现代大学英语精读1教案.docx

现代大学英语精读1教案.docx

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现代大学英语精读1教案

南昌理工学院

教师备课本

%

专业：

商务英语

科目：

现代大学英语精读

（1）

教师：

曹祥英

班级：

2010至2011学年度第一学期

@

课程名称：

基础英语

（一）

教学对象：

英语专业2010级本科一年级

英文名称：

EssentialEnglish

（1）

学时：

106

课程类别：

必修

参考教材：

《现代大学英语精读1》，杨立民总主编，外语教学研究出版社，2002.2

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#

Unit1Halfaday

Teachingcontent:

1.Introducethewriter,hismajorworksandhisviewpointsaboutcreation.

2．Appreciatethetextandanalyzeitsstructure.

3.Analyzethewritingskillsemployedinthistext.

4.Developthestudents’insightintothesocietyandhelpthemgraspthelanguagepoints.

、

Importantpoints:

ofthelanguage。

      2.Analysisoflongsentences.

      3.Thestudyofthecorewordsandexpressions.

Difficultpoints:

：

1.Ellipticalquestion,rhetoricalquestionandinvertedsentences

2.“with”absolutestructure

Detailedstudyofthetext

、

一．BackgroundInformation

1.Aboutthewriter:

NaguibMahfouz—— Education&Background

NaguibMahfouzwasbornonthe11thDec.1911inanoldquarterofCairo,theyoungestsonofamerchant.HestudiedphilosophyatKingFaudI（nowCairo）University,graduatingin1934.Heworkedinuniversityadministrationandthenin1939heworkedfortheMini-stryofIslamicAffairs.HewaslaterHeadoftheStateCinemaOrganisationattheMinistryofCulture.Healsoworkedasajournalist.Althoughwidelytranslated,hisworksarenotavailableinmostMiddleEasterncountriesbecauseofhissupportofSadat'sCampDavidinitiative.In1994hesurvivedanassassinationattemptbyIslamicextremists.

NaguibMahfouz——importantworks

NaguibMahfouzwasthefirstArabtowintheNobelprizeforliterature,in1988.Hehasbeendescribedas"aDickensoftheCairocafés"and"theBalzacofEgypt".

Heisnowtheauthorofnofewerthan30novels,morethan100shortstories,andmorethan200articles.HalfofhisnovelshavebeenmadeintofilmswhichhavecirculatedthroughouttheArabic-speakingworld.

Mahfouzbeganwritingwhenhewas17.Hisfirstnovelwaspublishedin1939andtenmorewerewrittenbeforetheEgyptianRevolutionofJuly1952,whenhestoppedwritingforseveralyears.Onenovelwasrepublishedin1953,however,andtheappearanceofTheCairoTrilogyin1957madehimfamousthroughouttheArabworldasadepictoroftraditionalurbanlife.

NaguibMahfouz——howhepicturestheworld

ThepictureoftheworldasitemergesfromthebulkofMahfouz'sworkisverygloomyindeed,thoughnotcompletelydespondent.Itshowsthattheauthor'ssocialutopiaisfarfrombeingrealized.

—

Mahfouzseemstoconceiveoftimeasametaphysicalforceofoppression.Hisnovelshaveconsistentlyshowntimeasthebringerofchange,andchangeasaverypainfulprocess,andveryoftentimeisnotcontentuntilithasdealthisheroesthefinalblowofdeath.

 Tosumup,inMahfouz'sdarktapestryoftheworldthereareonlytwobrightspots.Theseconsistsofman'scontinuingstruggleforequalityontheonehandandthepromiseofscientificprogressontheother;meanwhile,lifeisatragedy.

2. Quotesandsayingsoftimeandlife:

        Ifyouwanttomakegooduseofyourtime,you'vegottoknowwhat'smostimportantandthengiveitallyou'vegot.

--LeeIacocca

        Nothingisworthmorethanthisday.

--JohannWolfgangvonGoethe

        Everysecondisofinfinitevalue.

--JohannWolfgangvonGoethe

        Halfourlifeisspenttryingtofindsomethingtodowiththetimewehaverushedthroughlifetryingtosave.

—

--WillRogers

        Don'tsayyoudon'thaveenoughtime.YouhaveexactlythesamenumberofhoursperdaythatweregiventoHelenKeller,Pasteur,Michaelangelo,MotherTeresea,LeonardodaVinci,ThomasJefferson,andAlbertEinstein.

--H.JacksonBrown,Jr.

        Timeiswhatwewantmost,butwhatweuseworst.

--WilliamPenn

二．TextAppreciation

1．Structureofthetext

Thetextcanbeconvenientlydividedintothreeparts.Inthefirstpart,welearnabouttheboy’smisgivingsaboutschool.Hefoundithardtobeawayfromhomeandmom,andthoughtschoolwaspunishment.Thesecondpartdescribeshowtheboyfeltaboutschool.Hefoundthatlifeatschoolwasrichandcolorfulinmanyways,althoughitalsorequireddisciplineandhardwork.Inthelastpartofthetext,theboywalkedoutoftheschooltofindthattheoutsideworldhadchangedbeyondmeasureandthathehadgrownintoanoldman.

2．Howtoappreciateliterature

        Plotofthestory:

:

        Settingofthestory:

        Protagonist.Antagonists:

        Dramaofthestoryliesin:

        Writingtechnique:

（Haveyoueverreadastoryusingthesimilartechnique）

        Themeofthestory:

 3．Furtherdiscussion

Readthefollowingsuggestionsmadebythefather.WhichonesdoyouagreewithandwhichonesnotHaveyoueverbeengivensomesuggestionsbyyourparentswhenenteringtheuniversityListthemout.

