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现代大学英语精读三Unit 1 教案

教案一:

Unit 1 Your College Years

I. Teaching Plan

This essay is planned to finish in 20 minutes.

1-3 mins Warming-up & Pre-reading

4-17 mins While-reading

18-20 mins Post-reading

II. Teaching Aims:

1. Knowledge aims

(1) Students can understand and master the new words and expressions.

(2) Students can master the main grammar.

2. Ability aims

(1) Students can understand the main idea through listening to tape.

(2) Students can express their attitudes toward the article in English.

(3) Enhance students' reading ability and skills of guessing new words in context.

3. Emotion aims

(1) Help students to understand the university life

(2) Improve students' sense of cooperative learning.

III. Teaching Methods:

Task-based method, Grammar-translation method.

IV. Teaching Difficult / Key Points:

1. Grammar

Parallel structure, Object clause

2. Writing techniques

V. Teaching Contents:

Step 1: Warming up

Lead in the topic by providing some basic backgrounds.

1. Background

Author -- Bob Hartman

Bob Hartman is a storyteller of children and part - time pastor. He was born in Pittsburgh in the United States.

(Justification: Help students to know about the author and understand the essay better.)

Step 2: Pre-reading

Ask students to have a free talk:

1.In the 1st college year, did you experience anything different from that in high

school

2.What do you think about these differences

(Justification: Arouse interest of students.)

Step 3: While-reading

1. New Words

(1)Endeavor v. to try very hard

eg. He endeavored to claim himself down but in vain.

辨析:

Endeavor强调愿望发自内心以及用异乎寻常的极大努力去做某事，尤指克服困难。

Strive 和endeavor 一样，表示付出极大努力，但该词强调做某事所需要的辛劳和竭尽全力，不强调努力的结果。

Try指花费体力或心力试图完成某事，且包含有成功的可能。

Attempt强调开始着手进行某事，但不强调花费力气，且所希望或期待的结果常常未能实现。

(2) Perceive v. to understand or think of sth in a particular way

per ceive

through take >>> 凭借感觉去拿，即意识到，认为

凭借拿

Perception n. 洞察力，看法，见解

(3) Excessive adj. much more than is reasonable or necessary

eg. Bad habits, such as smoking and excessive drinking, can harm your health.

ex cess ive

超出行走…的>>> 行走的距离超出的，即过分的，过多的

(4) Resentment n. A feeling of anger because sth has happened that you think is

unfair

re sent ment

相反感觉行为>>> 相反的感受，即反感，愤恨，怨恨resent v. 愤恨，感到气愤

(5) Project v. to show other people (what your future role will be as a man or

woman)

pro ject

forward throw >>> 向前投掷，向前扔，即规划，计划

向前投掷，扔

(6) Feminine adj. belonging to or considered typical of women or girls

the traditional feminine

(7) Masculine adj. belonging to or considered typical of men or boys

eg. Her husband was handsome and strong, and very masculine (8) Option n. a choice you can make in a particular situation

辨析:

Option 指特别赋予的进行选择的权利，强调的是进行选择的自由和权利。Choice 指运用自己的判断进行选择的机会，权利或能力，强调的是进行选择的可能性。

Alternative 主要指在相互排斥的两者之间做严格的选择，也可指在两者以上中进行选择。

(9) Rebel v. to oppose or fight against sb in a position of authority

rebel against sb. / sth. 反抗…，反叛…

rebellion n. 谋反，叛乱，反叛rebellious adj. 叛逆的，造反的

(10) Ethnic VS. Ethic

A. Ethnic adj. relating to a particular race, nation, or tribe and their customs

and traditions

ethnic groups 族群ethnic tensions 种族紧张局势

B. Ethical adj. connected with principles of what is right and what is wrong

ethic n. 伦理标准，道德准则，道德体系

(11) Affirm v. to state that sth. Is true and you agree with it or support it, esp. in

public

eg. I affirm that you will not lose the job.

affirmation n. 肯定，断言affirmative adj. 肯定的，同意的

辨析:

