現(xiàn)代大學(xué)英語精讀1Lesson One教案

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1、Four short words sum up what has lifted most successful individuals above the crowd: a little bit more. ------------------------------------------author ------------------------------------------date 現(xiàn)代大學(xué)英語精讀1Lesson One教案 現(xiàn)代大學(xué)英語精讀1Lesson One教案 教 案 周 次 第 1 周，第 次課 授課時(shí)間 年 月

2、日 授課章節(jié) Lesson One Text A Half a Day 本（章）節(jié) 授課方式 課堂講授（） 實(shí)踐課（ ） 教學(xué)時(shí)數(shù) 學(xué)時(shí) 授 課 要 點(diǎn) 本 （章） 節(jié) 教 學(xué) 目 標(biāo) Students are expected to 1. use the words and phrases freely 2. comprehend the text structure 3. understand the rhetorical features of the text 4. have a better understanding of the text

3、 5. express their views on college life 教 學(xué) 重 點(diǎn) 和 難 點(diǎn) 1 The understanding of the complicated sentences 2 Important language points 3 Translation exercises: C-E and E-C 思考題 或 作 業(yè) 1. Collecting information of the author Naguib Mahfouz 2. Oral work:What, in your opinion, makes a perfect

4、 school life? 3. Do some further reading. 教學(xué)內(nèi)容與組織安排 Text A Half a Day Naguib Mahfouz Period One &Two I. Introduction to the Text (5minutes) 1. Writing --- the protagonist returns after being absent for a short time to find everything changed beyond recognition. 2. The best example

5、--- Washington Irving’s (1783—1859) “Rip Van Winkle” 3. This technique is often used to emphasized rapid changes in society. II. Overview of the text (40minutes) 1. warming-up questions 1). What’s your deepest impression of your first day to the Uni.? 2). Did you find the Uni. just as you ha

6、d imagined? 3). Are you afraid of leaving home and your dearest parents to a strange place? 4). Can you live independently or take care of yourself very well? 5). What’s your dream you want to realize during the four academic years? 6). What do you think of the relationship between the teachers

7、 and the students? 7). What are your expectations of university? What kind of changes do you think it will bring upon your life? 2.Background Information: 1)About the author: Naguib Mahfouz—Education & Background Naguib Mahfouz was born on the 11th Dec. 1911 in an old quarter of Cairo, the youn

8、gest son of a merchant. He studied philosophy at King Faud I (now Cairo) University, graduating in 1934. He worked in university administration and then in 1939 he worked for the Ministry of Islamic Affairs. He was later Head of the State Cinema Organization at the Ministry of Culture. He also worke

9、d as a journalist. Although widely translated, his works are not available in most Middle Eastern countries because of his support of Sadat‘s Camp David initiative. In 1994 he survived an assassination attempt by Islamic extremists. He is married, has two daughters and lives in Cairo. 2)Importan

10、t works Naguib Mahfouz was the first Arab to win the Nobel prize for literature, in 1988. He has been described as "a Dickens of the Cairo cafés" and "the Balzac of Egypt".He is now the author of no fewer than 30 novels, more than 100 short stories, and more than 200 articles. Half of his novels h

11、ave been made into films which have circulated throughout the Arabic-speaking world. Mahfouz began writing when he was 17. His first novel was published in 1939 and ten more were written before the Egyptian Revolution of July 1952, when he stopped writing for several years. One novel was republish

12、ed in 1953, however, and the appearance of The Cairo Trilogy in 1957 made him famous throughout the Arab world as a depictor of traditional urban life. Works of his second writing period: The Children of Gebelawi (1959) The Thief and the Dogs (1961) Autumn Quail (1962) Small Talk on the Nile (19

13、66) Miramar (1967) several collections of short stories. 3. structural analysis The text may be divided into 4 parts: Para. 1-7 The boy’s reluctance to go to school and his misgivings about school Para. 8-16 The Boy’s life at school: Rich and colorful, requiring discipline and hard work P

