Unit 2 Marrakech by George Orwell Lecturer: Meng Fanyan
Slide 2
Teaching Aims To know the writing techniques of exposition To
learn the methods in developing an expository writing, esp. the use
of examples To appreciate the language features
Slide 3
Teaching Teaching Contents I. Background knowledge II.
Introduction to the passage III. Text Analysis IV. Rhetorical
devices V. Questions
Slide 4
1. Background Knowledge George Orwell Morocco Marrakech
Slide 5
George Orwell
Slide 6
George Orwell (Information?) George Orwell ( pseudonym or pen
name) Eric Arthur Blair (1903 1950) British novelist and essayist
Best known for his journalism Born in India, serving the British
government abroad
Slide 7
George Orwell He travelled widely. Marrakech is one of the
places he travelled to. His travel made him take a hostile attitude
toward imperialism. He showed deep sympathy for the poor and became
a firm supporter of socialism.
Slide 8
George Orwell Orwell was famous for his political satires. He
was an uncompromising ( ) individualist and political idealist.
Orwell argued that writers have an obligation of fighting social
injustice, oppression, and the power of totalitarian ( )
regimes.
Slide 9
George Orwell His works: Homage to Catalonia,Homage to
Catalonia Down and Out in Paris and London,Down and Out in Paris
and London Burmese Days,Burmese Days A Clergyman's daughter,A
Clergyman's daughter Coming Up for Air
Slide 10
George Orwell (additional information) Orwell is best
remembered today for two of his novels or masterpieces Animal Farm
(1945) Nineteen Eighty-four (1949)
Slide 11
Animal Farm ---- a political fable in which each animal
represents a certain human character. Animal Farm
Slide 12
Slide 13
Animal Farm
Slide 14
Animal Farm
Slide 15
Animal Farm
Slide 16
Nineteen Eighty-Four
Slide 17
A brief history of Morocco The present king, Mohammed VI,
succeeded king Hassan II on his death in 1999, has continued his
fathers progressive reforms of health, education, and
economics.
Slide 18
The people Most of the people of Morocco are Muslims. Islam is
the state religion.
Slide 19
At one time there are about 200,000 Jews in Morocco. Most of
them were descendants of those who had fled from Spain and other
European countries and settled in the coastal cities. The
people
Slide 20
Moroccans are mainly farmers (70%) who try to grow their own
food. They often use camels, donkeys and mules to pull their plows.
In the south a few tribesmen still wander from place to place in
the desert. The people
Slide 21
Marrakech Location It is situated in southwest Morocco at the
foot of the Atlas Mountains, 130 miles south of Casablanca, the
chief seaport.
Slide 22
Slide 23
Marrakech Marrakech is the second largest city in Morocco. The
city is known as the Red city after the magnificent red
fortifications that surround it.
Slide 24
Slide 25
Marrakech It is the principal commercial centers of Morocco. It
has extremely hot summers but mild winters. Marrakech has an exotic
traditional atmosphere.
Slide 26
Marrakech Marrakech is not only a fantastic city, it is also a
symbol of the Morocco. The streets of the old and pink city have
been too narrow to allow the introduction of cars.
Slide 27
Slide 28
Slide 29
Slide 30
markets
Slide 31
Slide 32
Slide 33
Shopping Old city gate
Slide 34
Typical street scene Traditional town house
Slide 35
II. Introduction to the Passage A political essay Orwell leaves
no doubt about his feelings concerning colonialism and its results.
He has shown the readers how millions of people can be ignored and
treated as less than human.
Slide 36
The suffering and misery of the colonial people in Marrakech.
In this essay Orwell denounces the evils of colonialism by
mercilessly exposing the poverty, misery and degradation of the
native people in the colonies. Theme (Discussion)
Slide 37
How does the author develop this thesis? (Discussion) --- It is
supported by various independent examples or illustrations of the
peoples poverty and suffering. Introduction to the Passage
Slide 38
Orwell shows poverty from five perspectives: 1. the burial of
the poor inhabitants 2. An Arab Navvy begging for bread 3. The
miserable lives of the Jews 4. Cultivation of the poor soil 5. The
old women carrying firewood
Slide 39
1. Type of literature --- a piece of exposition. 2. The purpose
of a piece of exposition: --- to inform or explain. 3.The
requirements: --- objectiveness, honesty and completeness. Genre
analysis
Slide 40
An expository paper explains or explores something, such as the
process of making a machine, the causes of a natural or social
phenomenon, the planning of a project, or the solution of a
problem.
