高级英语五,六册课文分析讲解

《高级英语》自学指导用书

编者：赵晓

Part One: College English Book Five

Lesson 1 Rashid‟s School at Okhla

I. Introduction

Rashid‟s School at Okhla, taken from Santha Rama Rau‟s first book Home to India, records the author‟s visit with her aunt Kitty to a village school a t Okhla in 1939, when she was a 16-year-old girl newly returned from ten-years‟ schooling in Britain to her native country India. The text gives us a glimpse of her intense interest in the changes that were taking place in her native land and of the educational campaign carried out by the Congress Party hoping to bring political consciousness through education to the people of India. In running the village school, Rashid, the headmaster, met with and conquered various difficulties: the villagers‟ deep-rooted suspicion about education, religious obstacles and financial shortage, etc. It was out of countless such efforts by numerous Indians that the New India was created.

II. Organization of the Text

1. On the way to Okhla (Paragraphs 1-2)

Through description of the road condition, traffic and property of bullock and camel owners, the author brings out the poverty and backwardness of India and foretells the difficulties for the educational campaign carried on in the Indian villages.

2. At Okhla (Paragraphs 3-4)

Another picture is taken of the backwardness and isolation of the Indian village by specific description of the village huts, multi-functional tiny shop, and early marriage of the village women.

3. Meeting Rashid at his school (Paragraphs 5-18)

In describing the school activities, the author tells the reader the difficulties involved in running a village school (i.e. villages‟ deep-rooted suspicion about education and religious barriers) and great efforts and enthusiasm exerted by the Congress Party of which Rashid serves as one of its representatives in the educational campaign.

4. Meeting Rashid at Kitty‟s home in Delhi (Paragraphs 19-24)

Another difficulty is discussed in the conversation between Kitty and Rashid: lack of financial support from the colonial government. At the same time, the author‟s mother speaks of the relationship between reason and conscience and analyzes the difference in education between the Western countries and India.

III. Key Words and Expressions

1. orderly (Para 1): well-arranged.

2. facilitate (Para 1): make…easy or easier.

3. brass (Para 1): an alloy of copper and zinc. Compare: copper (a single element) and bronze (an alloy of copper and tin).

4. household utensils (Para 1): 家庭用具。Compare: household appliances（家用电器）。

5. proprietor (Para 3): (shop) owner.

6. as much…as (Para 5): to the same degree…as, e.g. It is as much our responsibility as yours（这是你们的责任，同样是我们的责任）.

7. fluid English (Para 5): fluent English.