14、ara. 17-20 At the end of school day, everything has changed III . Presentation (45minutes) Step1.Text Appreciation for group discussion in class a. Plot of the story: b. Setting of the story: c. Protagonist v.s. Antagonists: d. Drama of the story lies in: e. Writing technique: (Have you

15、ever read a story using the similar technique?) f.Theme of the story: The following are a few possible understandings of the message the story conveys. Which one do you agree with? Argue with your group partners. Time and tide wait for no man. Life is a tragedy. There is nothing permanent in

16、 life but change. Education can never keep up with changes in society. Life is short and time is precious. Life is a dream. Do not take anything seriously. Step 2. Read the following suggestions made by the father. Which ones do you agree with and which ones not? Have you ever been given some

17、suggestions by your parents when entering the university? List them out. School is a place that makes useful men out of boys. Don’t you want to be useful like your brothers? Put a smile on your face and be a good example to others. Be a man. Today you truly begin life. Period Three & Fo

18、ur IV. Detailed analysis of the text (180ms) Part 1: (45ms) 1.Main Ideas (10ms) How did the boy feel about going to school? Find textual evidence. Why was he feeling so? List the father’s comments about school. What do you think of them? School is a place that makes useful men out of boys

19、. Don’t you want to be useful like your brothers?Put a smile on your face and be a good example to others. Be a man. Today you truly begin life. 2.Language and Details (35ms) 1. clutch hold tightly, usu. in fear, anxiety, or pain e.g. Silent and pale, the girl clutched (to/onto) her mother’s

20、 chest. A drowning man will clutch at a straw. Clutching the money in his hand, he hurried to the bank. 2. They did not make me happy, however, as this was the day I was to be thrown into school for the first time. Be to do sth: future tense indicating intention or plan Noun phrase us

21、u. followed by a relative clause is used as an adverbial of time. But my new clothes did not bring any happiness to me, because it was the day I was forced to go to school for the first time More examples: I was born in the year China began its open and reform policy. By the time the ambulance

22、 arrived, it was too late. The moment I saw him, I recognized he was the criminal wanted by the police. 3. to throw sb. into/ out of a place: to force sb to stay or leave a place eg: They’ll throw me out of school if I failed the exam 4. to make…(out) of sb./sth.: to make sb./sth. become…

23、e.g. The army made a man of his son. Hardships help make a man (out) of a boy. make sth. of e.g. I wish he would get married. A wife might make sth. of this idiot. 5. It is no good /use doing sth: It is not useful to do sth. There is no point in doing sth e.g: It’s no good crying over s

24、pilt milk. (proverb) It’s no use talking to him---he’s crazy! There is no+ doing sth. e.g. There is no joking about this matter. It’s a waste of time doing sth. e.g. It’s a waste of time arguing about it. 6. to tear oneself/sb away from …: to make sb leave a place or a person unwillingly beca

25、use one has to. e.g: Can’t you make yourself away from the TV for dinner? The young artist couldn’t tear himself away from da Vinci’s Mona Lisa. 7. be a man: be strong and brave be man enough (to do sth./for sth.) e.g. He is not man enough to face the music. He is not a man enough to accept h

26、is failures gracefully. Part 2.(90ms) 1.Main Ideas(30ms) What happened the first day at school? How did the boy like school life? Can you describe the different stages of his day at school? Do these changes carry any symbolic meaning to you? How do you understand “there are fathers and mothers

27、 here” (para. 12) and “I made many friends and fell in love with many girls” (para. 13)? 2.Language and Details (60ms) e into view to begin to be seen e.g: As soon as we turned the corner, the grand palace came into view. 9.burst into tears burst out crying burst into laughter burst out laug

28、hing 10.a matter of sth/ of doing sth a situation that involves sth or depend on sth eg: Wisdom is a matter of knowing when to speak your mind and when to mind your speech. Some people like pop music while others prefer serious music. It’s a matter of taste. 11.to bring about sth to make sth h

29、appen. e.g: Science has brought about many changes in our lives. The war brought about great human sufferings. 12. rivalry n. : competition eg: Money problem is the usual ~ between brother and sister. Rival n. rival (for/in sth): person or thing competing with another. Eg: business rivals/ r