Affirm 强调说话人坚定地相信自己说的是事实，并且有可靠的根据，不容置疑。Assert 指没有客观证据而非常自信地宣称或断言。

Allege 指在缺乏证据的情况下宣称。

Claim 指强调宣称某事是真实的，尤指在面对反对意见时的宣称。

Declare 指肯定地说某事，往往是公开地针对反对意见的宣称或断言。

(12) Contribute v. to help to cause sth to happen

con tribute

全部给予>>> 全部给予，即捐助，捐赠contribute to sth. 是…的原因之一，促成…

3.Phrases & Grammar

(1)Has it ever occurred to you that your professors and other school personnel have

certain goals for your growth and maturity during your college years

句中，it为形式主语，真正的主语是that引导的从句。

Occur to sb (观念或想法)被想到，出现在头脑中

(2)Has it dawned on you that certain developmental changes will occur in your life

as you move from adolescence to your adulthood

Dawn on sb 使开始明白，使渐渐领悟

(3)During this time, students are going through an identity crisis and are

endeavoring to find out who they are and what their strengths and weaknesses are.

本句为复合句。句中，who和what均引导宾语从句，做find out的宾语。

Go through sth. 经历，遭受；仔细检查，仔细查看；详细研究，仔细琢磨(4)While students are going through an identity crisis, they are becoming

independent from their parents yet are probably still very dependent on them.

Be dependent from 独立于，不依赖于

(5)College students need to stand back and see where they are in the independence

struggle.

本句为复合句。句中，where引导宾语从句，做see的宾语。

(6)In the late sixties, a young woman from a background that was extremely

prejudiced against people from other races came to college convinced that her race was superior.

句中，介词短语from a background that…为后置定语，修饰woman；其中that 引导定语从句，修饰background；过去分词短语convinced that her race was superior作伴随状语，其中that引导定语从句，作convinced的宾语。

Be prejudiced against 对…有偏见

(7)平行结构

在英语中，并列连词and, but, as well as, both…and, neither…nor, either…or, not only…but also, rather than, as…as 等可连接两个对等的词或对等的结构，我们称之为平行结构(parallel structure) 。平行结构的要求主要有以下几个方面。

A. 所连接的谓语形式必须一致。

eg. He went downtown, brought some books and visited his daughter. (went, bought 和visited 都是用的过去时)

B. 所连接的词或短语形式必须一致。

eg. She has good looks, quick wits, and a good character. (looks, wits 和character都是名词)

C. 所连接的非谓语动词的形式必须一致。

eg. Some find swimming more enjoyable than sitting at home. (swimming和

sitting都是动名词)

D.所连接的句子结构必须一致。

eg. Restrict your passage to one or two pages, and list the references on a separate sheet. (and连接的两个句子都是祈使句)

4.Structure

Part 1 Introduce that college students will go through many key changes during their college years.

Part 2 Explain the key changes students will experience in detail.

Part3 Conclude that college is a time of personal growth and expansion. 4．Style

(1) Genre : expository essay

(2) Diction: formal and technical words,

eg. adulthood, adolescence

(3) Syntax: long and involved sentences

(4) Techniques

1. quotation eg. '' in... source, according to ... ''

2. parallelism

eg. words : ''strengthens and weaknesses''

phrases : ''determined by genetic endowment; shaped

by environment; influenced by chance events'' (Justification:Improve students' skills of reading details and help them to master new words and grammar.)

Step4: Post-reading

Read the article again and ask students to work in groups and have a competition to answer the following question:

1.Do you agree that young adults such as college students are bound to go through

an identity crisis Have you had any identity crisis yourself so far

2.Do you consider yourself reasonably independent from your parents Why it is so

important to gain this independence

3.What other things should students do at university What does the author mean

by ＂internalizing＂religious faith, values, and morals

(Justification: Make students use initiatives.)

VI. Homework

1.Retell the text.

2.Write an essay by using writing techniques in this essay.

