Slavery Gave Me Nothing to Lose

New Horizon College English Unit 8 : Section A Slavery Gave Me Nothing to Lose 新视野

Pre-reading Activities Text Analysis Main idea and Structure Expressions & Patterns Summary How to apply to our real life the typical expressions and patterns taken from the text Blank filling Exercises Writing All the exercises for Section A 议论文与说明文写作技巧

II. Text Analysis: Main Idea and Structure New Words & Text Main Idea & Structure Main Idea New Words Structure Text Main Idea of Each Part Part Ⅰ Part Ⅱ Part Ⅲ

New Words Back • give of (one’s money, • time etc.) • disapprove of • belong to • at one’s elbow • pay a/the price for sth. • in the main • prop up • in company with • more or less • New Words • prop • Phrases and • Expressions • up to • peer at • in passing • break off • in that 下一页

New Words Back • Proper Names • Eatonville • Orlando • Zora Neale Hurston • Jacksonville • the Civil War • the Great Stuffer of Bags 上一页

Text Back Slavery Gave Me Nothing to Lose Para. 1a I remember the very day that I became black. Up to my thirteenth year I lived in the little Negro town of Eatonville, Florida. It is exclusively a black town. The only white people I knew passed through the town going to or coming from Orlando, Florida. The native whites rode dusty horses, and the northern tourists traveled down the sandy village road in automobiles. 下一页

Back Para. 1bThe town knew the Southerners and never stopped chewing sugar cane when they passed. But the Northerners were something else again. They were peered at cautiously from behind curtains by the timid. The bold would come outside to watch them go past and got just as much pleasure out of the tourists as the tourists got out of the village. 上一页下一页

Back Para. 2a The front deck might seem a frightening place for the rest of the town, but it was a front row seat for me. My favorite place was on top of the gatepost. Not only did I enjoy the show, but I didn’t mind the actors knowing that I liked it. I usually spoke to them inpassing. I’d wave at them and when they returned my wave, I would say a few words of greeting. 上一页下一页

Back Para. 2b Usually the automobile or the horse paused at this, and after a strange exchange of greetings, I would probably “go a piece of the way” with them, as we say in farthest Florida, and follow them down the road a bit. If one of my family happened to come to the front of the housein time to see me,of course the conversation would be rudely brokenoff. 上一页下一页

Back Para. 3 During this period, white people differed from black to me only inthat they rode through town and never lived there. They liked to hear me “speak pieces” and sing and wanted to see me dance, and gave me generously oftheir small silver for doing these things, which seemed strange to me for I wanted to do them so much that I needed bribing to stop. Only they didn’t know it. The colored people gave no coins. They disapprovedof any joyful tendencies in me, but I was their Zora nevertheless. I belongedto them, to the nearby hotels, to the country — everybody’s Zora. 上一页下一页

Back Para. 4But changes came to the family when I was thirteen, and I was sent to school in Jacksonville. I left Eatonville as Zora. When I got off the riverboat at Jacksonville, she was no more. It seemed that I had suffered a huge change. I was not Zora of Eatonville any more; I was now a little black girl. I found it out in certain ways. In my heart as well as in the mirror, I became a permanent brown—like the best shoe polish, guaranteed not to rub nor run. 上一页下一页

Back Para. 5a Someone is always at my elbow reminding me that I am the granddaughter of slaves. It fails to register depression with me. Slavery is something sixty years in the past. The operation was successful and the patient is doing well, thank you. The terrible war that made me an American instead of a slave said “On the line!” The period following the Civil War said “Get set!”; and the generation before me said “Go!” Like a foot race, I am off to a flying start and I must not halt in the middle to look behind and weep. 下一页上一页

Back Para. 5bSlavery is the price I paid for civilization, and the choice was not with me. No one on earth ever had a greater chance for glory. The world to be won and nothing to be lost. It is thrilling to think, to know, that for any act of mine, I shall get twice as much praise or twice as much blame. It is quite exciting to hold the center of the national stage, with the audience not knowing whether to laugh or to weep. 上一页下一页

Back Para. 6 I do not always feel colored. Even now I often achieve the unconscious Zora of that small village, Eatonville. For instance, I can sit in a restaurant with a white person. We enter chatting about any little things that we have in common and the white man would sit calmly in his seat, listening to me with interest. 上一页下一页