30、ivals in love She has no ~ in the field of romantic fiction. Rival v. (-ll-) rival sb/sth (for/in sth): be comparable to sb/sth Eg: Cricket cannot rival football for/in excitement. 13.to give rise to (fml) to cause sth to happen or exist. Eg: Poor living conditions give rise to many diseases

31、14.Would (p.15) I had never imagined school would have this variety of experiences. (para. 13) possibility And while the lady would smile, she would often yell and scold. (para. 15) frequent actions in the past I would find the answer at home with my father. (para. 18) past future tense …

32、but the stream of cars would not let up. (para. 18) willingness 15. to resort to sth to make use of sth; to turn to sth (esp bad) as a solution. Eg: Try not to resort to violence. They had to resort to threats when they failed to persuade them to leave. 16.nothing but: only e.g: Right now he

33、 thinks about nothing but his research. She ate nothing but an apple for lunch. 17. exert v. exert oneself: make an effort. Eg: You’ll have to exert yourself more if you want to pass the exam. Exertion n. He failed to lift the rock in spite of all his exertions. Now that I’m 90, I find the e

34、xertions of traveling too great. (我年屆90歲，出遠(yuǎn)門已力不從心。) 18.to take advantage of sth to make use of sth well. e.g: We must take full advantage of our trip to Britain. The farmer took advantage of the good weather and got all the wheat. CF: to take advantage of sb: to make use of sb unfairly or dece

35、itfully to get what one wants; exploit sb. Eg: She took advantage of my generosity and got everything for her promotion. Part 3.(45ms) 1.Main Idea (20ms) What did “I” see when he stepped out of school? Summarize the changes. How did he feel? Why did he stand still? How do you understand the u

36、nexpectedness of the changes? Why do you think the boy was suddenly a “grandpa”? 2.Language and Details (25ms) 19.. trace (n) a. a small sign that shows that sb. or sth. was present or existed b. very small amount It vanished/disappeared/without trace. Petra’s lost all trace of her German

37、accent. Age has left its traces on his face. There are traces of poison in the man’s blood. A mere trace of smile passed over her face. 20. on one’s own alone, without help. Eg: Today young people like to live on their own. The first thing you’ve got to do at the college is to learn how to

38、work on your own. 21. come to a halt: to stop eg: The car came to a halt before it hit an old man. Work came to a halt when power was suddenly cut. Cf: to bring sth to a halt: to cause sth to stop. Eg: Air traffic in the country was brought to a halt because of heavy snowstorms. 22 Take over:

39、 gain control over e.g. They succeeded in taking over the administration of the occupied territory. The new department head took over yesterday. Movies are going down and television is taking over in the West. A new point of view is taking over. Don’t let your prejudice take over. 23. Then the

40、re was a band announcing the opening of a circus, with clowns and weight lifters walking in front. “With+n.+doing” construction is used adverbially modifying “announcing”. 1). He stood there with a stick in his hand. (with + n. + prep.) 2). Paul soon fell asleep with the light still burning.

41、 (with + n. + participle) 3). She can’t go out with all these dishes to wash. (with + n. + to do) 4) He was lying on the bed with all his clothes on. (with + n. + adv.) 24. Let up 1) stop e.g. They never let up attacking the enemy. 2) become less serious e.g. His mind never let up fo

42、r an instant. The wind is letting up a little. Period Five &Six V. Discussion (35ms) Work in groups of four: Pick out sentences in the text that impress you most and share them with your group-mates. Discuss the possible themes of the text. If the narrator goes home at last, what do you t

43、hink will happen? VI. Exercises(45ms) Further discussion: after-class work 1). If you had only half a day left to live, what would you most want to do? List the top five things you would do and give us your reason. 2). Suppose the narrator found his home at last. What would happen after that?

44、 3). Work in group. Make up your own story of “Half a Day” and perform it. 4). Tell your funny first school-day stories V.Summary.(7ms) VI.Homework (3ms) 1.Do Exercises on Page 11-17. 2.Study Text B by themselves 1)Ask students to recall other works by Kathleen Louise Smiley. 2)Guide students to translate the essay using dictionaries. --------------------------------------------------