. Are Jimmy's actions
justified?
Slide 150
6. If you were in Jimmy's shoes, what would have been the best
thing to do from the following points of view? a.your career as a
policeman b.your friendship with Bob c.your own conscience d.the
law 7. How do you think Jimmy felt when he wrote the letter? 8.
What do you think Bob's reaction was when he read the letter? 9.
Had you been Bob how would you have reacted to the letter?
Slide 151
Word Study beat a policeman s beat , We played the top class at
football but we couldn't beat them. That problem has beaten
me.
Slide 152
empty,vain,hollow Let's stop the empty talk and do some useful
and practical work. Then he found himself in a hollow vally. The
principal made another vain appeal for better equipment in the
school laboratory.
Slide 153
keen He has a keen brain. A keen north wind was blowing. , , My
roommates are very keen on bridge cards among other things. Please
quote keen prices.
Slide 154
The wheel turns. The earth rotates on its axis once every 24
hours. 24 The earth revolves around the sun. spin a top The leaves
whirled in the wind. turn rotate revolve spin whirl
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sharp (adj.) 1.a sharp morninga. ; 2. a short and sharp lifeb.
3. a sharp boyc. 4. be sharp at figuresd. 5. sharp practicee. 6.
sharp tonguef. 7. sharp wordsg.
Slide 156
fine There's a only very fine line between punishment and
cruelty. , I missed some of the fine points in the argument. ( )
Your shoes are in a fine muddy state. Fine feathers make fine
birds. [ ] ,
Slide 157
destiny, fate, doom They ascribed their disaster to an unkind
______. It was her _________ to become famous. The Battle of
Stalingrad sealed Hitler's _______. fate destiny doom
Slide 158
release 1.He was released from the prison. 2.The news was
released in yesterdays newspaper. 3.She seemed to do something to
release her tension. 4.We could release you from your duties for
two days. Meanwhile, you take a good rest. a. get rid of b. let
free c. make known d. allownot to do
Slide 159
fortune make a fortune come into a fortune have fortune on
one's side He dances well to whom fortune pipes. [ ]
Slide 160
club The workers in the office clubbed together to buy her a
present for her birthday. club ideas and exertions
Slide 161
Sentence Understanding 1.This policeman was impressive in a
natural way. He was not trying to look important, because it didn t
make scene----there were few people in the street to see him. 2.His
clever swinging of the club showed his confidence and competence as
a cop. His air of superiority showed his pride and sense of dignity
as a law-enforcing officer. 3.People in that area closed their
stores pretty early. 4.Why? Because he saw a man standing in the
doorway and he became suspicious, or he was excited that it might
be the friend he had expected to see.
Slide 162
5. It had to be a darkened store and Bobs cigar had to be
unlighted, otherwise Jim would see that it was the man wanted by
the police in Chicago. 6. It is strange that they did not recognize
each other. It could be the darkness and long separation. It could
also be that on Jims part, he was cautious. 7. The match light
showed a face which must have fitted the description of the wanted
man, especially the square jaw and the white scar. 8. We guessed
that by that time we should have already decided what to do with
our lives, or should have already found our places in society.
Slide 163
9. I have been running around the West with vigor and energy.
10. A man is unable to go very far or to be very successful in New
York. He cant escape the boring life. He has to go to the West to
become an eager and exciting person. 11. You are going quietly,
will you? Or: You are not going to resist, are you? Thats
wise.
Slide 164
12. Why? Jim had mixed feelings. He knew what his duty was. But
the memories of their friendship, the expressions of Bobs undying
respect and admiration for him and the fact that Bon had come all
the way from a thousand miles away just to keep the appointment
made 20 years ago must have deeply touched him.
Slide 165
Perform their role-plays for the class : the roles of the two
characters and narrator in the story After-class Activities
Slide 166
Slide 167
Leading in Every September when new students first come to a
university, they have a week or so of orientation preparing them
for the years to come. In the session a series of talks and tours
are organizd to help freshmen to understand the purpose, rules and
regulations of the universities, and to learn how to use the
facilities, to plan their studies, to handle relationships and even
how to budget for their expenses at college. What do you think of
the purpose for our further education in college? What do you think
is urgently needed for college students in the 21st century? After
learning this text, students should realize that they should be
avid readers and learners and arm themselves with the best of
mankind s techniques and spiritual resources, and seize all
opportunities to cultivate the spirit of teamwork, the ability to
handle emergencies and to work under pressure.