Slide 41
Genre analysis The writer appeals to a reader's understanding
with verifiable (that can be verified) facts and valid information,
explaining and interpreting materials so that the reader will
accept his point of view or explanation.
Slide 42
Genre analysis Thus he must organize and develop his thought
objectively and present it with honesty and completeness so that
the reader will have confidence in what he is saying.
Slide 43
Genre analysis Generally the writer makes a statement of the
central thought or of his purpose quite early. This statement is
sometimes called the "thesis", and may even be the title of the
piece.
Slide 44
Genre analysis Sometimes the writer may first present and
develop his facts and make his general statement as a conclusion at
the end.
Slide 45
--- comparison --- contrast --- classification --- analogy ---
illustration --- analysis --- definition --- exemplification Ways
of developing the thesis of a piece of exposition:
Slide 46
Genre analysis specific method examples The objective
presentation of examples show that the people in colonial countries
are poverty- stricken.
Slide 47
Structural analysis How many parts does the essay fall into?
And whats the main idea of each part? (Group discussion)
Slide 48
I suppose that from her point of view, violating a law of
nature. --- The author gave the old woman a little money. The
response was a shrill wail for she was greatly surprised. The old
woman was fully accustomed to her miserable existence and to not
being taken notice of by any one, so she almost considered the
author to be doing sth. unnatural by giving her the money.
Slide 49
Part 6: ( Paras.22-26) Conclusion----description of the black
troops in general and one black soldier individually. It won't be
long for the white people to keep these black people in
ignorance.
Slide 50
As the storks flew northward a clatter of iron wheels.
----Contrast. The passive plodding, earthbound blacks are
contrasted with the glittering white birds so great, pure and lofty
who sail above them in the sky. While the former are weighed down
by heavy packs, are sweating and uncomfortably hot, the latter are
free to soar unfettered in the cool sky above. Paras.22
Slide 51
screw-gun: perhaps a kind of small cannon winding up: moving
slowly following the twisting and turning road clumping, clatter:
two onomatopoeic words describing the sound of boots and iron
wheels as they moved over the road
Slide 52
stork
Slide 53
Paras.23 They were Senegalese. ---- These black soldiers were
from Senegal. Senegal: Republic of Senegal, a country in western
Africa, formerly part of French West Africa. It became independent
in 1960.
Slide 54
their splendid bodies were hidden in reach-me-down khaki
uniforms ---- The Senegalese soldiers were wearing ready-made khaki
uniforms which hid their beautiful well-built bodies.
reach-me-down/hand-me-down: (British colloq.) second-hand or ready-
made clothing
Slide 55
khaki 1) a khaki-colored cloth made usually of cotton or wool
and used especially for military uniforms 2) a light yellowish
brown
Slide 56
their feet squashed into boots a couple of sizes too small.
---- Their feet were squeezed into boots that were too small and
were flat and square like blocks of wood and their heads were also
squeezed into tin hats which seemed to be a couple of sizes too
small for them.
Slide 57
tin hat
Slide 58
Description of the black soldiers dusty; boot-clumping;
reach-me- down uniform, uncomfortable boots, small size tin hat,
slumping with the weight of packs
Slide 59
But the look might expect. ----The look the young Negro soldier
gave Orwell was not what Orwell was expecting. What does he
expect?
Slide 60
in this connection it doesn't matter twopence if he calls
himself a socialist ---- Every white man, even those who call
themselves socialists cant help thinking this thought when he sees
a black army marching past. Para.25
Slide 61
in this connection: in this case while speaking of such things
( while speaking of the one thought which every white man thinks)
it doesn't matter twopence: it doesn't matter a bit. /It doesnt
matter at all.
Slide 62
How much longer can we go on kidding these people? ---- How
much longer can we go on fooling or deceiving these people?
Slide 63
How long before they turn their guns in the other direction?
---- Euphemism. How much longer before they turn their guns around
and attack us?