        Schoolisaplacethatmakeusefulmenoutofboys.

        Don’tyouwanttobeusefullikeyourbrothers

        Putasmileonyourfaceandbeagoodexampletoothers.

。

        Beaman.

        Todayyoutrulybeginlife.

        …

4． Writingdevices

1）.Ellipticalquestion&rhetoricalquestion

“Whyschool”Iaskedmyfather.“WhathaveIdone”

A:

Headmaster:

Wewantyoutogoandtelltheboy’sparentsthenews.

B:

Teacher:

Whyme

]

Father:

We’llgotoTianjinthisweekend.

Daughter:

Whatfor/Whythisweekend/WhyTianjin

Don’tyouwanttobeusefullikeyourbrothers

Can’tyouseeI’mbusy（Don’tdisturbme!

）

Whatgoodisapromiseforanunemployedworker

Doesnothingeverworryyou

 Pleasegivemoreexamples.

2）.Invertedsentences

 …hereandtherestoodconjurersshowingofftheirtricks,ormakingsnakesappearfrombaskets.

Conjurersstoodeverywhere.Theywereshowingofftheirtricksormakingsnakesappearfrombaskets.

Moreexamples:

        Therearesomeexceptionstothisreaction.

        Weretherenoairontheearth,therewouldbenolifeonit.

        Innocaseshouldwewasteourtime.

        Theregoesthebell.

        Awayhurriedthecustomers.

3）.“with”absolutestructure

Thentherewasaband..., withclownsandweightlifterswalkinginfront.

Moreexamples:

、

        Hestoodtherewithastickinhishand. （with+n.+prep.）

        Paulsoonfellasleepwiththelightstillburning.（with+n.+participle）

      Shecan’tgooutwithallthesedishestowash.（with+n.+todo.）

      Hewaslyingonthebedwithallhisclotheson.（with+n.+adv.）

三．LanguageUnderstanding

I.SentenceParaphrase

1.Theydidnotmakemehappy,however,asthiswasthedayIwastobethrownintoschoolforthefirsttime.

Whatdoes“they”referto

Whatdoesthenarratorimplybyusing“tobethrownintoschool”

2.      Mymotherstoodatthewindowwatchingourprogress,andIturnedtowardsherfromtimetotime,hopingshewouldhelp.

。

      Whatdoes“progress”meanhere

      Whatkindofhelpcouldhismotheroffer

      Whatdoesthesentencetellusabouttheboy’srelationshipswithhisparents

3.      astreetlinedwithgardens…

astreetwheretherearegardens…alongbothsides

linedwith…:

pastparticiplephraseusedheretomodify“astreet”.Itcanberegardedasarelativeclausecutshort,eg.anovel（thatwas）writtenbyCharlesDickens

personalcomputers（thatare）madeinChina

4.      Ididnotbelievetherewasreallyanygoodtobehadintearingmeawayfrommyhomeandthrowingmeintothehuge,high-walledbuilding.

Thereisnogoodtobehadindoingsth.

Itisnogood/usedoingsth.

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5.      …fromeachfloorwewereoverlookedbyalongbalconyroofedinwood.

…ononesideofthecourtyardwasabuildingwithalongwood-roofedbalconyoneachfloorwherewecouldbeseen.Or…fromthebalconyoneachfloorofthebuildingpeoplecouldseethepatternintowhichweformed.

6.      Well,itseemedthatmymisgivingshadhadnobasis.

Well,perhapsmydoubt,worryandfearaboutwhatschoolwouldbelikewereallgroundless.Or

Well,itseemedthatIwaswrongtothinkthatschoolwasadreadfulplace.

7.      Inaddition,thetimeforchangingone’smindwasoverandgoneandtherewasnoquestionofeverreturningtotheparadiseofhome.

Thereisnoquestion（ofdoing）:

thereisnopossibility

Besides,itwasimpossibleforustoquitschoolandreturntothegoodolddayswhenwestayedhomeplayingandfoolingaroundallday.Ourchildhoodwasgone,nevertocomeback.

8. Nothinglayaheadofusbutexertion,struggle,andperseverance.

nothingbut:

only

@

Wewouldhavetodoourbestandkeepworkingveryharduntilwefinishedschool.ThisiswhatIimaginedourschooldayswouldbelike.Or

Thekindoflifethatwaswaitingforusatschoolwouldbefullofexertion,struggleandperseverance.

9.     Thosewhowereabletookadvantageoftheopportunitiesforsuccessandhappinessthatpresentedthemselves.

topresentitself/themselves:

（formal）toappear,happen

Iftherecameopportunities,capablestudentswouldseizethemtoachievesuccessandhappiness.

Ⅱ.Wordstudy

1.tomakesb./sth.（out）ofsb./sth.

      It’saplacethatmakesusefulmenoutofboys.

      （makeboysbecomeusefulmen）

！

      eg.Thearmymadeamanofhim.

      HesaidtheGovernmentwerefrightenedofnothing.Therealtroublewasweweremakingamountainoutofamolehill.

2.Thereisnogoodtobehadindoingsth.

Itisnogood/usedoingsth.

Thereisnogoodtobehadinbuyingaboatwhenyoudon’thaveenoughsparetimetouseit.

It’snogood