現(xiàn)代大學(xué)英語(yǔ)精讀Lesson One

1、教 案周 次第 1 周，第 次課授課時(shí)間年 月 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 to1. use the words and phrases freely2. comprehend the text structure3. understand the rhetorical features of the text4. have a better understanding of the text5. express the

2、ir views on college life教 學(xué) 重 點(diǎn) 和 難 點(diǎn)1 The understanding of the complicated sentences2 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 Mahfouz2. Oral work:What, in your opinion, makes a perfect school life?3. Do some further reading

3、.教學(xué)內(nèi)容與組織安排Text A Half a Day Naguib MahfouzPeriod One &TwoI. 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 - Washington Irvings (17831859) “Rip Van Winkle”3. This techni

4、que is often used to emphasized rapid changes in society.II. Overview of the text (40minutes)1. warming-up questions 1). Whats your deepest impression of your first day to the Uni.?2). Did you find the Uni. just as you had imagined?3). Are you afraid of leaving home and your dearest parents to a str

5、ange place?4). Can you live independently or take care of yourself very well? 5). Whats your dream you want to realize during the four academic years?6). What do you think of the relationship between the teachers and the students?7). What are your expectations of university? What kind of changes do

6、you think it will bring upon your life? 2.Background Information:1)About the author: Naguib MahfouzEducation & BackgroundNaguib Mahfouz was born on the 11th Dec. 1911 in an old quarter of Cairo, the youngest son of a merchant. He studied philosophy at King Faud I (now Cairo) University, graduati

7、ng 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 worked as a journalist. Although widely translated, his works are not available in most Middle Eas

8、tern countries because of his support of Sadats Camp David initiative. In 1994 he survived an assassination attempt by Islamic extremists. He is married, has two daughters and lives in Cairo. 2)Important works Naguib Mahfouz was the first Arab to win the Nobel prize for literature, in 1988. He has b

9、een 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 have been made into films which have circulated throughout the Arabic-speaki

10、ng 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 republished in 1953, however, and the appearance of The Cairo Trilogy in 1957 made him

11、 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 (1966) Miramar (1967) several collections of short stories.3. structural analysisThe

12、 text may be divided into 4 parts:Para. 1-7 The boys reluctance to go to school and his misgivings about school Para. 8-16 The Boys life at school: Rich and colorful, requiring discipline and hard work Para. 17-20 At the end of school day, everything has changedIII . Presentation (45minutes)Step1.Te

13、xt Appreciation for group discussion in classa. 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 ever read a story using the similar technique?) f.Theme of the story:The following are a few possible understand

14、ings 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 life but change. Education can never keep up with changes in society. Life is short and time is precious. Life is a drea

15、m. 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 suggestions by your parents when entering the university? List them out.School is a place that makes useful men out of boys. Don

16、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 & FourIV. Detailed analysis of the text (180ms)Part 1: (45ms)1.Main Ideas (10ms)How did the boy feel about going to school? Find textual eviden

17、ce. Why was he feeling so? List the fathers comments about school. What do you think of them?School is a place that makes useful men out of boys. Dont 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

18、 Details (35ms)1. clutchhold tightly, usu. in fear, anxiety, or pain e.g. Silent and pale, the girl clutched (to/onto) her mothers 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 t

19、o be thrown into school for the first time. Be to do sth: future tense indicating intention or plan Noun phrase usu. 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 t

20、imeMore examples:I was born in the year China began its open and reform policy.By the time the ambulance 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 placeeg: Theyll throw m

21、e out of school if I failed the exam4. to make(out) of sb./sth.: to make sb./sth. become 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 t

22、o do sth. There is no point in doing sthe.g: Its no good crying over spilt milk. (proverb)Its no use talking to him-hes crazy!There is no+ doing sth.e.g. There is no joking about this matter.Its a waste of time doing sth.e.g. Its a waste of time arguing about it.6. to tear oneself/sb away from :to m

23、ake sb leave a place or a person unwillingly because one has to.e.g: Cant you make yourself away from the TV for dinner?The young artist couldnt tear himself away from da Vincis Mona Lisa.7. be a man: be strong and bravebe man enough (to do sth./for sth.)e.g. He is not man enough to face the music.H

24、e is not a man enough to accept his 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 ar

25、e fathers and mothers here” (para. 12) and “I made many friends and fell in love with many girls” (para. 13)?2.Language and Details (60ms)e into viewto begin to be seene.g: As soon as we turned the corner, the grand palace came into view.9.burst into tearsburst out cryingburst into laughterburst out

26、 laughing10.a matter of sth/ of doing stha situation that involves sth or depend on stheg: 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. Its a matter of taste.11.to bring about sthto make sth happen.e.

27、g: Science has brought about many changes in our lives.The war brought about great human sufferings.12. rivalry n. : competitioneg: Money problem is the usual between brother and sister.Rival n. rival (for/in sth): person or thing competing with another.Eg: business rivals/ rivals in loveShe has no

28、in the field of romantic fiction.Rival v. (-ll-) rival sb/sth (for/in sth): be comparable to sb/sthEg: 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 diseases14.Would (p.15)I had never imagined scho

29、ol would have this variety of experiences. (para. 13)possibilityAnd while the lady would smile, she would often yell and scold. (para. 15)frequent actions in the pastI would find the answer at home with my father. (para. 18)past future tense but the stream of cars would not let up. (para. 18)willing

30、ness15. to resort to sthto 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: onlye.g: Right now he thinks about nothing but his research.She ate nothing but an apple for l

31、unch.17. exert v.exert oneself: make an effort.Eg: Youll 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 Im 90, I find the exertions of traveling too great.(我年屆90歲，出遠(yuǎn)門已力不從心。)18.to take advantage of sthto make use o

32、f 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 deceitfully to get what one wants; exploit sb.Eg: She took advantage of my generosity and got everything f

33、or 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 unexpectedness of the changes?Why do you think the boy was suddenly a “grandpa”?2.Language and Details (25ms)19. trac

34、e (n)a. a small sign that shows that sb. or sth. was present or existedb. very small amountIt vanished/disappeared/without trace. Petras lost all trace of her German accent.Age has left its traces on his face.There are traces of poison in the mans blood.A mere trace of smile passed over her face.20.

35、 on ones own alone, without help.Eg: Today young people like to live on their own.The first thing youve got to do at the college is to learn how to work on your own.21. come to a halt: to stopeg: The car came to a halt before it hit an old man. Work came to a halt when power was suddenly cut.Cf: to

36、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: gain control overe.g. They succeeded in taking over the administration of the occupied territory.The new department head took over yesterday.Movies are going down

37、and television is taking over in the West.A new point of view is taking over.Dont let your prejudice take over.23. Then there 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.)