Qhsun Paragraph one What is the main idea that is expressed in paragraph 1?

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Paragraph one

• What is the main idea that is expressed in paragraph 1?

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Paragraph one

• The incident of the getting the hit: about going to school– When he is asked to go to school– The Boy vowed never to go and take it as a waste of ti

me• Because his philosophy is the same as that of his companio

ns he keeps• and he revered his companions and take their words as orac

le

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Paragraph two


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Paragraph two

• The life style (that captivated him)– His life style is like the boys’, they left home, living in n

eighborhood junkyard– sleeping in abandoned cars, eating brown bread– sometimes going into the white people dominated circl

es to work as servants, attendants, for instance, to work as an attendants to a golf player.

– To steal bear and soda bottles from shebeens.

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Paragraph three


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Paragraph three

• Living environment– the value of an education was never emphasized– the first thing children learned was not how to read and

write, but how to fight, steal, rebel– money to send children to school was grossly lacking,

survival was first priority• Result: he would never go to school under the condition that

he was living in such an environment, that he was attracted to the life style of his companions.

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Paragraph four to seven

• What happened to the boy one morning?

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• Before the bath (4-6)– He was waked up at four in the morning and asked to get in

to a washtub– his response is to refuse because:

• he had no natural inclination for water. he had no trait of cleanliness, and the only washtub the family had always sprung a leak.(生漏缝 ).

• Result: throughout seven years of his life the number of baths he had taken could be counted on one hand with several fingers missing.

– his mother’s response to his refusal:• to shook a finger to menace, to force him to take a bath

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• what happened after he was forced to take a bath? (the process of bath)

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– obeyed the order of his mother but still had doubt why to take a bath

– the mother used a scropbrush and Lifebuoy soap to purge him of years and years of grime

– the boy ached, bled and howled, feeling pain shoot through his limbs when the sharp brush touched his stubborn callouses.

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Paragraph eight

• What happened after the mother and boy heard a knock at the door? (The bath interrupted)

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Paragraph eight

– My mother leaped away from the tub and on tiptoe headed to the bedroom

– The boy was seized by fear, sat frozen in the bathtub

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Paragraph eight

• Why did mother leaped away and on tiptoe headed to bedroom and why was the boy sat frozen?

• Why would the thought of the coming of the police make them so fear.

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Paragraph eight

– Because they wanted the person outside to have the wrong perception that there is no one inside the home.

– Because the boy might fight with others, steal soda and beer bottles or other things, and might rebel and resist or defy a generally accepted convention, regulation or break a law, or committed an arrestable crime.

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Paragraph nine to thirteen

• What is expressed in the following few paragraphs?

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Paragraph nine to thirteen

– the mother forgot totally about the set date that the granny would come.

– After hearing grandma’s distinctive shrilling voice, Mother heaved a sigh of relief and felt relax and then opened the door to let in the granny, and said to granny that she was greatly scared.

– Then the the granny asked mother if she is ready to send boy to school.

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Paragraph fourteen and fifteen

• What is expressed in paragraph 14 and 15?

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Paragraph fourteen and fifteen

– After he was asked to get out of bathtub, he was handed to a piece of cloth to dry himself.

– At the same time a lot of questions emerged in his mind. So, The boy still didn’t know what would happen to him after he took the bath

– Then the boy saw the mother went into the bedroom and brought out a stained white shirt and a pair of faded shorts. And asked him to put on clothes.

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Paragraph sixteen

• What was he like after putting on his father’s garments?

• What was the purpose to have him smeared?• What did he looked like after being smeared with a

mixture of pig’s fat and vaseline?• Why did he feel so hot?

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Paragraph sixteen

– The boy looked ridiculous, funny and would probably bring about laughters.

– To insulate him from cold.– His skin looked as shining as morning star.– Also he felt awkward and embarrassed, and this awkwa

rdness made him feel hot.

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Paragraph seventeen to nineteen

• What happened when the boy heard that he is going to start school?

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Paragraph seventeen to nineteen

– When he heard that he was going to start school he gasped to indicate that he was greatly surprised. And leapt from chair in a sudden as if the chair was made of hot lead.

– He spoke without any second thought (blurt) about his unwillingness to go to school

– Then he raced to the windowsill tried to quit home but was caught

– At last he struggled (tussled) and tried to break away but only to be held fast by his mother.

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Paragraph twenty to twenty-one

• What did the mother do after she pinned down the boy?

• And what was the boy’s response?• What was the outcome?

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Paragraph twenty to twenty-one

– The mother asked granny’s help her to get a rope to have the boy bound. Granny helped mother.

