高级英语(第三版)第一册第八课-Three-cups-of-tea课件.ppt

1、高级英语（第三版）第一册第八课 Three cups of teaTeaching Objectives of Lesson 8 Familiarize students with social, economic, religious background of Pakistan; Acquaint students with knowledge of local customs; Enable students to learn idiomatic expressions in the text; Familiarize students with vocabulary concernin

2、g construction.Greg Mortenson Born on Dec. 27, 1957 an American humanitarian, professional speaker, writer, former mountaineer and a military veteran. co-founder and Executive Director of the non-profit Central Asia Institute ( whose mission is to promote and support community-based education, esp.

3、for girls, in remote regions of northern Pakistan and Afghanistan) founder of the educational charity Pennies for Peace. Booksco-author of Three Cups of Tea: One Mans Mission to Promote PeaceOne School at a Time author of Stones into Schools: Promoting Peace with Books, Not Bombs, in Afghanistan and

4、 Pakistan. More than ten years, Mortenson has faced one and another impossibilities , and then make them possible.Greg Mortenson with childrenGreg Mortensons Awards (1)2004 Al Neuharth Free Spirit of the Year Award for building schools for Pakistan girls. 2008 Citizen Center for Diplomacy National A

5、ward for Citizen Diplomacy 2008 Courage of Conscience Award 2008 Graven Award - Wartburg College, IA 2008 National Award for Citizen Diplomacy - Citizen Center for Diplomacy 2008 Mary Lockwood Founders Medal For Education - Daughters of The American Revolution 2008 Sword of Loyola, St. Louis Univers

6、ity, MO 2008 Charles Eliot Educator Award - New England Association of Schools & Colleges 2009 Academy of Achievement Award 2009 Sitara-e-Pakistan (The Star of Pakistan medal) 2009 Archon Award - Sigma Theta Tau International (Nursing Award) 2009 Austin College Leadership Award, Sherman TX - life wo

7、rk to take courageous stand on education issues for peace 2009 National Education Association (NEA) Human & Civil Rights Award 2009 City College San Francisco Amicus Collegii Award - Promoting peace through education 2009 Jefferson Award For Community Service: Carnegie Endowment & Harvard Kennedy Sc

8、hool of Government 2009 U.S. News & World Report: Americas Top 20 Best Leaders 2009 2009 Italy: Premio Gambrinus “Giuseppe Mazzotti” Greg Mortensons Awards (2)2010 Loyola Marymount University (CA) - Doshi Bridgebuilder Of Peace Award 2010 The Common Wealth Awards: For Public Service 2010 The Salem A

9、ward for Human Rights 2010 The Christopher Award: To affirm the highest values of the human spirit 2010 The 10th annual Lantern Award “Excellence in Education Innovation” (MOSTE LA, CA) 2010 Distinguished Service To Education Award: National Elementary School Principals Association 2010 Creativity F

10、oundation & Smithsonian Institution: Benjamin Franklin Laureate Award For Public Service 2010 Literature To Life Award - American Theater Place 2010 Viking Award - Norway House for pursuit of hard, bold, dangerous and important undertakings2010 Freedom Award - Freedom Festival for extraordinary devo

11、tion to the cause of liberty at home and abroad2010 American Peace Award - representing the spirit of world peace through thoughts and actions2010 The Mason Award - Extraordinary contribution in literature (George Mason University DC)2011 Gelett Burgess Childrens Book Award Three Cups of Tea Young R

12、eaders Edition2011 Presidential Award for Leadership in Social Change - Walden University2011 Raoul Wallenberg Award for humanitarian endeavors - Old Dominion Univ., VABackground of the Books The title of my book Three Cups of Tea comes from a Pakistani proverb that says when you share the first cup

13、 of tea youre a stranger, with the second cup you are a friend, and with the third cup you become family. I picked the title in honor of Haji Ali, the Pakistani village chief who told me we would need three cups of tea if we wanted to accomplish things together. In 1993, after a failed attempt to cl

14、imb K2, I became separated from the group as we descended. After walking 58 miles, I wandered into a little village called Korphe. There I me Haji Ali, a stout, elderly man with a silver beard. I hadnt taken a bath in 84 days, and my pants were ripped. He said, “Welcome to our village, but you do ne

15、ed to wash up a little, son, before you come to my house for tea.” I stayed with Haji Ali that night and returned later to spend more time in Korphe. One day Haji Ali took me behind the village, where 82 children were sitting in the dirt 4 girls, 78 boys and most of the kids were writing with sticks

16、 in the dirt. This was their school. A young girl came up to me and said, “Would you help us build a school?” I said, “I promise Ill build a school for you.” Little did I know that promise would change my life forever. Preface of Chapter 12It may seem absurd to believe that a “primitive” culture in

