A breakdown presentation of Half A Day by Naguib Mahfouz. It includes a brief profile of Naguib Mahfouz, a summary of the short story and my own explanation.
This Powerpoint presentation speaks of the different countries in the East Asia and their corresponding History of their oral and written works of Literature.
This Powerpoint presentation speaks of the different countries in the East Asia and their corresponding History of their oral and written works of Literature.
A powerpoint presentation about Afro-Asian Literature for the subject '21st Century Literature from the Philippines and the World' in Senior High School (SHS)
Let me share my presentation about the story entitled "The Soul of the Great Bell"
Contents:
The Soul of the Great Bell
The Author Background
Elements of the story
Story Analysis
English Language - Spoken Interaction Part 2Goh Bang Rui
Link to part 1 of Spoken interaction
https://www.youtube.com/watch?v=H1RbChWPd58
Subscribe to my channel for more upcoming education videos.
bit.ly/gohbangrui
These slides are used to explain the idea of part 2 of Spoken Interaction of oral examination for O Level English Language Examination in Singapore. Students are introduced to the concept of Spoken Interaction which consists of 20 marks or 67% of the Oral Examination. Students are expected to carry out a conversation based on the given picture after given 10 minutes to practise reading as well as using the picture as stimulus. They are then expected to answer given prompts and provide well-developed responses related to the theme given in the picture.
The video is divided into three sections.
1. Introduction
2. Why conversations break down (02:55)
3. 10 tips from examiners (09:48)
4. Practices (13:30)
If you have any feedback, please comment and like it if you find it useful.
Subscribe to my Youtube channel if you like what you are watching.
Thank you
A powerpoint presentation about Afro-Asian Literature for the subject '21st Century Literature from the Philippines and the World' in Senior High School (SHS)
Let me share my presentation about the story entitled "The Soul of the Great Bell"
Contents:
The Soul of the Great Bell
The Author Background
Elements of the story
Story Analysis
English Language - Spoken Interaction Part 2Goh Bang Rui
Link to part 1 of Spoken interaction
https://www.youtube.com/watch?v=H1RbChWPd58
Subscribe to my channel for more upcoming education videos.
bit.ly/gohbangrui
These slides are used to explain the idea of part 2 of Spoken Interaction of oral examination for O Level English Language Examination in Singapore. Students are introduced to the concept of Spoken Interaction which consists of 20 marks or 67% of the Oral Examination. Students are expected to carry out a conversation based on the given picture after given 10 minutes to practise reading as well as using the picture as stimulus. They are then expected to answer given prompts and provide well-developed responses related to the theme given in the picture.
The video is divided into three sections.
1. Introduction
2. Why conversations break down (02:55)
3. 10 tips from examiners (09:48)
4. Practices (13:30)
If you have any feedback, please comment and like it if you find it useful.
Subscribe to my Youtube channel if you like what you are watching.
Thank you
CRILL 2016: Spoken interaction in an academic legal context: The discourse of...cahafner
This is a presentation given at the Law, Language and Communication conference organized by the Centre for Research in Language and Law (Naples 2) and held in Caserta in May 2016.
2nd in a series - what counts? how do we include all learners with both access and extension? Quadrants of a thought, questioning from pictures, free writes into criteria into summary statements, sequencing sentences - time for conferences.
The Secret Passageways of Writing - TOBELTA Reading & Writing ConferenceMalu Sciamarelli
There is no doubt that writing is one of the most difficult skills for L2 learners to master. The difficulty lies not only in generating and organizing ideas, but also in translating these ideas into an intelligible text. In this session I’m going to present an activity of reading/writing based on “The Shadow of the Wind”, and show that the teacher is responsible for translating all the writing principles into practice and should constantly record, ponder and analyze what they have done in the classroom, and use their reflective experience as a basis for improving their practices.
Using blogs for stimulating interest, spurring motivation, and creating commu...Lee Arnold
Blogs have widened vistas in English L2 writing pedagogy for teachers and learners alike given their contextualizing and publishing capabilities. Such blog capabilities are often most fully realized through music video uploads, reproductions of art, and photography, and blog activities with such content may be ideal for learner writing. Indeed, while a body of literature exists for use of music in TEFL in terms of songs for listening or macro-skills classes, little has been written on the use of music or imagery in L2 writing pedagogy, making blog-based content with such material a potentially new and unexplored area for L2 writing research. This slide show is a continuation of the theme of an earlier presentation on the use of music as a platform for learner writing, and here I shall review how instrumental music, and examine how photographic images, may be used as bases for learner creative writing for contextualization and publication on blogs. It is my continued belief that such contextualizing and publishing L2 learner writing engages and motivates learners, and brings about a sense of class cohesion and community.
0x01 - Newton's Third Law: Static vs. Dynamic AbusersOWASP Beja
f you offer a service on the web, odds are that someone will abuse it. Be it an API, a SaaS, a PaaS, or even a static website, someone somewhere will try to figure out a way to use it to their own needs. In this talk we'll compare measures that are effective against static attackers and how to battle a dynamic attacker who adapts to your counter-measures.
About the Speaker
===============
Diogo Sousa, Engineering Manager @ Canonical
An opinionated individual with an interest in cryptography and its intersection with secure software development.
Acorn Recovery: Restore IT infra within minutesIP ServerOne
Introducing Acorn Recovery as a Service, a simple, fast, and secure managed disaster recovery (DRaaS) by IP ServerOne. A DR solution that helps restore your IT infra within minutes.
This presentation by Morris Kleiner (University of Minnesota), was made during the discussion “Competition and Regulation in Professions and Occupations” held at the Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found out at oe.cd/crps.