Back Para. 7a At certain times I have no race, I am me. Butin the main, I feel like a brown bag of mixed itemspropped upagainst a wall. Against a wall in company with other bags, white, red and yellow. Pour out the contents, and there is discovered a pile of small things both valuable and worthless. Bits of broken glass, lengths of string, a key to a door long since decayed away, a rusty knife-blade, old shoes saved for a road that never was and never will be, a nail bent under the weight of things too heavy for any nail, a dried flower or two still with a little smell. 上一页下一页

Back Para. 7bIn your hand is the brown bag. On the ground before you is the pile it held—so much like the piles in the other bags, could they be emptied, that all might be combined and mixed in a single heap and the bags refilled without altering the content of any greatly. A bit of colored glass more or less would not matter. Perhaps that is how the Great Stuffer of Bags filled them in the first place—who knows? 上一页下一页

II. Text Analysis: Main Idea and Structure What is the text mainly about? Back When I was young living in the Negro town of Eatonville, I enjoyed watching and contacting the white people. To me, the difference between black and white was that the white rode through town and never lived there. When I moved to a school in Jacksonville, I was taken as a black girl. It didn’t depress me, though. Rather, I regarded as an advantage the history that my forefathers had been slaves. In my view, people of different colors are just the differently colored bags with almost the same contents in them.

II. Text Analysis: Main Idea and Structure How is the text organized? For details Back The passage is divided into three parts. In the first part, the author makes it clear that Zora, as a little black girl, didn’t feel any difference from the white. The second part serves as a transitional part, relating that Zora was made to realize that she was a black girl. The third part comes to the argument that the knowledge of being a black girl didn’t depress Zora, and she was not always conscious of her color. 下一页

II. Text Analysis: Main Idea and Structure Back Part 1 (Paras. 1-3) I didn’t feel the difference between the black and the white when I was a little girl. Part 2 (Para. 4) A transitional paragraph. I was made to realize that I was a little black girl . Part 3 (Paras. 5-7) My family background of having slave forefathers and my color didn’t give me the feeling of being inferior to the white.

II. Text Analysis: Main Idea and Structure Part I (Paras. 1-2) Part II Part III For details Back Main idea? When I was a little girl, I enjoyed making some contacts with the white, and didn’t see any difference between black and white except that the white rode through town and never lived there. Devices for developing it? Specific-general (分—总法)

For details Back A general statement: Though I was a black, I did not feel any difference between the black and the white. The only difference I felt about the white was that ______________________________ _________. They liked ___________________ ____________________________, and then they gave me a bit of money. • My impressions of the white as a child: • The white people were just tourists passing through my little town ________________________. • We just ____________ and got just as much pleasure out of them ___________________ _______. • Details about how I responded to the white as a • child: • I enjoyed _____________________________ and • saying a few words of ______________. Sometimes • I would follow them down the road a bit. “Specific—general” techniqueis employed in the whole part from Para. 1 to Para. 3. This makes a good development of text: the author presents her personal experience with the white first, and then comes to a natural conclusion that white people differed from black only in that they rode through town and never lived there. on horses or in automobiles watched them as they got out of the village they rode through town and never lived there to hear me speak and sing and wanted to see me dance watching and waving at the white greeting to them 返回

II. Text Analysis: Main Idea and Structure Part I Part II (Para. 3-4) Part III For details Back Main idea? It was when I was thirteen that I found out in my heart as well as in the mirror that I was a little black girl. Devices for developing it? Cause and effect (因果法)

For details Back Cause: But changes came to the family when I was thirteen, and I was sent to school in Jacksonville. I left Eatonville as Zora. When I got off the riverboat at Jacksonville, she was no more. Effect: It seemed that I __________________ ______. I was not Zora of Eatonville any more; I ______________________. I found it out in certain ways. _________________________ ______, I became a permanent brown—like the best shoe polish, ___________ not to rub nor run. This part adopts the writing technique of cause and effect, which works very well to inform readers of how I felt the changes in myself. had suffered a huge change was now a little black girl In my heart as well as in the mirror guaranteed 返回

II. Text Analysis: Main Idea and Structure Part I Part II Part III (Para. 5-9) For details For details Back Main idea? Now as an adult, I don’t think that being the granddaughter of slaves has negative effect on me. I don’t always feel colored, and in the main I believe different races are just bags of different colors which are filled with almost the same contents. Devices for developing it? General-specific (总分法) Description (描写法)

Back For details • General statement: • It fails to register depression with me. • Specific reasons: • Slavery is something sixty years in the past. • No one on earth ever had a greater chance for glory. The world to be won and nothing to be lost. • It is thrilling to think, to know, that for any act of mine, I shall get twice as much praise or twice as much blame. It is quite exciting to hold the center of the national stage… This part can be further put into two subdivisions. Para. 5 is the first one, dealing with my family root of slaves. Para. 6 and 7 form the second one, concerning my race as black. In Para. 5, the writing technique, “general-specific”, is employed. 返回