Slide 168
Outline of the Text Cultural Background Cultural Background
Cultural Background Language Points Language Points Language Points
Text Understanding Text Understanding Text Understanding Structure
Structure Writing Style Writing Style Writing Style Assignment
Assignment
Slide 169
Cultural Background: Alighieri Dante Alighieri Dante Albert
Einstein Albert Einstein William Shakespeare William Shakespeare
Geoffrey Chaucer Geoffrey Chaucer
Slide 170
Alighieri Dante Alighieri Dante (1265-1321) an Italian poet.
His masterpiece The Divine Comedy , describes the journey of a
religious pilgrim through Hell Purgatory and heaven. One of the
first writers to abandon Latin for the language of the people,
Dante s work is viewed as the beginning of Renaissance( )
Slide 171
Albert Einstein Albert Einstein (1859- 1930) was a German-born
Swiss-American theoretical physicist, the formulator of the theory
of relativity. He was awarded the Nobel Prize in 1921 and is
generally regarded as one of the greatest scientist in
history.
Slide 172
William Shakespeare William Shakespeare (1564- 1616) is the
most famous poet and playwright in the English-speaking countries,
if not in the world. He is said to have written 39 plays and more
than 154 sonnets, many of which have become masterpieces for
students of arts and literature all over the world. Some of his
most famous successful plays include Hamlet, Julius Caesar,
Macbeth, Othello, Richard , Henry and A Midsummer Nights
Dream.
Slide 173
Geoffrey Chaucer Geoffrey Chaucer (1340-1400) an English poet,
established English as a literature language. His most
representative work Canterbury Tales provides an excellent source
on the life and customs of late medieval England.
accomplishment n. the act of finishing sth. completely and
successfully [ ] achievement ----Nursing gave her a sense of
accomplishment
Slide 176
assume v. to take as a fact, to suppose [ ] presume;
presuppose; suppose ---We must assume him to be innocent until he
is proved guilty
Slide 177
democratic adj. based on the idea that everyone should have
equal rights and should be involved in making important decision a
democratic movement; democratic art forms.
Slide 178
disaster n. a sudden event such as a flood, storm, or an
accident which causes great damage or suffering [ ] calamity;
catastrophe [ ] disastrous
Slide 179
implicitly adv. in an implied way implicit adj. Frustration is
implicit in any attempt to express the deepest self (Patricia
Hampl) ( ) [ ] explicitly
Slide 180
peculiar adj. belong only to a particular person, place, or
situation [ ] especial; particular ---The problem of racism is not
peculiar to this country [ ] peculiarity n. peculiarly adv.
Slide 181
specialize v. to limit all or most of the one s study to
particular subjects e.g. Many students specialized in engineering.
[ ] specialization n. specialized adj.
Slide 182
peculiar adj. belong only to a particular person, place, or
situation e.g. The problem of racism is not peculiar to this
country. [ ] especial; particular [ ] peculiarity n. peculiarly
adv.
Slide 183
sensitive adj. able to understand or appreciate art, music or
literature e.g. We must be sensitive to the community s needs [ ]
sensitivity
Slide 184
TextUnderstanding Text Understanding one of the earliest
disasters in my career as a teacher. one of the earliest disasters
in my career as a teacher. be fresh out of/from something Part of
the student teach me something. Part of the student teach me
something. New as I was to the faculty, I could have told this
specimen a number of things. New as I was to the faculty, I could
have told this specimen a number of things.
Slide 185
Let me tell you one of the earliest disasters in my career as a
teacher Let me tell you something happened when I first became a
teacher. The word disaster often means an unexpected event such as
a very bad accident . Here, used informally, it means a complete
failure . The writer exaggerates the situation and uses the word
humorously.
