英语专业本科综合英语授课教案docx.docx

英语专业本科综合英语授课教案docx.docx

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英语专业本科综合英语授课教案docx

英语专业本科《综合英语》授课教案

第一册

LessonPlanForContemporaryCollegeEnglish（BookI）

Lesson1HalfaD町ByNaguibMahfouz

I•教学内容

1.热身；

2.作者：

教育与背景；主要著作；创作观；

3.作品赏析：

结构分析；如何赏析文学作品；扩展式讨论；

4.写作技巧：

省略疑问句和修辞疑问句；倒装句；“with”独立结构；

5•语言理解：

长难句解析；核心词汇学习；介词练习；构词法：

前缀；

6.课堂讨论；

7.练与讲。

II•教学目的

1.了解作者及其背景知识；

2.熟悉本文使用的写作手法；

3.学握修辞疑问句、倒装句等修辞手法；

4.熟练掌握三类构词法；

5.通过深刻理解文章内涵，培养学生社会洞察力和相关的讨论能力，同吋掌握文中的核心语言点。

m.教学重点与难点

1.文学作品的赏析；

2.文学屮的修辞手法一一省略疑问句和修辞疑问句；倒装句；“with”独立结构；

3.构词法：

前缀；

4.课文的写作背景与主题。

IV.教学方法

采用讲授、问答、讨论、模仿、练习、多媒体等方法对学牛进行启发式教学。

V.教学过程

Step1・QuestionDiscussingforWarming-up（10minutes）Step2・BackgroundInformation（40minutes）

1.NaguibMahfouzEducation&Background（纳吉布•马福兹所受教育和一般背景）

NaguibMahfouzwasbornonthe11thDec.1911inanoldquarterofCairo,theyoungestsonofamerchant.HestudiedphilosophyatKingFaudI（nowCairo）University,graduatingin1934.Heworkedinuniversityadministrationandthenin1939heworkedfortheMini-stryofIslamicAffairs.HewaslaterHeadoftheStateCinemaOrganisationattheMinistryofCulture.Healsoworkedasajournalist.Althoughwidelytranslated,hisworksarenotavailableinmostMiddleEasterncountriesbecauseofhissupportofSadat'sCampDavidinitiative.In1994hesurvivedanassassinationattemptbyIslamicextremists.Heismarried,hastwodaughtersandlivesinCairo.HediedonAug.30,2006.

NaguibMahfouzimportantworks（纳吉布•马福兹的主要著作）

•NaguibMahfouzwasthefirstArabtowintheNobelprizeforliterature,in1988.Hehasbeendescribedas"aDickensoftheCairocafes"andutheBalzacofEgyptn.

•Heisnowtheauthorofnofewerthan30novels,morethan100shortstories,andmorethan200articles.HalfofhisnovelshavebeenmadeintofilmswhichhavecirculatedthroughouttheArabic-speakingworld.

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

•Worksofhissecondwritingperiod:

TheChildrenofGehelawi（1959）

TheThiefandtheDogs（1961）

AutumnQuail（1962）

SmallTalkontheNile（1966）

Miramar（1967）

severalcollectionsofshortstories.

3・NaguibMahfouzhowhepicturestheworld（作者笔卜•的世界：

无尽的拼搏与悲剧

的人生）

ThepictureoftheworldasitemergesfromthebulkofMahfouz'sworkisverygloomyindeed,thoughnotcompletelydespondent.Itshowsthattheauthor'ssocialutopiaisfarfrombeingrealized.Mahfouzseemstoconceiveoftimeasametaphysicalforceofoppression.Hisnovelshaveconsistentlyshowntimeasthebringerofchange,andchangeasaverypainfulprocess,andveryoftentimeisnotcontentuntilithasdealthisheroesthefinalblowofdeath.Tosumup,inMahfouz^darktapestryoftheworldthereareonlytwobrightspots.Theseconsistsofman'scontinuingstruggleforequalityontheonehandandthepromiseofscientificprogressontheother;meanwhile,lifeisatragedy.

Step3>TextAppreciation（50minutes）

1.Structureofthetext（10minutes）

Thetextcanbeconvenientlydividedintothreeparts.Inthefirstpart（para」-7）,welearnabouttheboy，smisgivingsaboutschooLHefoundithardtobeawayfromhomeandmom,andthoughtschoolwaspunishment.Thesecondpart（para.8-16）describeshowtheboyfeltaboutschool.Hefoundthatlifeatschoolwasrichandcolorfulinmanyways,althoughitalsorequireddisciplineandhardwork.Inthelastpartofthetext,theboywalkedoutoftheschooltofindthattheoutsideworldhadchangedbeyondmeasureandthathehadgrownintoanoldman.

