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Unit 8 Book II. Contents of Unit 8  1 language structures: the relative clause  2 dialogue I: At the Sunday Fair in Kashi  3 dialogue II: Feelings,

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Presentation on theme: "Unit 8 Book II. Contents of Unit 8  1 language structures: the relative clause  2 dialogue I: At the Sunday Fair in Kashi  3 dialogue II: Feelings,"— Presentation transcript:

1 Unit 8 Book II

2 Contents of Unit 8  1 language structures: the relative clause  2 dialogue I: At the Sunday Fair in Kashi  3 dialogue II: Feelings, Delight, Relief  4 Reading: Daydreaming  5 Exercises

3 Language Structures  The relative clause introduced by when  The relative clause introduced by where  The relative clause preceded by the way  The relative clause introduced by why  Expressing increase by using times

4 Dialogue One Questions:  What does B think about Urumqi?  Why does the city Kashi give B a deep impression? Give some details.  How do the people in Kashi do business?  Will you go to Xinjiang if you have a chance?

5 Pair work  Two students work together, practicing the dialogue.  Ask some pairs to perform the dialogue.

6 Information on Kashi  History and geography: a history of more than 2000 years, Kashgar is 141,600 square kilometers in total area and between latitude to north and longitude to east in the southern part of Xinjiang, is contiguous with the Taklimakan Desert on its east and borders Kyrgyzstan,Tajikistan, Afghanistan, Pakistan and India to its west and southwest respectively. The city of Kashgar, a place of strategic importance in south Xinjiang.  Highlights: kashgar's local songs and dance, crafts (the embroidered caps), roast lamb, shishi-kebab, pilaf and baled fish

7 Places of interests:  The ancient City of Ban Chao (In the first century AD, during the Han Dynasty, China lost its power over the Tarim Basin. The great General Ban Chao was dispatched to subdue the wild kingdoms of Silk Road that had aligned themselves with the Xiongnu against the Chinese. He took the kingdoms of Kashgar, Hetian and Loulan either by brute force or cunning strategy, installed pro- Chinese rulers and reopened the southern Silk Road to trade. Ban Chao remained in Chinese Central Asia for 31 years, crushing rebellions and establishing diplomatic relations with more than 50 states in the Western Regions. )

8  Apak Hoja Tomb, five kilometers northeast of Kashgar an important cultural unit protected by the Xinjiang Autonomous Region. As a tomb of the descendants of an Islamic missionary, it was built around 1640.The legend has it that seventy-two persons in all of five generations of the same family were buried in the tomb. The first generation buried here was Yusuf Hoja, a celebrated Islam missionary.

9  After he died, his eldest son Apak Hoja carried on the missionary work and became the leader of the famous Islamic sect of white mountaineer during the seventeenth century which seized the power of the Yarkant for a time.Apak Hoja died in 1693 and was buried in the tomb. His reputation was greater than his father's, so the tomb was renamed "The Apak Hoja Tomb."

10 Language points 1. flavour: n. taste or quality; particular quality or characteristic 2. be known for: be famous for ; Wudang Shan is known for its world culture heritage. This village is famous for its juicy oranges.

11 3. strike: make an impression on ; e.g. I was struck by the resemblance between the two men. 4. figure out: come to understand or discover by thinking e.g. It was some time before I figured out why they all wore hats. At the meeting/conference the general manager winked at me several times, but I couldn’t figure out what his implication was hinting at.

12 5. not even: e.g. The boy is so obstinate that he won’t listen to anybody’s advice, not even his parents’. 6. resist Vt. oppose; fight against ; e.g. I can’t resist chocolate. It means I like chocolate very much.  I couldn’t resist telling him the secret.

13 Contents of Reading I I Background II Questions III Text structure IV Detailed study of the text V Discussion VI Homework

14 II Questions  1. Define daydreaming  2. What sort of people show particular interest in daydream research?  3. When and where is one most likely to daydream?  In what day does daydreaming differ from fantasy?  how does daydream affect us positively?  4.How is daydreaming related to personality type?  5. Do most daydreamers have personality problems? Which pattern of daydreaming fits the majority of people?

15 III Text structure  The main idea: The passage tells us psychologists’ observation, analysis and explanation on daydreams.  Part I (Para.1-2): Illustrate some examples of daydreams.  Part II (Para.3-4):Different views on the value of daydreams.  Part III (Para.5): The frequency of daydreams and their content.  Part IV (Para. 6): Three daydream patterns.

16 IV Detailed study of the text  1. gaze: look steadily esp. for a long time and often without being conscious or what one is doing  She sat gazing out of the window  We stood gazing at the beautiful scenery often with admiration or pleasure.  2. irresistible adj.  1) too strong to be resisted;  2)nice; attractive; charming  3)impossible to dislike or resist

17 3. startled : surprised ; They were startled at the sight of the bloody scene. startle: cause to be suddenly surprised What John did the other day startled his family as he was usually such a gentle man. 4. fantasy: imagination or fancy,esp. when completely unrelated to reality  He lives in a world of fantasy. 5. stare: keep one’s eyes open and fixed on sth. in wonder, fear, anger or deep thought e.g..  He stared at me trying to remember who I was..

18 6. by contrast: e.g. After the invention of TV., the radio, by contrast, seemed very backward. 7. torture: n./v. as a punishment or in order to force sb. to say or do sth. The slave owners tortured his slaves to such a degree that even the tamest one was determined to rebel. 8. deprivation taking sth. away or being prevented from enjoying or using sth.  deprive sb. of sth. /deny sb. sth.  Even in the poor family in the remote countryside the parents cannot deprive the children of the right to get education.

19 Discussion  1. How did ancient Chinese interpret the dream?  2. How did Freud interpret the dream in his academic works?  3. What are the right attitude toward daydreaming?

20 Text II Mysteries of Memory Read the passage in 3 minutes and answer questions. 1. Have you ever wondered how one’s memory works? 2. what kind of things affect one’s memory? 3. Does the story strike you as something very unusual? Tell the reasons.

21 Homework 1. Finish the exercises in the textbook and workbook 2. Surf on line and seek for more information on daydreaming, then exchange the ideas with your classmates. 3. Retell Reading I and II.


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