– The boy’s response is to bite and to claw every hand that grabbed him and howled protestation against going to school.

– the outcome was that the boy was no match for the two determined matriachs, and his hands and feet were bound and dragged through the door.

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Paragraph twenty-two


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• This paragraph gives the description the view about the daily traffic that the family had viewed when they went to school.– Old man and woman, wizened (wrinkles on forehead),

bent and ragged (shabby, worn) began their rambling.• To be continued

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– Workless man and woman assembled in their usual coteries for shebeens and there they talked about how to get through pass inspection without being found out their smuggling, and some others thought hard about their conditions of life under the background of many people drinking, laughing which is meaningless and made people feel uneasy.

– Young boys and girls were beginning their wanderings along the narrow, dusty streets in search of food, and also carrying on the back bawling infants.

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Paragraph twenty-three

• What is described in the paragraph 23?• What is the detailed description of the chubby

black woman?

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• an unexpected meet with chubby black woman.

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– She came along the opposite direction with a scuttle overflowing with coal on her head that was covered with a cloth.

– Loosely swathed (tied) to her back with a piece of sheepskin was an infant, bawling.

– She was also followed by an half-naked boy, potbellied, sucking thumb, placing into the plastic bag the coal he picked up from the road that fell from the scuttle that his mother carried.

– Finally, she stopped to say something to the family.

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Paragraph twenty-four to twenty five

• What is said to the family from the chubby black woman in paragraph 24-25?

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• Wish that the chubby black woman had and the wish that did not come true.

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• What was the wish that did not come true?• What is the way that the chubby black woman

expressed her wish?

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• The chubby black woman failed to send her son to a school.

• The chubby black woman said that in a regretful way, and also in unsolicited way (without being asked to give the advice)

• And also tearfully she said, before sending the boy to a school, the ill influence along the street had already put him under control and turned him into a tsotsi.

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Paragraph twenty-six


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• Granny and mother’s consolatory remarks to the strange woman.

• What might be the the contents of those consolatory remarks?

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• The consolatory remarks might be something to let her not to be so sorry, and she might still be able to send her son to school and turn him back to be a good boy again.

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Paragraph twenty-seven

• After hearing the consolatory remarks what was the following part of the story?

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Paragraph twenty-seven

• Tearfully and made no attempt to dry her tears, the strange woman went on her story that her son had been turned into taotsi, and already went beyond help even if the mother wanted to because the he had died.

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Paragraph twenty-eight

• In a sympathetic way, what else did the boy’s mother ask in paragraph 28?

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• In her sympathetic voice the boy’s mother asked the reason why the chubby black woman’s son died.

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Paragraph twenty-nine


• What is the real reason that caused the death of the chubby black woman’s son?

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Paragraph twenty-nine

• The chubby black woman expressed the reason of the death of her son and also expressed the reason why she would like to give the unsolicited advice.– The reason that the chubby black woman’s son died is

that he shunned school, and grew up to live by the knife. The knife was his means to his life and also was the cause to his death.

– She would like to apply the story of her son as an example to educate boys of similar ages to recognize the value of education and ill fortune of those who refused to go to school.

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Paragraph thirty


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Paragraph thirty

• The response that the boy’s mother had after she was told the story.

• What is exactly the response?

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• The response of hers was that she got stirred or excited and shouted something into the boy’s ear. She wanted the boy to get the implication that if he did not go to school the same thing would happened to him?

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Paragraph thirty-one


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• The boy got confused and could not find any connection between going to school and the death of the son of the chubby black woman.

• What may be the reason that made him not to believe the connection.

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• According to his own experience, none of his companions died in the same way, so his mother might exaggerate incident.

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Paragraph thirty-two

• The granny also expressed her sympathy to the chubby black woman.

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Paragraph thirty-three


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Paragraph thirty-three

• The family reached the school and was led to the principal’s office.

• The office is a tiny cubicle facing a row of privies and a patch of yellowed grass.

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Paragraph thirty-four


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• The principal met the family and in a friendly way he called him as a rascal.

• The paragraph also gives a description of the principal and his appearance.

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• 1. The principle himself– sitting behind a brown table on which a pile of dust and

cobweb-covered books were there.• 2. Appearance of the principle

– Clothes ( foppishly dressed in a pin-striped suit)– Face ( austere, shiny, inscrutable)– Size ( imposing ) -----The above three facts reminded the

boy of his father– in one of his upper pockets there was arrayed a variety of

pens and pencils, in the other was nestled a lily-white handkerchief which is for decoration, not for utilitarian purpose.