2.Howtoappreciateliterature（15minutes）

Plotofthestory:

Settingofthestory:

Protagonistv.s.Antagonists:

Dramaofthestoryliesin:

Writingtechnique:

（Haveyoueverreadastoryusingthesimilartechnique?

）Themeofthestory:

3・Furtherdiscussion（15minutes）

A.Readthefollowingsuggestionsmadebythefather.Whichonesdoyouagreewithandwhichonesnot?

Haveyoueverbeengivensomesuggestionsbyyourparentswhenenteringtheuniversity?

Listthemout.

1）Schoolisaplacethatmakeusefulmenoutofboys.

2）Don5tyouwanttobeusefullikeyourbrothers?

3）Putasmileonyourfaceandbeagoodexampletoothers.

4）Beaman.

5）Todayyoutrulybeginlife.

BFromthedescriptionbetweenPara.8andPant16,wecanseedifferentaspectsofschoollife.Trytolistasmanyaspectsaspossibleinthefollowingtable.

CInthelastpartofthetext,theboywalkedoutoftheschooltofindthattheoutsideworldhadchangedbeyondmeasure.Howmighthefeelaboutthechanges?

Listexactwordsthatsupportyourchoice.

D•After-classthinking

Afterreadingthestory,doyoufeelemotionallyorspirituallytouched?

Whyorwhynot?

Step4.Writingdevices（30minutes）

1.Ellipticalquestion（省略疑问句）

"'Whyschool?

nIaskedmyfather,e.g.

A:

Headmaster:

Wewantyoutogoandtelltheboy，sparentsthenews.

B:

Teacher:

Whyme?

Father:

We'llgotoTianjinthisweekend.

Daughter:

Whatfor?

/Whythisweekend?

/WhyTianjin?

2・Rhetoricalquestion（修辞疑问句）

“WhathaveIdone?

”

Don7youwanttoheusefilllikeyourbrothers?

e.g.

Can'tyouseePmbusy?

（Don'tdisturbme!

）

Whatgoodisapromiseforanunemployedworker?

Doesnothingeverworryyou?

Pleasegivemoreexamples.

3.Invertedsentences（倒装句）

…hereandtherestoodconjurersshowingofftheirtricks,ormakingsnakesappearfrombaskets.

Conjurersstoodeverywhere.Theywereshowingofftheirtricksormakingsnakesappearfrombaskets.

Moreexamples:

Therearesomeexceptionstothisreaction.

Weretherenoairontheearth,therewouldbenolifeonit.

Innocaseshouldwewasteourtime.

Theregoesthebell.

Awayhurriedthecustomers-

4."with”absolutestructure（with'独立结构）

Thentherewasaband…，withclownsandweightlifterswalkinginfront.

Moreexamples:

Hestoodtherewithastickinhishand・（with+n.+prep.）

Paulsoonfellasleepwiththelightstillburning,（with+n.+participle）

Shecan%gooutwithallthesedishestowash,（with+n.+todo.）

Hewaslyingonthebedwithallhisclotheson.（with+n.+adv.）

StepS・LanguageUnderstanding（60minutes）

LSentenceParaphrase（20minutes）

1）Theydidnotmakemehappy,however,asthiswasthedayIwastobethrownintoschoolforthefirsttime.（Whatdoes“they”referto?

Whatdoesthenarratorimplybyusing“tobethrownintoschool，'？

）

2）Mymotherstoodatthewindowwatchingourprogress,andIturnedtowardsherfromtimeto

time,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.

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.

2WordStudy（20minutes）

1.）tomakesb./sth.（out）ofsb./sth.

It，saplacethatmakesusefulmenoutofboys.

（makeboysbecomeusefulmen）eg.

Thearmymadeamanofhim.

HesaidtheGovernmentwerefrightenedofnothing.Therealtroublewasweweremakingamountainoutofamolehill.

2.）Thereisnogoodtobehadindoingsth.：

Itisnogood/usedoingsth・

e.g.Thereisnogoodtobehadinbuyingaboatwhenyoudon'thaveenoughsparetimetouseit.

It'snogoodcryingoverspiltmilk.

Itisworthdoingwellwhatisworthdoing・

itisno（notmuch）good

itisno（notany,hardlyany,little）use

itisuseless

itisnottheslightestuse

itisworth（worthwhile）

thereisno（nogood,nouse）

Thereisnodenyingthatwomenareplayinganimportantroleintheworldtoday.

3.）totearsb.awayfromaplace：

to（makesb.）leaveaplaceorapersonunwillinglybecauseonehastoeg.CarftyoutearyourselfqwavfromtheTVfordinner?

4）.toclin