Slide 64
It was curious really. ---- It was strange and interesting that
every white man ( onlookers, officers and the white N.C.Os) had
this thought in his mind.
Slide 65
Every white man stowed somewhere or other in his mind. ----
Every white man, the onlookers, the officers on their horses and
the white N.C.Os. Marching with the black soldiers, had this
thought hidden somewhere or other in his mind.
Slide 66
so had the other onlookers N. C. Os marching in the ranks. (
Inversion) Charger: a horse ridden in battle N. C. O:
noncommissioned officer; an enlisted person of any various grades
in the armed forces, from corporal ( ) to sergeant ( ) inclusive
Ranks: the body of soldiers of an army, as distinguished from the
officers
Slide 67
And really it was like watching a flock of cattle up the road.
----Comparison. Watching the one-or- two miles long column of
soldier marching peacefully up the road was just like watching a
flock of cattle. Why? Cattle dont think, dont ask questions, but
follow their masters blindly. These black soldiers were just like
cattle.
Slide 68
Symbol white bird/ scraps of paper --- symbolic of freedom
Slide 69
Discussion Why were the people in Marrakech so poor? Try to
list out the causes.
Slide 70
The causes of their poverty 1. Colonization---- --- "All
colonial empires are in reality founded upon this fact. The people
in the colonies are oppressed by the colonialists. They have to
work hard but get very little money.
Slide 71
2. Racial discrimination---- "The people have brown faces ---
besides, there are so many of them." (para.3 ) "He is the same
colour as the earth, " (para.16)
Slide 72
3. Native people's ignorance He showed his profound respect to
his enemy. " He... has feelings of reverence before a white skin
"Only the Negroes didn't know it
Slide 73
4. Poor natural conditions soil: desolate, barren or poor like
broken-up brick ( no wild animals bigger than a hare can live on
it.) climate: dry (Except for a day or two after the rare
rainstorms there is never enough water.)
Slide 74
IV. Text Analysis Why does the author succeed in arousing the
furious feelings in the readers? What techniques does he employ to
succeed in this piece of writing? (discussion)
Slide 75
1. Through the clever choice of words, esp. making effective
use of specific verbs. IV. Text Analysis
Slide 76
effective use of verbs 1. Thread in The little crowd of
mournersthreaded their way across the market (P.2) 2. Rise, sweat,
starve, sink in They rise out of the earth, they sweat and starve
for a few years (P. 3) 3. Sidle in An Arab navvy sidled slowly
towards us (P.6)
Slide 77
effective use of verbs 4. Grope in Even a blind mangroping in
the air with his hand (P.10) 5. Mummify in all of them are
mummified with age and the sun (P.19) 6. Hobble in the file of old
women had hobbled past (P.20)
Slide 78
7. Stowed in He stowed it gratefully (P.7) 8. Tip in its master
tips it into the ditch (P.20) 9. His left leg is warped out of
shape (P.9)
Slide 79
choice of words 1. Wailing a short chant over and over again
(p.2) 2. As the Jews live in a self-contained community (P.11)
Slide 80
3. The plough is a wretched wooden thing (P.18) 4. All of them
are mummified with age and the sun (P. 19) 5. Their splendid bodies
were hidden in reach-me-down khaki uniforms (P.23)
Slide 81
2. Through using the methods of exposition such as contrast,
illustration, comparison, etc. ( by contrasting the indignation at
the cruel treating of the donkey with the unconcern towards the
fate of the human beings) IV. Text Analysis
Slide 82
3. Through the clever choice of scenes he describes. IV. Text
Analysis
Slide 83
4. Through the tone in which he describes these scenes.
(Through the objective description the readers can sense out the
tone in writing. He shows deep sympathy to the poor people and is
hostile to the colonialists.)