3.Discussion

(1)Is it true that our struggles for independence and our desire to establish our

identity start at college when we reach early adulthood

(2)Have you gained much freedom now that you are a college student If the answer

is yes, how are you enjoying your newly acquired freedom

(Justification: Improve students' oral competence and writing skills.)

现代大学英语精读1课本内容及翻译

Lesson Eight The Kindness of Strangers Mike Mclntyre 1. One summer I was driving from my home town of Tahoe City, Calif, to New Orleans. In the middle of the desert, I came upon a young man standing by the roadside. He had his thumb out and held a gas can in his other hand. I drove right by him. There was a time in the country when you' d be considered a jerk if you passed by somebody in need. Now you are a fool for helping. With gangs, drug addicts, murderers, rapists, thieves lurking everywhere, "I don't want to get involved" has become a national motto. 2. Several states later I was still thinking about the hitchhiker. Leaving him stranded in the desert did not bother me so much. What bothered me was how easily I had reached the decision. I never even lifted my foot off the accelerator. 3. Does anyone stop any more? I wondered. I recalled Blanche DuBois's famous line: "I have always depended on the kindness of strangers." Could anyone rely on the kindness of strangers these days? One way to test this would be for a person to journey from coast to coast without any money, relying solely on the good will of his fellow Americans. What kind of Americans would he find? Who would feed him, shelter him, carry him down the road? 4. The idea intrigued me. 5. The week I turned 37, I realized that I had never taken a gamble in my life. So I decided to travel from the Pacific to the Atlantic without a penny. It would be a cashless journey through the land of the almighty dollar. I would only accept offers of rides, food and a place to rest my head. My final destination would be Cape Fear in North Carolina, a symbol of all the fears I'd have to conquer during the trip. 6. I rose early on September 6, 1994, and headed for the Golden Gate Bridge with a 50-pound pack on my back and a sign displaying my destination to passing vehicles: "America." 7. For six weeks I hitched 82 rides and covered 4223 miles across 14 states. As I traveled, folks were always warning me about someplace else. In Montana they told me to watch out for the cowboys in Wyoming, In Nebraska they said people would not be as nice in Iowa. Yet I was treated with kindness everywhere I went. I was amazed by people's readiness to help a stranger, even when it seemed to run contrary to their own best interests. 8. One day in Nebraska a car pulled to the road shoulder. When I reached the window, I saw two little old ladies dressed in their Sunday finest." I know you're not supposed to pick up hitchhikers, but it's so far between towns out here, you feel bad passing a person," said the driver, who introduced herself as Vi. I didn't know whether to kiss them or scold them for stopping. This woman was telling me she'd rather risk her life than feel bad about passing a stranger on the side of the road. 9. Once when I was hitchhiking unsuccessfully in the rain, a trucker pulled over, locking his brakes so hard he skidded on the grass shoulder. The driver told me he was once robbed at knifepoint by a hitchhiker. "But I hate to see a man stand out in the rain," he added. "People don't have no heart anymore." 10. I found, however, that people were generally compassionate. Hearing I had no money and would take none, people bought me food or shared whatever they happened to have with them. Those who had the least to give often gave the most. In Oregon a house painter named Mike noted the chilly weather and asked if I had a coat. When he learned that I had "a light one," he drove me to his house, and handed me a big green army-style jacket. A lumber-mill worker named Tim invited me to a simple dinner with his family in their shabby house. Then he offered me his tent. I refused, knowing it was probably one of the family's most valuable possessions. But Tim was determined that I have it, and finally I agreed to take it. 11. I was grateful to all the people I met for their rides, their food, their shelter, and their gifts. But what I found most touching was the fact that they all did it as a matter of course.