Slide 186
be fresh out of/from something to have just come from a
particular place; to have just had a particular experience For
example: Students fresh from college Students fresh from college
Athletes fresh from their success at the Ninth National Games
Athletes fresh from their success at the Ninth National Games
Slide 187
Part of the student teach me something. The sentence tells us
what an unfavorable impression the student left on the writer the
first day he came to the class. Part of the body : one of the
students Here body means a group of people who work or act
together, often for an official purpose, or who are connected in
some other way. For example: a law-making body: The governing body
of the university
Slide 188
New as I was to the faculty, I could have told this specimen a
number of things Instead of telling him the importance of an
all-around education, I tried to convince him from a very practical
point of view. Put: to express or say something, in a particular
way For example: 1. Can you put in another way? 2. I really don t
know how to put it. I don t really hate the city. I don t love it
either.
Slide 189
Structure The text can be divided into two parts. The first
part (Paragraph 1--8 ) The writer describes his encounter with a
student. He tried but failed to convince the student that a
pharmacy major needs to read great writers. The second Part
(Paragraph 9--14) He restates, fourteen years later, what he still
believes to be the purpose of a university; putting its students in
touch with the best civilizations the human races has created.
Slide 190
Writing Style As it is originally a talk, the writer adopts a
basically colloquial and familiar style. The tone in the first part
is humorous and mildly sarcastic. e.g. The pharmacy major is
referred to as a beanpole with hair on top , this specimen and this
particular pest .
More Crime and Less Punishment Richard Moran Lesson Three
Slide 193
Outline of the Text Introduction of the text Introduction of
the author Background knowledge Structure of the text Language and
style Techniques of writing Language points
Slide 194
Introduction of the text Purpose of the essay The essay
provides statistical information and analyzes the present situation
to show that punishment does not deter crime.
Slide 195
Introduction of the author Richard Moran Richard Moran is a
criminologist and a leading expert on the insanity defense, capital
punishment, and the history of the electric chair. The author of
numerous articles and reviews, Moran has also written articles for
the Washington Post, Christian Science Monitor, New York Times, and
Newsweek.
Slide 196
Alcatraz Island Alcatraz Island is one of Golden Gate National
Recreation Area's most popular destinations, offering a close-up
look at a historic and infamous federal prison. Visitors to the
island cannot only explore the remnants of the prison, but can also
learn about the Indian occupation of 1969 - 1971, early military
fortifications (the first U.S. fort on the coast), and the West
Coast's first (and oldest operating) lighthouse. These structures
and the island's many natural features are being preserved by the
National Park Service which is working to make it accessible to
visitors, preserve its buildings, protect its birds and other
wildlife, and interpret its history.
Slide 197
Slide 198
Saudi Arabia Officially know as the Kingdom of Saudi Arabia
with a total population of more than million, the country lies in
the Middle east and Occupies four-fifths of the Arabian Peninsula.
With Islam as its official religion, the legal system of the
country is largely based on the teachings of Koran which governs
the social and moral behavior of the society.
Slide 199
Warm-up 1.What do you now about jury system in America? Jury
system The Jury trial is an important component in the judicial
system. The jury consists of 12 jurors, selected at random, which
will, after hearing all the evidence and cross- examination, give a
verdict of guilty or innocent. Then, the judge will pass sentence.
In many jurisdictions, the majority of a jury is not sufficient to
find a defendant guilty, all 12 members must agree to the person s
guilt.
Slide 200
2. What is the guiding principle in criminal court in America?
The court must prove the accused person s guilt beyond a reasonable
doubt. In other words, the accused is held innocent until proved
guilty. In theory, the concept makes sure that a case is not
misjudged and that an innocent person is not unjustly treated.
However, in other cases, this may help criminals to escape
punishment for his lawyer can always raise a reasonable doubt
concerning the evidence or the trustworthiness of the witnesses.
Also, collecting evidence and having a trial or even summon a jury
cost a lot of money.
Slide 201
3. What expressions do you know about crime, law and court?
Correctional personnel to prosecute sb parole to imprison/jail a
criminal crime rate to supervise a criminal arrest record to
execute a murderer property crime
Slide 202
Structure of the Text Part I (Paragraphs 1--3 ): Introduction
Part II (Paragraphs 4--9): Body Part III (Paragraph 10):
Conclusion
Slide 203
Language and Style formal serious essay long sentences
Slide 204
Techniques of Writing Statistical information Analogy
Rhetorical questions Selective use of repetition
Slide 205
Class-based Presentations Topic 1: What mainly causes the
crime? the lack of effective laws the lack of moral control Topic
2: How do you understand the saying: Poverty is the mother of
crime
Slide 206
Language points Part I get tough with Treat somebody in a
unfriendly way. E.g. If you don t answer my question, I ll get
tough with you. amount to something To be great. To have some
achievement. E.g. He will amount to something. suggest Give
somebody some advice to do something. E.g. I suggest that you go
there with somebody else.