Slide 84
IV. Text Analysis 5. Through employing the figures of
speech
Slide 85
V. Rhetorical Devices Rhetorical questions Euphemism Simile
Synecdoche Transferred epithet Onomatopoeia
Slide 86
Rhetorical questions: What does Morocco mean to a Frenchman? Or
to an Englishman? Camels, castles, palm trees(P.17)
Slide 87
Rhetorical questions: Are they really the same flesh as your
self? Do they even have names? Or are they merely a kind of
undifferentiated brown stuff, about as individual as bees or coral
insects?(P.3)
Slide 88
Euphemism : No one would think of running cheap trips to the
Distressed Areas.( P17) How long before they turn their guns in the
other direction? ( P25)
Slide 89
Simile Long limes of women, bent double like inverted capital
Ls, work their way slowly across the field (P.18) And really it was
like watching a flock of cattle to see the long column, a mile or
two miles of armed men(P.26)
Slide 90
Simile sore-eyed children cluster everywhere in unbelievable
numbers, like clouds of flies (P. 8)
Slide 91
Synecdoche a white skin is always fairly conspicuous ( a person
with white skin) (para. 16)
Slide 92
Transferred epithet there was a frenzied rush of Jews (the Jews
were in a frenzied state) (para.10)
Slide 93
Onomatopoeia The Negroes were marching southward with a
clumping of boots and clatter of iron wheels.
Slide 94
Language features 1. simple words, simple statements (to convey
deeper meaning) 2. the use of rhetorical questions (very effective
in conveying his anger) 3. terse, lucid prose style (concise, easy)
4. good diction
Slide 95
Comprehension questions 1. How did the author show the reader
the poverty? 1) the burial of the poor body 2) an Arab Navvy
begging for a piece of bread 3) sad lives of Jews in the ghettoes
4) toil cultivation of the poor soil 5) the old women carrying
firewood
Slide 96
Comprehension questions 2. Why did the author say, A good job
Hitler wasnt here? --- If Hitler were here, all the Jews would have
been massacred.
Slide 97
Comprehension questions 3. What kind of people are partly
invisible, according to the author? Why does he stress this point?
--- Those who work with their hands are partly invisible.
Slide 98
Comprehension questions ---- Its only because of this that the
starved countries of Asia and Africa are accepted as tourist
resorts. The people are not treated as human beings, and it is on
this fact that all colonial empires are really founded.
Slide 99
Appreciation of the text 1. The things of value, Orwell says in
"Why I Write," are always political. Is this essay political? Has
the writer said anything of value? --- Yes, this essay is
political. Yes, in this essay Orwell denounces the evils of
colonialism or imperialism.
Slide 100
Appreciation of the text 2. Why does the writer reveal his
feelings about the donkeys but conceal his feelings about the
people? What effect does this contrast have on the reader?
Slide 101
--- He intends to give the readers a contrast between the
donkeys and the local people to show the ill-treatment human beings
receive. This contrast evokes a greater feeling of sympathy for the
native people.
Slide 102
Appreciation of the text 3. Comment on Orwell's lucid style and
fine attention to significant descriptive details. --- He properly
uses the simple but forceful words and skillfully chooses the
scenes he describes. He efficiently expresses the main idea of the
essay with lucid style and fine attention to significant
descriptive details.
Slide 103
Appreciation of the text --- In this essay Orwell denounces the
evils of colonialism or imperialism. He mercilessly exposes the
poverty, misery and degradation of the native people in the
colonies. These people are not considered as human beings, nor are
they treated as human beings.
Slide 104
Appreciation of the text The cruel treatment the donkey
receives evokes a greater feeling of sympathy in the breasts of the
white masters than the miserable fate of the brown human beings.
This central thought or thesis is stated in the sentence all
colonial empires are in reality founded upon this fact in Para.
3.
Slide 105
4. Could paragraphs 4-7 just as well come after 8-15 as before?
Why or why not?
Slide 106
Appreciation of the text The thesis is supported by various
independent examples or illustrations of the peoples poverty and
suffering. They are each separate or independent. P4-7 can just as
well come after P8-15. The central theme, however, gives unity and
cohesion to the whole essay for the separate examples that all
illustrate the poverty and misery of the colonial people.
Slide 107
P31 Passage 1 "Life on the farm is an eternal battle against
nature" is the topic sentence. This paragraph lacks unity. It is a
bad piece of writing. The writer of this paragraph has completely
forgotten about what he had started out to say.
Slide 108
Instead of being an "eternal battle", life in this paragraph
becomes a pleasant and exciting experience --- which it probably
is, but that is not what the writer set out to prove.
Slide 109
P31 Passage 2 "There are three reasons why I like Japanese
food" is the topic sentence. This paragraph lacks unity because the
writer introduces facts and ideas irrelevant to the topic stated in
his opening sentence.