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Paragraph thirty-five and thirty-six

• What is the main idea that is expressed in paragraph 35-36?

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Paragraph thirty-five and thirty-six

• When the mother was being asked if the boy the principle was looking at was the one that they once talked about, the mother gave an affirmative answer.

• And the principal gave his remark that the boy is living up to his notoriety and seeing the boy being tired, he asked mother to untied him.

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Paragraph thirty-seven

• What did the principle do and why did he purposely did so?

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Paragraph thirty-seven

• The principal stood and step to the door to close door in order to let the boy see a row to canes of different length and thickness hanging behind door.

• And said that if the boy behaved himself he would not use them on him.

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Paragraph thirty-eight

• What was the response of the boy after he talked with principal?

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Paragraph thirty-eight

• The response of the boy was he gasped to express his surprise, and at the same time he abandoned any idea of quitting school.

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Paragraph thirty-nine


• What was the mother’s response after the boy being registered?

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• The mother’s response after the boy being registered.

• A broad smile across her face• enormous burden being lifted from her should and

conscience.• In what sense can we understand the burden lifted

from her conscience?

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• If a mother who failed to send her children to school, she felt greatly regretted, and would felt her conscience stricken or smitten.

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Paragraph forty


• What was in the mind of the boy when he was on his way home?

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Paragraph forty

• The family left the principal’s office and went in the direction to home. On the way boy still thought about refusing going to school and to join his friends in the junkyard.

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Paragraph forty-one


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Paragraph forty-one

• The reasons that support him not going to school?

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Paragraph forty-one

• Reluctance to surrender his freedom and independence to tyrannous discipline.

• Heard about bad things about life in tribal school, school is nothing but a torture chamber ( daily beating and worked students like mule to long school hours, and seeing those canes was the evidence to the rumors he had heard about )

• His loyalty and allegiance to the gang.

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Paragraph forty-two


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Paragraph forty-two

• Reasons support going to school.• What are those reasons?

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Paragraph forty-two

• Chubby black woman’s lamentation over her son gave a forceful example for going to school.

• And the boy did not wanted to end up dead in the streets.

• The humiliation and pain that his mother had gone though to get him enrolled in school

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Paragraph forty-three to forty-five


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Paragraph forty-three to forty-seven

• on his way home.• What happened on his way home?

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• 1 Later that evening he was returning home from playing soccer and was accosted by a neighbor and informed him that there was bloody fight at his home between his father and his mother. And his mother left.

• 2 the boy was stunned, controlled his rage and asked if there was anyone in the house.

• 3 Then he was informed that he should not go near the house. Because his father was in the house and was mad.

• Why could we say that the boy’s father was mad?

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• He father was mad because he– Armed with a cleaver he chased his bothers and sisters

away– When neighbors tried to intervene he threatened to

carve them into piece– He never behaved like that mad before

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Paragraph forty-eight

• Did the boy listen to the neighbor and not to go near the house? What did the boy see in front of him when he got home?

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Paragraph forty-eight

• He brushed aside the neighbor’s advice.• He saw scattered windows which convince him

that there was a skirmish• Several broken bricks, broken after being thrown

to the door, lying about.• The door was locked from the inside because the

boy tried to open it outside.

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Paragraph forty-nine to fifty-five


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• The conflict between the boy and the father.• Please describe the sequence of the actions!

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• 1 When the boy tried to opened door, a growling voice shouted out asking whom it was.

• 2 The boy named Johannes answered bravely that it was him.

• 3 Then the father bellowed to let him go away. And shouted out his unwillingness to see him and his mother, called him bastard and his mother whore. And also claimed he would kill boy if he did not go away.

• 4 Then the boy tried to find his excuse to go into the house to get his thing but was refused.

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• 5 the boy went close to broken window to scream obscenities (insulting words and verbal abuse) to challenge his father to stick out his head, then he would pelted his head with half loaf of a brick.

• 6 His father did not stick out his head through the broken window, but still shouted out insulting words and verbal abuse at boy’s mother and Granny. Called them whores and bitches.

• To be continued

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• 7 Overwhelmed with rage (got very angry), the boy threatened him that he would kill him someday.

• 8 neighbors began to congregate by the open windows and doors, wanting to watch a kind of public display his family’s conflict.

• 9 Not wanting to make a spectacle of himself he went away and vanished into dark street and went to his granny’s home.

• In the granny’s home he found that his mother, face swollen and bruised, eyes puffed to an point where she could hardly see.