For details Back The author compares herself, or all the black, to a brown bag of mixed items. (L. 50) People of other colors are compared to white, red and yellow bags. (L. 51) The racial differences are compared to the contents of bags with different colors, piles of small things both valuable and worthless. (L. 52-55) The sameness of races is compared to bags refilled with items from a single heap without altering the contents of any greatly. (L. 56-59) In paragraph 7, for the purpose of furthering the problem of race, the author makes a vivid description of her insight into race, with the rhetoric device of simile running through. 返回

III.Expressions & Patterns B. Patterns for you to use as models A. Expressions • to be sth. else again • to peer at • to get pleasure out of sth. • to be a front row seat for sb. • in passing • in time to do sth. • to give sb. generously of sth.>more • Typical patterns for describing the coincidence • Typical patterns for furnishing reasons • Typical patterns for revealing the flow of one’s thinking • >more

III.Expressions & Patterns Back • the price one pays for... • to hold the center of the national stage • in the main • to prop up • in company with • to be bent under the weight of sth. on • to suffer a huge change • at one’s elbow • to register depression with sb. • on the line • to be off to a flying start

III.Expressions & Patterns 返回课文 Back 1. 又是另一回事 • to be something else again /another thing (L. 6) 活学活用卖嘴是一回事，实干又是另一回事。 While lip-service is something/one thing, solid work is quite something else again/another thing. 下一页上一页

III.Expressions & Patterns 返回课文 Back 2. 凝视；仔细看 • to peer at/into/through (L. 6) 活学活用司机在雾中费力地看着前方，想要看清路标。 The driver was peering into the distance through the mist, trying to read the road sign. 下一页上一页

III.Expressions & Patterns 返回课文 Back 3. 从······中获得乐趣 • to get pleasure out of sth. (L. 8) 活学活用对于喜爱冒险的人来说，最大的乐趣来自于诸如攀岩、蹦极、特技跳伞等冒险活动。 To those who enjoy risks, the greatest pleasure is obtained out of such adventures as rock climbing, bungee jumping and skydiving. 下一页上一页

III.Expressions & Patterns 返回课文 Back 4. 对某人来说就像前排座位一样 • to be a front row seat for sb. (L. 9) 活学活用在火星上工作的探测器使科学家们可以清晰地观察这个星球。那里可能或曾经存在支持生命的水。 The probe at work on the Mars is a front row seat for scientists who can make clear inspection into the planet where life-sustaining water may exist or have existed. 下一页上一页

III.Expressions & Patterns 返回课文 Back 5. 顺便；附带地 • in passing (L. 11) 活学活用尽管他不是靠盗窃为生，但他经常干些顺手牵羊的事。 Although he does not make a living by stealing, he often takes something in passing. 下一页上一页

III.Expressions & Patterns 返回课文 Back 6. 正好赶上做某事 • (just) in time to do sth. (L. 16) 活学活用在许多好莱坞大片的末尾，人们总能及时设法消除致命性的灾难，使人类免遭灭顶之灾。 At the end of many Hollywood blockbusters, a solution to a fatal disaster is always worked out just in time to save mankind from termination. 下一页上一页

III.Expressions & Patterns 返回课文 Back 7. 慷慨地把某物给某人 • to give sb. generously of sth. (L. 23) 活学活用宽以待人者不仅能赢得他人的友谊，还会得到他人的关爱。 Those giving other people of their patience and tolerance can win love and care as well as friendship of others. 下一页上一页

III. Expressions & Patterns 返回课文 Back 8. 遭遇了巨大的变化/损失/痛苦 • to suffer a huge change/loss/pain (L. 33) 活学活用经历过人生大起大落变化的人对生活之道会有更深刻的见解。 Those who have suffered huge changes in life have a deeper insight into the art of living. 下一页上一页

III. Expressions & Patterns 返回课文 Back 9. 在（某人）手边/近旁 • to be at one’s elbow (L. 35) 活学活用挚友不一定与你朝夕相处，但他的关爱总是与你同在。 A bosom friend is not always at your elbow, but his care and love for you are. 下一页上一页

III. Expressions & Patterns 返回课文 Back 10. 使某人沮丧/吃惊/兴奋 • to register depression/surprise/excitement with sb. (L. 36) 活学活用人要学会控制情绪，做到不以物喜，不以己悲。 One should learn to keep his emotion under such control that external gains can’t register thrill with him and personal losses can’t register sorrow with him, either. 下一页上一页

