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

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