现代大学英语精读1教案(共65页).doc

精选优质文档-倾情为你奉上南 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 ：Essential English (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 Unit 1 Half a dayTeaching content: 1. Introduce the writer, his major works and his viewpoints about creation.2Appreciate the text and analyze its structure. 3. Analyze the writing skills employed in this text.4. Develop the students insight into the society and help them grasp the language points. Important points: 1.Understanding of the language。        2. Analysis of long sentences.        3. The study of the core words and expressions.Difficult points:：1. Elliptical question , rhetorical question and inverted sentences2. “with” absolute structure Detailed study of the text 一Background Information1. About the writer:Naguib Mahfouz Education & Background Naguib 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, graduating in 1934. He worked in university administration and then in 1939 he worked for the Mini-stry of Islamic Affairs. He was later Head of the State Cinema Organisation at the Ministry of Culture. He also worked 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.Naguib Mahfouz important 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 have 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 republished 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. Naguib Mahfouz how he pictures the world The picture of the world as it emerges from the bulk of Mahfouz's work is very gloomy indeed, though not completely despondent. It shows that the author's social utopia is far from being realized. Mahfouz seems to conceive of time as a metaphysical force of oppression. His novels have consistently shown time as the bringer of change, and change as a very painful process, and very often time is not content until it has dealt his heroes the final blow of death.   To sum up, in Mahfouz's dark tapestry of the world there are only two bright spots. These consists of man's continuing struggle for equality on the one hand and the promise of scientific progress on the other; meanwhile, life is a tragedy. 2.  Quotes and sayings of time and life: Ø         If you want to make good use of your time, you've got to know what's most important and then give it all you've got. -Lee Iacocca Ø         Nothing is worth more than this day. -Johann Wolfgang von GoetheØ         Every second is of infinite value. -Johann Wolfgang von Goethe Ø         Half our life is spent trying to find something to do with the time we have rushed through life trying to save. -Will Rogers Ø         Don't say you don't have enough time. You have exactly the same number of hours per day that were given to Helen Keller, Pasteur, Michaelangelo, Mother Teresea, Leonardo da Vinci, Thomas Jefferson, and Albert Einstein. -H. Jackson Brown, Jr. Ø         Time is what we want most, but what we use worst. -William Penn 二 Text Appreciation 1 Structure of the text The text can be conveniently divided into three parts. In the first part (para.1-7), we learn about the boys misgivings about school. He found it hard to be away from home and mom, and thought school was punishment. The second part (para.8-16) describes how the boy felt about school. He found that life at school was rich and colorful in many ways, although it also required discipline and hard work. In the last part of the text, the boy walked out of the school to find that the outside world had changed beyond measure and that he had grown into an old man. 2 How to appreciate literature Ø         Plot of the story: Ø         Setting of the story: Ø         Protagonist v.s. Antagonists: Ø         Drama of the story lies in: Ø         Writing technique: (Have you ever read a story using the similar technique?) Ø         Theme of the story:  3 Further discussion 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. Ø         School is a place that make useful men out of boys. Ø         Dont you want to be useful like your brothers? Ø         Put a smile on your face and be a good example to others. Ø         Be a man. Ø         Today you truly begin life. Ø         4  Writing devices 1). Elliptical question & rhetorical question “Why school?” I asked my father. “What have I done?”   A: Headmaster: We want you to go and tell the boys parents the news. B: Teacher: Why me?   Father: Well go to Tianjin this weekend. Daughter: What for?/ Why this weekend?/Why Tianjin? Dont you want to be useful like your brothers? Cant you see Im busy? (Dont disturb me!) What good is a promise for an unemployed worker? Does nothing ever worry you?  Please give more examples. 2). Inverted sentences   here and there stood conjurers showing off their tricks, or making snakes appear from baskets. Conjurers stood everywhere. They were showing off their tricks or making snakes appear from baskets. More examples: Ø         There are some exceptions to this reaction. Ø         Were there no air on the earth, there would be no life on it. Ø         In no case should we waste our time. Ø         There goes the bell. Ø         Away hurried the customers. 3). “with” absolute structure Then there was a band .,  with clowns and weight lifters walking in front. More examples: Ø         He stood there with a stick in his hand.  (with + n. + prep.) Ø         Paul soon fell asleep with the light still burning. (with + n. + participle) Ø       She cant go out with all these dishes to wash. (with + n. + to do.) Ø       He was lying on the bed with all his clothes on. (with + n. + adv. ) 三Language Understanding I. Sentence Paraphrase 1. They did not make me happy, however, as this was the day I was to be thrown into school for the first time. What does “they” refer to? What does the narrator imply by using “to be thrown into school”? 2.       My mother stood at the window watching our progress, and I turned towards her from time to time, hoping she would help. n       What does “progress” mean here? n       What kind of help could his mother offer? n       What does the sentence tell us about the boys relationships with his parents? 3.       a street lined with gardens a street where there are gardens along both sides lined with : past participle phrase used here to modify “a street”. It can be regarded as a relative clause cut short, eg. a novel (that was) written by Charles Dickens personal computers (that are) made in China 4.       I did not believe there was really any good to be had in tearing me away from my home and throwing me into the huge, high-walled building. There is no good to be had in doing sth. It is no good/use doing sth. 5.       