Slide 110
e.g. "However, most Japanese love rice. One of my Japanese
friends has at least two bowls of rice at every meal." And "Also,
from the male point of view, Japanese restaurants are attractive
for another reason --- the beautiful little doll-like waitresses,
who bow and smile shyly as they serve your food."
Slide 111
Supplementary exercise (general knowledge 1) 1. The longest
river in Britain is ____. A. Severn B. Tees C. Thames D. Clyde A.
Severn ( 338 Thames, )
Slide 112
2. The British Isles is made up of ____. A. Three large islands
and hundreds of small ones B. Two large islands and hundreds of
small ones C. Three large islands and dozens of small ones D. Two
large islands and dozens of small ones B.
Slide 113
3. In ____ the Romans conquered Greece. A. 146 B. C B. 1200 B.
C C. 700 B. C D. the 5th century A. 146
Slide 114
4. Which work described the war led by Agamemnon against the
city of Troy? A. Antigone B. Odyssey C. Iliad D. Oedipus the king
C. Iliad Agamemnon Troy( )
Slide 115
5. There are three political divisions ____ on the island of
Great Britain. A. England, Scotland, and Ireland B. England,
Scotland, and Wales C. England, Scotland, and Northern Ireland D.
Northern Ireland, Wales and Scotland B England Scotland Wales
England( )
Slide 116
6. The Tower of London, located in the centre of London, was
built by ____. A. King Harold B. William the Conqueror C. Robin
Hood D. Oliver Cromwell B The Tower of London William the
Conqueror( ) 11 18
Slide 117
7. St. Paul's Cathedral is in ____. A. Liverpool B. London C.
Glasgow D. Birmingham B St Paul s Cathedral( ) 1666 1675 35
17l0
Slide 118
8. The largest lake in Britain is ____. A. Ullswater B. Loch
Lomond C. Windermere D. The Lough Neagh D (The Lough Neagh) 3l 389
Lough .
Slide 119
9. Which culture reached a high point of development in the 5th
century B. C? A. Roman Culture B. Greek Culture C. Chinese Culture
D. Egyptian Culture B 5
Slide 120
10. The founder of scientific mathematics is ____. A. Aristotle
B. Heracleitus C. Socrates D. Pythagoras D (Pythagoras)
Slide 121
11. ____is a folk legend brought to England by Anglo-Saxons
from their continental homes, it is a long poem of over 3000 lines
and the national epic of the English people. A. Beowulf C. The
Canterbury Tales B. Sir Gawain and the Green Knight D. King Arthur
and his Knights of the Round Table
Slide 122
A (Beowulf) (Beowulf) Sir Gawain and the Green Knight, King
Arthur and His Knights of the Round Table The Canterbury Tales
Slide 123
12 The father of English poetry, the author of Troilus and
Criseyde is also the one of. A. Romeo and Juliet B. The Faerie
Queen C. Tamburlaine D. The Canterbury Tales
Slide 124
D Geoffrey Chaucer Troilus and Criseyde( ) Troilus and
Criseyde( ) Geoffrey Chaucer
Slide 125
13. The group of Shakespeare plays known as "romance" or
"reconciliation plays" is. A. Merchant of Venice, As You Like It B.
The Tempest, Pericles, The Winter's Tale C. Romeo and Juliet,
Antony and Cleopatra D. The Merry Wives of Winsor, Twelfth
Night
Slide 126
B 1608 1612 4 The Tempest Pericles The Winter s Tale Cymbeline)
1 (Henry VIII) Merchant of Venice As You Like It, Twelfth Night The
Merry Wives of Winsor Romeo and Juliet Antony and Cleopatra
Slide 127
14. Which of the following are regarded as Shakespeare's four
great tragedies? A. Romeo and Juliet, Hamlet, Othello, King Lear B.
Romeo and Juliet, Hamlet, Othello, Macbeth C. Hamlet, Othello, King
Lear, Macbeth D. Romeo and Juliet, Othello, Macbeth, Timon of
Athens
Slide 128
C Hamlet( ) Othello( ) King Lear( ) Macbeth ( )
Slide 129
15. Which of the following is not the work of Francis Bacon? A.
Advancement of Learning B. New Instrument C. Songs of Innocence D.
