HalfaDay课文讲解讲解.docx

1、HalfaDay课文讲解讲解Half a DayNaguibMahfousAbout the AuthorName: NaguibMahfous纳吉布马哈福兹Nationality:EgyptianDates: From Dec.1911 to Aug. 2006Birthplace:an old quarter of CairoEducation: studied philosophyat auniversity of Cairo, graduating in 1934.Job: in university administration as a civil servantas a jour

2、nalist（记者）Influence: 1st Arab to win the Nobel Prize for literature in 1988described as a Dickens of the Cairo cafs and the Balzac of Egypt.Half of his novels have been made into filmsAbout the AuthorWorks: no fewer than 30 novels, more than 100 short stories, and more than 200 articlesthe Cairo Tri

3、logy in 1957Children of Gebelawiin 1959 (Prize novel for the reason that who, through works rich in nuance - now clear-sightedly realistic, now evocatively ambiguous - has formed an Arabian narrative art that applies to all mankind(他通过大量刻画入微的作品洞察一切的现实主义，唤起人们树立雄心形成了全人类所欣赏的阿拉伯语言艺术)the Thief and the Do

4、gsin 1961小偷与狗Small Talk on the Nile in 1966尼罗河上的絮语About the Half a DayFirst published in Arabic in 1989as part of a short story collection entitled The False Dawn. Included in an English-language collection entitled The Time and the Placein 1991.Belongs to his later phase and characterized by a shif

5、t from social realism to a more modern, experimental mode of writing.An allegorical taleimplicates a commentary on the human condition; an entire life span is experienced as only half a day in the school of life and also alludes to the cycle of life, whereby the narrator passes through childhood, mi

6、ddle age and old age in the course of one day.Uses a strategy commonly used in fiction writing the protagonist returns after being absent for a short time to find everything changed beyond recognition. The best example is Rip Van Winkle, a short story by American writer, Washington Irving.This techn

7、ique is often used to emphasize rapid changes in society.StructurePlot故事情节: a little boys first time to go to schoolSetting背景: on the way to schoolat schoolon the way homeProtagonist/Narrator主人公/讲述人: “I”the boy in the storyTheme of the story主题: rapid changes in societyDetailed Analysispara1S1-I walk

8、ed alongside my father, clutching his right hand. 1. Whats the function of the ing form clutching his right hand?2. Who clutched his right hand?3. Can you find some other ing form in this passagewhose function is the same as clutching his right hand?S2-All my clothes were new: the black shoes, the g

9、reen school uniform, and the red cap. S3-They did not make me happy, however, as this was the day I was to be thrown into school for the first time.1. What doesTheyrefer to?2. What is the function of the clause I was to be thrown into school for the first time?3. Can you identify the sentence type?

10、Simple sentence, Compound sentence Complex sentence or Compound-complex sentence4. Whats the part of speech of however?Detailed Analysispara2S1-My mother stood at the window watching our progress, and I turned towards her from time to time, hoping she would help. 1. Can you identify the sentence typ

11、e?2. Can you find the logical subject of the presentparticiple phrases watching our progressand hoping she would help?3. What do you get from the phrase hoping she would help?4. What does watching our progressmean?Detailed Analysispara2S2-We walked along a street lined with gardens and fields plante

12、d with crops, pears, and date palms.1. Whats the function of lined with gardens and planted with crops?2. Can you put in the omitted parts of lined withgardens and planted with crops?3. Can you find some more in this passage?Detailed Analysispara2S2-We walked along a street lined with gardens, and f

13、ields planted with crops: pears, and date palms.Detailed Analysispara2S2-We walked along a street lined with gardens, and fields planted with crops: pears, and date palms.3. From above, can you summarize the similaritiesof all these sentences?Detailed Analysispara3S1-Why school? I asked my father. W

14、hat have I done?”1. Whats the feeling of the boy?2. Whats the elliptical sentence?3. What is the rhetorical question?Summarypara1-3What do you get from these paragraphs?The boys feelingHelplessnew clothes did not make me happyThrown into schoolFrom time to timeHoping she would help Why school? What

15、have I done?Detailed Analysispara4S3-Its a place that makes useful men out of boys. 1. make(out) of sb/sth: cause sb/sth to be or become sth使某人某事物处於某状况或变成某事物:使其成为争论之点. Eg.Well make a footballer of him yet. 我们还是要把他造就成优秀的足球运动员Dont make a habit of it/Dont make it a habit. 不要养成那样的习惯. 2. What is the function of that makes useful men out of boys? Can you find some more in this passage?3. Can you identify the sentence type?Detailed Analysispara5S2-I did not believe there was really any good