现代大学英语精读1教案

Unit 1 Half a day

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．掌握修辞疑问句、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，同时掌握文中的核心语言点。

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

band, convince, daze, exert, intricate, observe, overlook, rank, revolve, startle, uviverse, vary 介词练习

构词法：-tion; -volve; -ly

6．课堂讨论

7．练与讲

教学重点 1. 文学作品的赏析；

2．文学中的修辞手法――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

教学方法结合实际吸收各种教学法（讲授、问答、讨论、模仿、练习、多媒体使用）的优点。

教学手段用投影仪播放PowerPoint课件及板书；群发电子邮件布置课堂资料和课后作业（或其来源）。

ⅠAbout the author

★Naguib Mahfouz was born on the 11th Dec. 1911 in an old quarter of Cairo, the youngest son of a merchant. （mummies and pyramids / sphinx 狮身人面）★He worked in university administration（行政部门）and then in 1939 he worked for the Ministry of Islamic Affairs.（Buddhism Christianity Islam）

★He was later Head of the State Cinema Organization at the Ministry of Culture(文化部）. He also worked as a journalist（记者）.

★He is married, has two daughters and lives in Cairo.

★He was the first Arab to win the Nobel prize for literature

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 （流通；传播）throughout the Arabic-speaking world.

The Cairo Trilogy（三部曲）is a tale of the lives of a Muslim family and spans （跨过）the first half of the 20th century.

Palace Walk 《宫间街》Palace of Desire 《思官街》Sugar Street 《甘露街》How does he picture the world?

1 The world is very gloomy（阴沉的令人沮丧的）though not completely disappointing.

2 The author’s social utopia (乌托邦）is far from being realized.

3 Time is the bringer of change and change is a very painful process.

4 Life is a tragedy.

ⅡText Appreciation

1 structure

2 Further discussion

Can you recall your first day’s experience at primary school?

Did you feel you were a stranger the first day you arrived at this university?

Was it hard for you to leave home for the first time in your life?

What do you think is the business of university? What do you expect to learn here?

3 Theme of the story

The following are a few possible understandings 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 dream. Do not take anything seriously.

4 Structure of the text

Part 1 (para. 1- 7 ) about:The boy’s misgivings about school

Part 2 (para. 8-16 ) about: How the boy felt about school.

Part 3 (para. 17-20 ) about: Walking out of the school, he found time had changed everything.

5 Vocabulary

band Word Formation bandage (n.)brand(adj.)

Band of Brothers

convince Word Formation：convinced (adj.) convincing (adj.)

convince sb of sth/that

I could not ~ him of his mistake.

I am convinced of his honesty.

一个令人信服的论点

daze Word Formation dazzle (v.) dazzling (adj.)

feel dazed (adj).

习惯用语in a daze (n) 茫然, 恍惚; 眼花缭乱

dazzling sunshine

exert Word Formation exertion (n.)

exert on/upon 发挥；运用

exert pressure on sb

exert all one’s strength/influence to do sth

exert oneself: make an effort

exert oneself to arrive early

intricate complex complicated sophisticated

observe Word Formation observant (adj.) observatory (n.)

overlook Word Formation over- : (prefix.)

above; too;

–overall overbusy overcome

–overconfident overdraft

6 Language Points

1. I walked alongside my father, clutching his right hand. (para.1)

alongside: side by side; next to

clutching: present participle as adverbial modifier

list other examples from the text:

2. They did not make me happy, however, as this was the day I was to be thrown into school for the first time. (para.1)

? What does “they” refer to?

? What does “to be thrown into” imply?

3. My mother stood at the window watching our progress, and I turned towards her from time to time, hoping she would help. (para.2)

Progress: slow and difficult movements toward school

? what do you know about the author’s relationship with his parents?

4. a street lined with gardens …（para.2）

past participle phrase used here to modify “a street”.

eg.

a novel (that was) written by Charles Dickens

personal computers (that are) made in China

5. “Why school?” I asked my father. “What have I done?” (para. 3)

elliptical question

rhetorical question

“Why do I have to go to school? I don’t think I’ve done anything wrong to be punished like this.”

Eg:

Rachel: Want a wedding dress?

Monica: What for?

6.para.4 make… out of

苹果汁是用苹果榨出来的。

to make sb./sth. (out) of sb./sth.

eg.

The army made a man of him.

7. 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. (para.5)

there was really any good to be had in tearing: == it is no use doing……

1 覆水难收。（谚语）-It is no use crying over spilt milk.

2.跟他讲没用，因为他从来不听。

it is no (not much) good

it is no (not any, hardly any, little) use ===========+ doing

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. 8. tear …away

Can’t you tear yourself away from the TV for dinner?