Slide 207
Language points Part I lock somebody away Limit one s movement.
Put somebody into jail. E.g. He was locked away for murder. afford
to do something To bear the bad result of doing something. E.g. He
cannot afford to miss another day at school. Deter Frighten, scare.
E.g. The big wave deterred him from swimming. the other way
around/round From the opposite direction. E.g. If you can t make it
in this side of the wall, let s try it in the other way
around.
Slide 208
Language points Part II make (little/no) sense Be meaningful
and reasonable. E.g. What you said just now made no sense to me.
illustrate Describe something with a picture. E.g. He illustrate
his new idea by drawing a draft. be easy (on) Affording comfort or
relief; soothing E.g. That soft light was easy on the eyes. make
room for Spare some space for placing other stuff. E.g. I moved the
couch to make room for my computer desk.
Slide 209
Language points Part II measure against Compare with something
else for length E.g. I measured it against my hand because I forgot
to take the ruler with me. worth doing something Be valuable to
spend some effort on something. E.g. That bad guy does not worth
being missed all day long. to extent In a certain scale or percent.
E.g. I agree with you to some extent.
Slide 210
Language Points Part III work out Calculate to get the result
E.g. to work out a sum. Bring the expected result E.g. Things will
work themselves out. so + adj.+ as to do something E.g. The terms
in the question are so well known as to require no explanation.
e.g. An hour after he took the medicine, his toothache began to
wear off.
Slide 211
Lesson 12 Confessions of a Miseducated Man Norman Cousins
Slide 212
About the author Norman Cousins (1915(?) 1990) was one of the
founders of public television in the United States and a former
chairman of the Pulitzer Prize jury in literature. For thirty- five
years he was editor of the Saturday Review during which he wrote
editorially on a wide range of topics relating to national and
international issues. He was named Author of the Year by the
Society of Authors and Journalists in 1980 and held honorary
degrees in literature, science, and law from forty-nine colleges
and universities.
Slide 213
About the author He carried out diplomatic missions abroad as
personal emissary for Presidents Eisenhower, Kennedy, and Johnson.
Among the numerous awards he received are the United Nations Peace
Medal, the American Peace Award, the Family of Man Award, the
Eleanor Roosevelt Peace Award, the Personal Medallion of Pope John
XXIII, and treatment to victims of the atomic bombing of Hiroshima.
This article is taken from Short Essays published by Heart Bruce,
1995.
Slide 214
Miseducated and uneducated An uneducated person has received no
formal education from school while a miseducated person has
received formal education but is educated in the wrong way. One
more example is the contrast between uninformed and
misinformed.
Slide 215
Background information: Sentences given by the author: ___
Norman Cousins, 1957 We in America have everything we need except
the most important thing of all -- time to think and the habit of
thought. Thought is the basic energy in human history. [From Human
Options] --- Norman Cousins
Slide 216
Writing background: Today everybody agrees that the world if
getting smaller and smaller. International community, world
village, global integration, globalization, world market, etc. have
become some of the most frequently used words in the English
language. What kind of impact will all this have on us? What must
we do to adapt ourselves to these changed conditions? This essay
attempts to address this issue.
Slide 217
Main ideas: The author s central idea is that, to prepare
ourselves for this new world, we must all be re-educated so that we
will be able to understand that there are more similarities than
differences among peoples. The differences are superficial and
insignificant whereas the similarities are essential and
fundamental. These similarities enable all of us to be equal
members in this global village and to live happily with mutual
respect.
Slide 218
Basic arguments: First, life is a rare occurrence and human
existence even more so. Therefore we should have the greatest
respect for all humanity; Second, however different peoples may be
in little details, they are united in their humanness, in their
basic human faculties and gifts; Third, they are also united in
their needs, because today none of the most important problems we
are faced with can be resolved without global cooperation. These
views of course are not original. Many people have been thinking
along the same line. Today, more and more people agree that in the
long run, nobody can be completely happy unless everybody else is
happy, and nobody will be completely free unless everybody else is
free.