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Paragraph fifty-six to sixty-nine

• What happened and was described in the next few paragraphs(56-69)

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• Conflict between father and mother• Please describe the boy, the mother respectively.

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• Boy– holding back the tears at the sight of his mother’s

disfigured face, asked the reason she got beaten up like that?

• Mother– lips swollen, mumbled apologetically, reluctant to

express the reason. Urged by grandmother, she told the boy that it is he that causes the incident of fighting.

– (Next) What is the detailed reasons?

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• reason: (detailed reasons)– The mother took the boy to school, at hearing this, his

father, drunk, get upset. Argument started. His father took the fact as something that disobeyed him (beginning of the incident)

– (Next) What is the boy’s attitude to going to school? – What is the Mother’s and father’s attitude to going to

school?

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• Boy’s attitude to going to school (his dislike going to school)

• reason– no knowing what actually went on at the school. It is the i

gnorance that had painted a dreadful picture• Mother’s attitude to going to school (favor going to s

chool)• reason

– a. to let the boy have a bright future which can only be obtained by education

– b. not behaving the same way that his father behaves.

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• His father’s attitude to going to school ( being disgusted at going to school)– thinking in the old tribal way. The result is: – Not receiving any education himself, doing bad things like d

rinking, gambling, neglecting his family, not knowing how to read and write, no decent job, having only narrowly focused life.

• reason: – grandfather let him think that education was a tool through

which white people would take things away from him. Education is worthless in so far as (as far as) black people were concerned, it prepared them for the job that they can’t have.

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• The transforming stage of boy’s attitude to going to school(66)

• How did the boy go through the transforming stage?– 1. The statement of his mother about his father’s

behavior • The statement of his mother about his father’s

behavior hit him like a bolt of lightening shattered every defense mechanism and pretext of his against going to school.

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– 2. His Mother talk about the importance of education

• Times have changed, though “our lot” isn’t any better today.

• Education is the key to open up a new world and a new life to go as far as white men can go socially, financially, academically with no barrier.

• know what is good, and what is bad. And grow to be a good and proud person.

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Paragraph seventy to seventy-four

• What is described in the last four paragraph?

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Paragraph seventy to seventy-four

– The completion of the transforming stage.

– Why does the statement that she never went to school move the boy in such a degree?

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Paragraph seventy-two

– His mother could not live a decent life, for instance, to be beaten by his father and had to live together with hard life, together with brutal people like his father, living in a uncivilized living condition like theirs. And his mother would like to change all this, and did not want all this happened on him.

– And to realize her dream on him.

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Paragraph seventy-two

– What was the result once the boy understood the implication of his mother’s lecture?

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Paragraph seventy to seventy-two

– Results:• a thunderous impact, confusion leaving my mind.

darkness giving away to light• a dark yawning void in my mind being transformed

into a beacon of light that swallow up and blotted all darkness.

• beacon of light revealing things and facts which only on that day he got aware of.

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Paragraph seventy-three

• What was the reason that made Mother fail to go to school?

• What did the mother want to do since she failed to go to school?

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Paragraph seventy-three

• Under the sway of tribal tradition, grandfather thought it is unnecessary to educate female. So the boy’s mother failed to go to school when she was a child.

• It became the cause for the mother to have the desire to send the boy to go to school, and to let her have the determination to make the promise to do everything to keep the boy in the school to be educated.

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Paragraph seventy-four (last paragraph)

• What is the main idea that is expressed in the last paragraph?

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Paragraph seventy-four

• transforming stage completed– Got the passport to knowledge by boy’s making his

own promise.– with tears stream down the cheeks and in the bosom of

his mother’s, he promised to go to school forever. But scarcely on that day aware of the significance of decision. He was emotionally forced upon, but all these forever altered his destiny.

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Diagram For Unit One

4

6

2

1

3

background before the bath

get dressed and smeared

bath and bath interrupted

5

7

13

...

14

16

17

21

...

34

40

22

33

...

41

42

43

47

...

48

55

...

knew the fact way to school

In principal's office

conflict between father and boy

conflict between father and mother

left principal’s office , go home

56

69

...

70

74

...

on boy’s way home

transforming completed

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Diagram For Unit Four

2

1

3 4

5 6

7

2120

19

118

9

10

24

25

26

13

12

14

22 23

16

18

15

17

relation Biomedical technology biology Application and results

reproduction power and consequence

possible application concerning human nature

strategy solutions

Virtues of family

Qhsun Paragraph one What is the main idea that is expressed in paragraph 1?

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Transcript of Qhsun Paragraph one What is the main idea that is expressed in paragraph 1?