This presentation was uploaded with the author’s consent.
This presentation, created by Syed Faiz ul Hassan, explores the profound influence of media on public perception and behavior. It delves into the evolution of media from oral traditions to modern digital and social media platforms. Key topics include the role of media in information propagation, socialization, crisis awareness, globalization, and education. The presentation also examines media influence through agenda setting, propaganda, and manipulative techniques used by advertisers and marketers. Furthermore, it highlights the impact of surveillance enabled by media technologies on personal behavior and preferences. Through this comprehensive overview, the presentation aims to shed light on how media shapes collective consciousness and public opinion.
5. Naguib Mahfouz
• was born on December 11, 1911 and died on August 30, 2006, was an Egyptian writer. He is
the only Arab writer who won the 1988 Nobel Prize for Literature. He is regarded as one of
the first contemporary writers of Arabic literature.
• He published 34 novels, over 350 short stories, dozens of movie scripts, and five plays over
a 70-year career. Many of his works have been made into Egyptian and foreign films for
example; his novel, “Midaq Alley” (1947), was adapted into a Mexican film, of the same
title, starring Salma Hayek.
• Half a Day was published in 1989 as a part of a short story collection called, “The False
Dawn.”
9. Half a Day: A Summary
• The story begins with a little boy and his father. They
were walking towards the boy’s school for it was the boy’s
first day in school. He was nervous and afraid. He was
convinced that there was nothing good about going to
school. But his father urged him forward saying; “Be a
man. Today you truly begin life. You will find me waiting
for you when it is time to leave.”
10. Vocabulary
• Tarboosh - a tasseled cap of cloth or felt, usually red, that is worn
by Muslim men either by itself or as the inner part of the turban.
• Unmarred = mar - to damage or spoil to a certain extent; render
less perfect, attractive, useful, etc.; impair or spoil (unmarred
would mean the opposite)
11. Half a Day: A Summary
• The boy with hesitation entered the school. He met boys
and girls there whom he did not know and who didn’t
know him but where curious about him. After the gates
closed, the children started crying. Then a lady (teacher)
came in and arranged the children into classes saying,
“This is your new home. Dry your tears and face life
joyfully.”
12. Half a Day: A Summary
• The children then have accepted the fact that they were
to stay there for the rest of the day. And with this
acceptance, came contentment for the boy made new
friends, he fell in love with girls, he played different
games, sang songs, learned about language, learned about
the world and religion, ate food, took a nap and woke up
to do all the same joyful things.
13. Half a Day: A Summary
• But then the boy realized that the path of school was not
always happy. There were bumps on the road like pain,
hatred, fighting, heartbreak and even the teacher who
would scowl and scold then and would resort to physical
punishment. The boy learned that he and his friends
should be careful as they go on their journey through
school.
14. Vocabulary
• Exertion - vigorous action or effort
• Throngs - a multitude of people crowded or assembled
together; crowd
15. Half a Day: A Summary
• When the bell rang, it signaled the end of the day. He bid
farewell to his friends and sweethearts and waited for his
father to pick him up but he did not show up. So the boy
decided to go home on his own.
16. Half a Day: A Summary
• After a few steps, he stopped. He was shocked because the entire
place had changed. There were cars and high buildings
everywhere. The gardens and fields have disappeared. Trucks with
security troops were crawling the area. Circus people and
conjurers were showing tricks and performing. A fire engine was
causing traffic. The boy felt like he was going crazy. He said,
“How could all this have happened in half a day, between early
morning and sunset?”
17. Vocabulary
• Hordes - a large group, multitude, number, etc.; a mass or
crowd
• Conjurers - a person who conjures spirits or practices
magic; magician.
18. Half a Day: A Summary
• He then decided to seek the answers from his father. So
he needed to get home but where was home? The boy
wondered. He then hurriedly made it to the crossroads.
He needed to cross Abu Khoda to get home but how
could he cross when a line of cars would not let him?
19. Vocabulary
• Abu Khoda – is an actual street in Cairo located near an
elementary school.
20. Half a Day: A Summary
• He was extremely irritated as he waited and wondered
when will he be able to cross. Then after a long time of
waiting, a young boy who worked at the ironing shop
from the corner came up to him and stretched his arm
and said, “Grandpa, let me take you across.”
21. What can we learn from the short story?
• This short story reflects on how fast and quick time
passes. Yesterday we were little children, today we are
teenagers and tomorrow we will be old people.
Nowadays, the hours of a day seem to be moving too fast
and we do not even notice. Most of us wish for hours to
be shorter but when the day passes we wish for longer
hours.
22. What can we learn from the short story?
• We are not grateful and appreciative for the minutes we
are given everyday. We are lucky that we are given time to
do things and be better because for some people, they
don’t have enough time. We want to grow up already and
be adults. But when we do reach adulthood, we long for
our childhood days.
23. What can we learn from the short story?
• The lesson here is to cherish every moment, every
second, every minute, every hour, every day, every week,
every month and every year because time is not
something we can get back. It is not a file that, once
deleted, cannot be restored from the recycle bin. We need
to make each moment count. “Live for today.”
24. What can we learn from the short story?
• Another reflection is school. The school is not just a
place where we learn about reading, writing and etc. It is a
place were we are being prepared for life. We are taught
to work under pressure and meet deadlines. We learn how
to deal with people. We experience pain, heartbreak,
happiness and success and many more.
25. FOOD FOR THOUGHT
• We often think that LIFE is too slow. Think again. Life is
actually passing by so quick and we don’t even see it. So
live for today.
• In order for a person to learn, that person must have the
willingness to learn. Without it, a person simply just takes
education and learning for granted. Be grateful.