III. Expressions & Patterns 返回课文 Back 11. 各就各位; 骑墙; 冒险; 在分界线上 • on the line (L. 38) 活学活用由于利欲熏心,有些官员常常拿自己的政治生涯冒险。 Driven by their greed for money, some officials often put their political careers on the line. 下一页上一页

III. Expressions & Patterns 返回课文 Back 12. 飞速起跑/取得良好(不利)的开端 • to be off to a flying start/to get off to a good (bad) start (L. 39) 活学活用良好的开端，是成功的一半。 Anything is half done that gets off to a good start. 下一页上一页

III. Expressions & Patterns 返回课文 Back 13. 为······所付的代价 • the price one pays for… (L. 40) 活学活用环境恶化是人类在征服大自然过程中为自己的急功近利所付出的代价。 Environmental deterioration is the price man has paid for his eagerness for instant success and quick profits in conquering nature. 下一页上一页

III. Expressions & Patterns 返回课文 Back 14. 占据国内舞台的中心 • to hold the center of the national stage (L. 44) 活学活用京剧不再像以前一样占据国内舞台的中心了。 Peking Opera no longer holds the center of the national stage as it once did. 下一页上一页

III. Expressions & Patterns 返回课文 Back 15. 基本上；大体上 • in the main/on the whole/in general (L. 50) 活学活用 It is in the main true that man’s nature at birth is good. But the differences in education, living environment and personal experiences make the distinction between good people and evil people. 大体上来说，人之初，性本善的说法没错。但是，后天教育、生活环境、个人经历的不同使人有了好坏之分。下一页上一页

III. Expressions & Patterns 返回课文 Back 16. 支撑; 支持; 维持 • to prop up (L. 51) 活学活用靠物质利益维系的友谊是不可能长久的。 The friendship propped up with material benefits finds no way to last. 下一页上一页

III. Expressions & Patterns 返回课文 Back 17. 与······一起 • in company with (L. 51) 活学活用透过现象看本质，就可以发现腐败总是与缺乏制约的权力共生。 By seeing through the appearance to perceive the essence, we can find that corruption always exists in company with power under inadequate control. 下一页上一页

III. Expressions & Patterns 返回课文 Back 18. 被······的重量压弯 • to be bent under the weight/pressure of... (L. 55) 活学活用这棵大树被昨夜的这场暴雪压弯了腰。 The big tree is bent under the weight of the heavy snow last night. 下一页上一页

III. Expressions & Patterns 返回课文 Back 1. Typical patterns for describing the coincidence: 原句:If one of my family happened to come to the front of the house in time to see me, of course the conversation wouldbe rudely brokenoff.(L. 15) 如果正赶上家里人碰巧来到房前见到我，他们当然就会毫不客气地打断我们的交谈。下一页上一页

Back 返回课文 III. Expressions & Patterns 句型提炼 If sb./sth. happens to… in time to…, sb./ sth. (else) will/would…如果某人／某事碰巧······从而······，（别）某人／事就会······ 下一页上一页

Back 返回课文 III. Expressions & Patterns 应用：a.如果她碰巧回家看到她的儿子在网上聊天，我们真不知她会作何反应。 If she happens to come home to see her son chatting online, we have no idea about what response she would make to it. 上一页下一页

Back 返回课文 III. Expressions & Patterns 应用：b. 如果你碰巧逛商店从而看见一小偷在作案，你是当场抓住他, 还是睁只眼闭只眼？ If you happen to go window-shopping in time to see a thief committing a crime, would you catch him red-handed or turn a blind eye to it? 上一页下一页

Slavery Gave Me Nothing to Lose

Slavery Gave Me Nothing to Lose

Presentation Transcript

Slavery Gave Me Nothing to Lose

gave

Slavery Revolts and Resistance to Slavery

Challenges to Slavery

Choose to Lose

Challenges to Slavery

Week 3 – There’s Nothing Wrong With ME!

On the twelve days of Christmas my teacher gave to me…

Slavery to Colonization

He Gave

Nothing is holding me back

Nothing to Disclose

Nothing to disclose

Nothing to lose Billy Talent

Challenges to Slavery

Help! My mentor gave me data and asked me to analyze it….

Nothing About Me Without Me

All Gave Some, Some Gave All

Meditation Also Gave Me Something Else

Nothing to Hide?

Choose to Lose

On the 1 st day of Christmas Santa gave to me