Slide 219
Writing style the author used very formal language to
illustrate his point sentence patterns are very long, abstract and
difficult to understand.
Slide 220
Broad questions: What do you think the fast developing world
brings to us? What do you think are the main trends that affect us
today? What do we have to process in order to survive the new age?
What kind of education do you think is proper for college students
especially English majors to receive?
Slide 221
Text Appreciation Question: How do you understand the word
miseducated ? What s the difference between miseducated and
uneducated ? Could you please show some other examples? (see note 2
on P312)
Slide 222
Language Points Note: V. a. notice; bear in mind Please note
that this bill must be paid within 10 days. 10 The pupil noted what
the teacher said. b. Point out The newspaper does not note what
happened next.
Slide 223
Language Points confession: Something confessed, especially
disclosure of one's sins to a priest for absolution. In the nature
of having the characteristics of sth. miseducate: To educate
improperly Compare mis and un , more examples: misjudge,
misleading, misguide, mistake, misinform, misspell, mispronounce,
misprint, misinterpret, etc.
Slide 224
Question: Why do you think the author states that for which my
education might be adequate, but the world today. He may suggest
that as the world is developing, it s necessary for us to equip
ourselves with the up-dated knowledge, which is essential for our
survival.
Slide 225
Language Points comprehend: To take in the nature, or
importance of; grasp. , e.g.: The judge said that it was difficult
to comprehend why the police acted so in this matter.
Slide 226
Language Points adequate: a. enough An adequate water supply
for city people is already a problem no government can take
lightly. The supply is not adequate to the demand. b. qualified I
hope you will prove adequate to the job. She was not adequate as
the head of the school.
Slide 227
Question: why does the author say that Africa and Asia is the
best place? Maybe it is because that Africa and Asia are land of
wonders and vivid cultural traditions and customs.
Slide 228
Question: could you show us an example by using your knowledge
on the point of how to recognize the things that make one place or
one people different from another? From language, Skin color,
eating habit, food, dressing style
Slide 229
Question: The author has mentioned three subjects, can you
define them or what are they all about?
Slide 230
Language Points Instruct: to teach or educate: ~ sb. in sth.
She instructs a class in history. She instructed me in the use of
the telephone.
Slide 231
Language Points Respect: A particular aspect, feature, or
detail: In many respects this is an important decision. I think you
are wrong in every respect. In what respect do you think the film
is biased? ? *in all respects (=in every respect) [ ] , in no
respect : totally not ... in many/ some/several/few respects
Slide 232
Language Points Principal& principle (homonyms) a.
Principal and principle are often confused but have no meanings in
common. b. Principle is only a noun, and most of its senses refer
to that which is basic or to rules and standards. c. Principal is
both a noun and an adjective. As a noun (aside from its specialized
meanings in law and finance) it generally denotes a person who
holds a high position or plays an important role.
Slide 233
Question: What time was the author talking about here?
Slide 234
Language Points Readily: a. In a cooperative manner; willingly.
, b. In a manner indicating or connoting ease; easily. , I can
readily believe that she is lazy at home she is very lazy at
school. "Wherever he goes, he readily accommodates to changed
conditions." " ,
Slide 235
Language Points Get through doing: to complete, to finish doing
Compare notes: to exchange views or information about sth.. both
have done or are interested in to see if they agree
Slide 236
Language Points Arena: a. The area in the center of an ancient
Roman amphitheater where contests and other spectacles were held.
b. A place or scene where forces contend or events unfold: , , .
arena of politics/political arena , the literary arena withdrew
from the political arena: the world as an arena of moral
conflict:
Slide 237
Language Points refined: a. improved or changed b. Free of
impurities; purified. ; refined salt
Slide 238
Language Points Propaganda: the action (or material)of
promoting an idea in order to achieve certain interests, sometimes,
this idea maybe cheating, misleading, exaggerating, and it reflect
the interests of a certain interest group.. make propaganda for:
promote some ideas by doing sth. ... set up a propaganda for: set
up a organization in order to promote effectively ...
Slide 239
Assignments: Search for some information of globalization
before the first class. Find the useful expressions and sentence
structures from the passage