from each floor we were overlooked by a long balcony roofed in wood. on one side of the courtyard was a building with a long wood-roofed balcony on each floor where we could be seen. Or from the balcony on each floor of the building people could see the pattern into which we formed. 6.       Well, it seemed that my misgivings had had no basis. Well, perhaps my doubt, worry and fear about what school would be like were all groundless. Or Well, it seemed that I was wrong to think that school was a dreadful place. 7.       In addition, the time for changing ones mind was over and gone and there was no question of ever returning to the paradise of home. There is no question (of doing): there is no possibility Besides, it was impossible for us to quit school and return to the good old days when we stayed home playing and fooling around all day. Our childhood was gone, never to come back. 8.  Nothing lay ahead of us but exertion, struggle, and perseverance. nothing but: only We would have to do our best and keep working very hard until we finished school. This is what I imagined our school days would be like. Or The kind of life that was waiting for us at school would be full of exertion, struggle and perseverance. 9.      Those who were able took advantage of the opportunities for success and happiness that presented themselves. to present itself/ themselves: (formal) to appear, happen If there came opportunities, capable students would seize them to achieve success and happiness. . Word study 1. to make sb./sth. (out) of sb./sth.        Its a place that makes useful men out of boys.        (make boys become useful men)        eg. The army made a man of him.        He said the Government were frightened of nothing. The real trouble was we were making a mountain out of a molehill. 2. There is no good to be had in doing sth. It is no good/use doing sth. There is no good to be had in buying a boat when you dont have enough spare time to use it. Its no good crying over spilt milk. It is worth doing well what is worth doing. it is no (not much) good                      it is no (not any, hardly any, little) use   it is useless it is not the slightest use it is worth(worthwhile) there is no (no good, no use) There is no denying that women are playing an important role in the world today. 3. to tear sb. away from a place to (make sb.): leave a place or a person unwillingly because one has to eg. Cant you tear yourself away from the TV for dinner?        I found the program absolutely fascinating. I couldnt tear myself awayeven to finish an urgent e-mail. 4. to cling to sth. : to hold tightly; not release ones grip on eg. The little child clung to his mother for comfort.        Some of the victims of the fire climbed out of the building, clung to the window ledges for a minute or two and then dropped to their death a hundred feet below.        She still clings to the belief that her son is alive.5. burst into (tears, sobs; laughter, a guffaw, song): begin, suddenly and/or violently, to cry, laugh, sing etc.      eg. Aunt Annabel, who has been nervous and jumpy lately, suddenly burst into tears.        As the comic got into his stride, the audience burst into hoots of laughter.       cf. The aircraft turned on its back and burst into flames. The orchards seemed to have burst into blossom overnight. I mentioned the incident later to a tailor friend and he burst out laughing/crying. 6 sort people into ranks: put . in order; arrange        They sorted the apples according to size into large ones and small ones. cf.   She spent a happy afternoon sorting out her coins and stamps.        Its no good standing back and waiting for things to sort themselves out. 7to resort to: to make use of ; to turn to sth. (esp. sth. bad) as a solution eg. Terrorists resorted to bombing city centers as a means of achieving their political aims.        These are means we have never resorted to to obtain information. 8to present oneself: to appear, happen eg. When the chance to study at Harvard presented itself, I jumped at it.        He was ordered to present himself at the chairmans office at nine oclock next morning. 四  In-class discussion and presentation 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? 3. Work in group. Make up your own story of “Half a Day” and perform it. 五Textbook exercises 1. In-class news report 2. In-class dictation 3. P.11-P. 21 (Contemporary College English 1)Unit 2 Going HomeTeaching content：1.Introduce the writer of the text Pete Hamill.2.Provide some background information.3.Analyze the structure of the text.Important points：1.Differentiate some major words which are similar in meaning.2Explain the meanings and the usages of the words “plain, pull into, sea captain, brightly, sty married, really something, couldnt stand it, come though, be caught up in sth”etc.3Help the students understand difficult sentencesDifficult points：1. The past modals.2.The main idea of the text.Author : Pete Hamill was born in Brooklyn, N. Y. in 1935. He attended Mexico City College in 19561957, studying painting and writing. He has been a columnist for the New York Post, the Daily News, and New York Newsday, and has won many journalistic awards. Introduction to the Text1 The plot follows three stagesPart I: Para.14 Introduction of the setting: timespring; placea bus from New York to Florida; protagonistVingo; minor characterssix young peoplePart II: Para.59 The plot develops: where Vingo was going and what for; how the young people got interested in what was going to happen.Part III: Para.1012 Conclusion: Vingo was forgiven and welcomed home.Language study1. “get”VP p.38get onget offget along withget to2. to dream of/ about (doing) sth: to imagine and think about sth. that you would like to happen.On the way to school the boy dreamed about the football match in the afternoon. The girl dreamed of becoming a movie star.r3.vanish: to disappear suddenly; to cease to existMadeleine ed without trace.ing speciesSyn: Evaporate, fadeHopes of reaching an agreement are beginning to .Hopes of a peace settlement are now ing4. Mask: to coverEyes ed by huge, round sunglassesOur opponents their antagonism behind sweet words.To conceal ones annoyance with a of politenessSyn: Screen, veil, shieldPart of the room was screened off as a reception area. (hide from view)He screened his eyes with his hand.(protect)He admitted the crime in order to screen his wife