17、Himalayas has anything to teach our industrialized society.But our search for a future that works keeps spiraling back to an ancient connection between ourselves and the earth, an interconnectedness that ancient cultures have never abandoned. -Helena Norberg-Hodge (Note.3)Helena is an analyst of the

18、 impact of the global economy on cultures and agriculture worldwide, a pioneer of the localization movement. She is the founder and director of the International Society for Ecology and Culture (ISEC) whose mission is to examine the root causes of our social and environmental crisis, while promoting

19、 more sustainable and equitable patterns of living.The preface means: Humans ultimate goal in seeking expansion and development is probably peace of mind, joy and pace of ease, all of which can be found in a primitive culture. People in modern times have relentlessly endeavored to bring about techni

20、cal advances in hope of achieving these values that have already been personified and internalized by the people who live in such a “primitive culture” since the ancient times. Main Idea of Paras. 1-22 Paras. 1-8 These paragraphs give an idea of Mortensons disappointment at seeing the little progres

21、s in the school construction and of what explanation Haji Ali offers for the sluggishness. Paras. 9-22 These paragraphs suggest a change in Mortensons life makes him anxious to get the construction accomplished Detailed Analysis of Paras. 1-22Questions: What had Mortenson done the previous winter ab

22、out the building of the school?The previous winter, Mortenson had marked out a floor plan of five rooms for school. And he had left enough cash to Haji Ali to hire laborers to get the stone for the construction. (p.2)Why did Mortenson want to get the school finished as soon as possible?Because he wa

23、nted to find himself a career to support his family since he was married. (p.3)How did Haji Ali explain the slow progress of the construction?Haji Ali did not hire men of Munjung and Askole who were lazy and would work little and arguing much. Instead he had their own villagers cut the stones all su

24、mmer. (p.6)What do we know about the Pakistani traditions of marriage?According to Pakistani tradition, a Pakistani bridegroom had to give goats and rams to the brides father and the bride should cry when she left her mother. (p.22)Paraphrasing(Para.1) The rocks looked more like an ancient ruin than

25、 the building blocks of a new school.Antithesis, contrasting ancient ruins with new school, indicating that there had been little progress in the school construction sine Mortenson last left.(para.4) You look like the young ram at the time of butting.Simile. Haji Ali compared him to a young ram (a m

26、ale sheep) that was striking with his horns angrily. (para. 6) because many of the men had to leave for porter work.Korphe is located in northern Pakistan where there are many world-famous high mountains which are the destinations for climbers. Climbers usually hire local men as porters to carry the

27、ir baggage, supplies and other loads.(para.8) what is one winter more?”What does it matter if we have to go without a school for another winter? Ali knew patience was a essential as hard work.(para.9) a bubble of happiness rose up so forcefully that he couldnt keep it to himself:Metaphor, a vivid wa

28、y of saying that he felt so happy that he felt he must share his happiness with his friend.(para.14)Mortenson felt a sharp flurry of fists pummeling his arms and shoulders in congratulations.Twaha congratulated Mortenson by hitting his arms and shoulders suddenly and repeatedly.flurry: an occasion w

29、hen there is suddenly a lot of activity within a short period of timePummel: to hit someone or something many times with your fists电影明星到达时，人群中发生了一阵骚动。电影明星到达时，人群中发生了一阵骚动。译文：译文：1） A flurry of excitement went round the crowd as the film star arrived. 2）一阵疾风吹翻了小船。）一阵疾风吹翻了小船。译文：译文： 2）A flurry of wind ups

30、et the small boat. Main Idea of Paras. 23-37These paragraphs present details about the school construction. The involvement in the construction enables Mortenson to have a better understanding of the local culture and their spiritual lifeDetailed Analysis of Paras. 23-37QuestionsDid the Balti have a

31、 written language? How did they know their history without a written language?Balti did not have a written language. People passed down an oral history which was strict, demanding great care, patience and effort.What did the villagers do before starting to build the school?The villagers would go to

32、the mosque where their religious leader would pray, asking Allahs blessing and guidance.What ceremony did the villagers do with the chogo rabak before the construction began?They used the ram as a sacrifice. Every resident of Korphe got a share of the meat. At night, as the moon rose, men danced aro

33、und the fire, sang songs and women stood at the edge of the firelight, singing and clapping.What did Mortenson think about different religions? Mortenson was amazed at how much the different faiths had in common and how one could trace their separate traditions to the same root. (p.32)Paraphrasing(p

34、ara. 24) A grin smoldered, then ignited at the center of his thick beard.Metaphor, comparing a grin to a spark of fire. The man tried to suppress a grin but then his face broke into a broad smile through his thick beard.smolder: to burn or smoke without flame.ignite: to start burning or to make sth.