这风景使她恋恋不舍。

She could scarcely tear herself away from the scene.

9 high-walled building

adj-N-ed good-mannered narrow-minded

absent-minded old-fashioned short-sighted

10 … we could see the courtyard, vast and full of boys and girls.

adjective phrase as an attributive modifier

eg:

There’s nothing wrong with the computer.

Can you recommend some books easy for freshmen to read?

11 to cling to sth. (para.7)

1这个小孩抓着母亲寻求安慰。

The little child clung to his mother for comfort.

2. 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.

3. She still clings to the belief that her son is alive.

12 Y ou will find me waiting for you when it’s time to leave. (Para.7)

object complement

eg:

They found the lost child ______(cry) in the cave.

13. A lady came along, followed by a group of men.(para.11):

an adverbial modifier of manner

eg. ( combine, give, guide)

1 ____ by the teachers, all the students are studying very hard.

2 ____ enough time, I’ll complete the job in time.

3 ____ with practice, theory may be learned easily.

14 We were formed into an intricate pattern[in the great courtyard surrounded by high buildings.](para.11)

anysis of the structure

15…from each floor we were overlooked by a long balcony [roofed in wood].

anysis of the structure

It was not all a matter of playing and fooling around.

all: completely

fool around: waste time

16Rivalries could bring about pain and hatred or give rise to fighting.(para.15) Why?

give rise to: cause sth to happen

eg:

糟糕的生活环境会带来很多疾病.

Poor living conditions give rise to many diseases.

17 resort to诉诸于…,求助于,使用…

Why?

人们以诉诸暴力方式来得到需要。

People resorted to violence to get their demands.

我们坚决反对学生采取作弊的手段以通过考试的做法。

18 Nothing lay ahead of us but exertion, struggle, and perseverance.

nothing but: only

Translate:

?此刻他只想着他的研究，什么其他的都不想。

?她中午只吃了一个苹果，其他东西都没吃。

19. Those [who were able ]took advantage of the opportunities [ for success and happines that presented themselves. ]

anysis of the structure

to present oneself （para.16）: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 chairman’s office at nine o’clock next

morning.

From the description between Para.8 and Para.16, we can see different aspects of

school life. Try to list as many aspects as possible in the following table.

Questions for para.17

How did these hills of rubbish find their way to cover its sides?

How did the street come to be covered with so much rubbish on both sides? Where

did they come from?

to find one’s way: to arrive or get to a place

In the last part of the text, the boy walked out of the school to find that the outside

world had changed beyond measure. How might he feel about the changes? List exact words that support your choice.

He was _____

? frightened ? surprised ? angry ? puzzled ?excited ? satisfied ? delighted ? sad

? indifferent ?critical

Supporting words

startl ed, … …

ⅢFurther discussion

1 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’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.

2 Theme of the story

The following are a few possible understandings 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 dream. Do not take anything seriously.

Ⅳexercises（5 minutes）

(1) Fill in the blanks with proper prepositions.

1 1 The change of air is particularly beneficial _______ her health.

2 2 He is now convinced ______ the truth of the report.

3 3 Please do not be irritated _______ his bad manners since he is merely trying to

attract attention.

4 4 The old woman is unbearably curious _______ other people’s business.

5

(2) Prefixes (15 minutes)

●Fill in the blanks with proper words having the required prefix. After class, study

such words as much as possible.

●over- = above, across, beyond (overlook, …)

● 1. The fire was completely by daybreak.

● 2. Our garden is from the neighbor’s windows.

● 3. Well, I’ll it this time; but don’t do it again.

●Fill in the blanks with proper words having the required prefix. After class, study

such words as much as possible.

(3)

●var(i)=diverse, to change (vary, variation, various, variety, ...)

● 1. Features such as height, weight, and skin color ____ from individual to individual

and from face to face.

● 2. The weatherman broadcasts the ________ in temperature twice a day.

● 3. The remarkable _______ of life on the Islands inspired Charles Darwin to

establish his theory of evolution.

●

(4) Fill in the blanks with proper words having the required prefix. After class, study

such words as much as possible. mis-= wrong(ly), bad(ly), ill (misgiving…)

● 1. The irresponsible of a drunken driver resulted in an accident.

● 2. ___________ never come singly.

● 3. I like your plan in principle; my only is that it may take too long to

carry out.

● 4. How can we clear up the between the two families?

Homework:

1 A report of Education in America

2 Interview your classmates or teachers about the following topic: How to use time effectively?

Preview work of lesson 2:

1 words:

affix: -ex; -en;

approach engage

1topics:

Find basic information about New York, New Jersey, Georgia

2grammar: Nominative-Absolute独立主格结构