Essays
Slide 130
C Francis Bacon Advancement of Learning( ) New Instrument( )
Essays( ) Bacon Songs of Innocence( ) 18 19 William Blake
Slide 131
16. At the beginning of 17 th century appeared a school of
poets called metaphysics Samuel Johnson, ____ is the founder of
metaphysical poetry. A. Ben Johnson B. John Milton C. John Bunyan
D. John Donne
Slide 132
D John Donne( ) 17 Ben Johnson John Milton( ) John Bunyan( )
17
Slide 133
17. Daniel Defoe is a famous ____. A. poet B. novelist C.
playwright D. essayist B Daniel Defoe . ) The Life and Strange
Surprising Adventures of Robinson Crusoe)
Slide 134
19. Gulliver's Travels was written by ____. A. Daniel Defoe B.
Charles Dickens C. Jonathan Swift D. Joseph Addison C Jonathan
Swift( ) (Gulliver s Travels)
Slide 135
20. William Wordsworth is generally known as a ____ poet.
A.romantic B. Realistic B.C. naturalistic D. neo-classic A William
Wordsworth( ) Southey( ) Coleridge( ) (Lyrical Ballads)
Slide 136
21. It's generally known that the "First book of American" is
____ by John Smith. A. A True Relation of Virginia B. The True
Travels of Captain John Smith C. Map of the Bay and the Rivers D. A
Description of New England
Slide 137
A John Smith (A True Relation of Virginia)
Slide 138
22. The Tenth Muse Lately Sprung up in America was written by
____. A.John Smith C. Anne Bradstreet B. John Ellis D. Nathaniel
Morton C Anne Bradstreet The Tenth Muse Lately Sprung up in
America
Slide 139
26. All the following but ____ are the works of John Woolman.
A. Journal of John Woolman B. Some considerations upon the keeping
of Negroes C. A plea for the Poor D. Poor Richard's Almanac
32. ____ is defined as the scientific study of language,
studying languages in general. A. Psycholinguistics B.
Neurolinguistics C. Linguistics D. Phonetics
Slide 142
C Linguistics( ) Psycholinguistics( ) Neuro-linguistics( )
Phonetics( ) languages in general
Slide 143
33. Which of the linguistic items listed below is best
described as the smallest unit of meaning? A. The word B. The
morpheme C. The phoneme D. The clause
Slide 144
B The morpheme( ) The word( ) The phoneme( ) The clause( )
Slide 145
34. A prefix is an affix which appears ____. A. after the stem
B. before the stem C. in the middle of the stem D. below the stem B
Prefix
Slide 146
35. Honeymoon consists of. A. Three morphemes B. Two morphemes
C. One morphemes D. Four morphems B honey+moon
Slide 147
36. What's in a name? That which we call a rose By any other
name would smell as sweet So Romeo would, were he not Romeo called,
(Romeo and Juliet, Act 2, Scene 2, 43 5) To what characteristic of
language does Shakespeare refer? A. Creativity B. Productivity C.
Duality D. Arbitrariness
Slide 148
D Arbitrariness) Creativity( ) Productivity( ) Duality( )
Slide 149
37. Which of the following is true? A. Phonetics is the study
of pronunciation. B. Phonetics is the scientific study of the
movement of sound waves. C. Phonetics is the scientific study of
the sounds of language. D. Phonetics is the scientific study of the
organs of speech. C Phonetics( )
Slide 150
38. What is phonology? A. The study of how speech sounds are
made, transmitted and received. B. The study of the function,
behaviour and organisation of speech sounds as linguistic items. C.
The study of the International Phonetic Alphabet. D. The study of
all possible speech sounds.
Slide 151
B Phonology( )
Slide 152
39. A phoneme is ____. A. a set of different realisations of a
phone. B. a set of contrastive allophones in free variation. C. a
set of phones in complementary distribution. D. a set of
phonetically similar noncontrastive phones.
Slide 153
D Phoneme( ) (phone)
Slide 154
40. What is complementary distribution? A. Different places of
occurrence of allophones within a word. B. When a phone can only
occur at the end of a word. C. When an allophone occurs at the
beginning of a word. D. Contrastive distribution of allophones A
complementary distribution