35、 start burning.(para. 26) The Balti, lacking a written language, compensated by passing down exacting oral history.The Balti people lacked a written language. However, this was made up by passing down an oral history which was strict, demanding great care, patience and effort.exacting: adj. severe a

36、nd unremitting in making demands; exactingly, exactingnessI have so trained myself in secretarial work that only exacting problems are interesting to me.译文：译文： 毫不夸张的说，我在文秘方面受过严密的训练，越是难度大的工作越能毫不夸张的说，我在文秘方面受过严密的训练，越是难度大的工作越能激起我的工作热情。激起我的工作热情。2) Work was so exacting that by the end of the day he was wo

37、rn out.译文：他的工作十分吃力译文：他的工作十分吃力,到一天过完的时候他已经精疲力竭了。到一天过完的时候他已经精疲力竭了。(para. 26) It had stood for nearly five hundred years, and had served as a Buddhist temple before Islam had established a foothold in Baltistan.Balstistan came under the control of the Tibetan King Songtsen Campo in the 7th century. Und

38、er Tibetan cultural influence, the Balsti began to adopt Tibetan Buddhism from Indian Buddhism. The history of Islam in Baltistan starts with the arrival of Ameer Kabeer Syed Ali Hamadani ( a legendary Sufi Saint in Muslim History) from Iran during the 15th century.foothold: a place providing suppor

39、t for the foot in standing or climbing; an initial accomplishment that opens the way for further developments; 1) 也许要经过若干年这家新公司才能在市场上取得稳固的立足点。也许要经过若干年这家新公司才能在市场上取得稳固的立足点。译文：译文：1）It may be many years before the new company can gain a secure foothold in the market. 2）该字在这种语言中已获得一个稳固的立足点。）该字在这种语言中已获得一个

40、稳固的立足点。译文：译文：2）The word has obtained a firm foothold in the language.(para. 27) During his visits he had kept a respectful distance from the mosqueMortenson kept a distance from the mosque, not out of disbelief but out of respect.(para. 28) Sher Takhi, who called Korphes widely dispersed faithful to

41、 prayer five times a day without the benefit of amplification, filled the small room with his booming voice.Sher Takhi had a booming voice, and without the advantage of amplification it filled the small room. He called Korphes believers, who were widely scattered working on their respective jobs, to

42、 pray five times a day.disperse: to break up and scatter in all directions.(Para. 32) Gently, he turned the animals head toward Mecca as Sher Takhi chanted the story of Allah asking Abraham to sacrifice his son, Mecca: the birthplace of Mohammed and the holiest city of Islam.Abraham: in the Old Test

43、ament, the founder and first patriarch of the Hebrew people. He had two sons: Ishmael and Isaac. God Jehovah and Abraham made a covenant, according to which Jehovah promised that he would be God to Abraham and his children and that they would inherit and dwell in the land of Canaan. Jehovah tested A

44、brahams loyalty by commanding him to sacrifice Isaac. Abraham was preparing to obey but was stopped at the final moment by an angel and commended by Jehovah, who confirmed the terms of the covenant.before allowing him to substitute a ram after he passed his test of loyalty.First, Allah asked Abraham

45、 to offer his son as sacrifice, but as Abraham was about to obey Allahs will, thus passing his loyalty test, Allah changed his mind and allowed him to use a ram instead.(para. 32) In the Koran, the story appears in much the same manner as the covenant of Abraham and Isaac does in the Torah and the B

46、ible.The major source of monotheism is the narrative of the Hebrew Bible, the source of Judaism. Judaism may have received influences from various non-biblical religions present in Egypt and Syria. This can be seen by the Torahs reference to Egyptian culture in Genesis and the story of Moses. Thus t

47、here are many similarities between the Koran and the Old Testament of the Bible.Watching this scene straight out of the Bible stories Id learned in Sunday School.The scene in which Korphe villagers sacrificed the ram before Allah exactly resembled the Bible story about Abraham that Mortenson had lea

48、rned in Sunday School. He was amazed at how much the different faiths had in common and how one could trace their separate traditions to the same root.(para. 37) The fact that it wasnt written down didnt make it any less real.The Balti didnt have a written history, but that fact didnt mean that its

49、rich history didnt exist.The faces ringing the fire didnt need to be taught so much as they needed help.Synecdoche: the naming of a part to mean the whole. Here “faces” stand for “men”. Mortenson felt that his job was to help the men who surrounded the fire in a circle rather than to teach them.Main

50、 Idea of Paras. 38-76Paras. 38-40 the authors use flashbacks to present another change in Mortensons life; that is , more responsibilities are laid on his shoulder which also account for his eagerness to complete the school construction.Paras. 41-56 at the start of the school construction, Haji Ali