现代大学英语精读3_第二版_unit1、2课文翻译

Unit 1 Your college years 1你可曾考虑过作为一个大学生你生活中正在发生和即将发生的变化？你可曾想到过大学时代教授们以及其他教职工为了你的成长和发展制定了目标？你可曾注意过你在从青少年渐渐成人的过程中会发生某些变化？尽管大学生很少想这些，但是在大学生时代很可能会发生一些主要的变化。 2在这段时期，学生们正经受自我认同危机，他们努力要了解自己的身份，掌握自身的优缺点。当然，优缺点他们兼而有之，且两者都为数不少。重要的是人们如何看待自己，其他人又如何看待他们。皮尔斯和兰多曾在一篇文章中探讨了爱立信在《国际社会百科全书》中有关理论，根据他们的观点，性格特征是由先天基因（即父母的遗传物质）所决定，由外部环境而形成，并受偶然事件的影响的。人们受环境的影响，反过来也影响他们的环境。人们如何看待自己扮演的这两个角色无疑正是他们性格特征的部分表现。 3学生们经历自我认同危机的时候，他们也开始渐渐独立，但是可能仍然非常依赖父母。这种介于独立与依赖之间的冲突常常发生在青少年末期。事实上，这种冲突很可能因为他们选择继续接受大学教育而愈发激烈。高中一毕业，一些学生便会立即走入社会开始工作。这种选择的结果就是他们可能他们在经济上获得独立。但是大学生已经选择了用几年的时间继续掌握新知并且发展自我，因此他们在一定程度上还要依赖父母。 41984年4月杰利弗·A·霍夫曼在《心理咨询杂志》上发表了《即将成人的青年与父母的心理距离》，文章中他提及了人与父母产生心理距离的四个不同方面。第一，独立处理日常生活的能力，它包括个人独立处理实际事物和自身事务的能力，如理财的能力、选购服装的能力和决定每天工作日程的能力。第二，态度独立，即个人学会正确看待和接受自己与父母的态度、价值和信仰上的差异。第三个心理分离过程是情感独立，霍夫曼将这一过程定义为“摆脱父母的认可、亲近、陪伴和情感支持的过分依赖”。例如，大学生们会随自己所愿自由选择专业，而且并不认为必须征得父母的认同。第四是摆脱“对父母的过度内疚、焦虑、疑惑、责任、反感和愤怒的心理”。大学生们需要退一步看清自己在介于独立与依赖之间的冲突中所处的位置。 5可能大学生们面临的最紧张的问题之一就是构建自己的性别特征，这包括与异性之间的关系和对未来自身男性或女性角色的设计。每个人必须将其性格特征定义为男性或女性角色。这一过程中兴奋与受挫并存。也许没有什么比恋爱更能让学生们情绪低落或高涨的。例如，我曾经和一位年轻的大学生共事，一次他欢呼雀跃的进了我的办公室，面带笑容，声音激动。年轻人宣布：“我刚度过了人生中最灿烂的一天。”他继续解释他是如何与一位超凡脱俗的女子相遇的，而且这份浪漫的爱情与他梦中所期待的完全一致。而不倒一个星期，同一个年轻人却拖着脚步神情沮丧的进了我的办公室。他在同一张椅子上坐下来，深深地叹了口气，宣布说：“我经历了人生中最糟糕的一天。”他和那个年轻女子刚刚吵过架，两人的关系不再看好。因而，大学生们与异性交往的方式对他们的情感必定有所影响。 6于此同时，这些刚刚成年的大学生也在学习如何在成年人的世界里奉献和收获情感。在这一角度上，成长不仅要处理与异性之间的关系，还要处理与两性及所有年龄段的朋友之间的关系。随着他们渐渐成人，他们与异性交往的方式也在发生变化。这时作为成年人他们应该思索如何与同龄人和睦相处并有礼有节，如何与他们生活中的青少年儿童和睦相处，如何与他们的父母和睦相处并表达自己的感情。举个我在西南浸礼教会学院读研究生时的例子，当我刚刚修完一门咨询课程后，我去探望父母。在学习这门课的过程中我渐渐意识到，当我的世界不断扩展，新的机遇不断出现时，我的父亲，一个年过花甲之人，正在亲眼目睹自己的世界在变小，选择在变少。在家的那些日子里，我和父亲几次谈心，共同探讨了我课程的内容以及它如何应用到我的生活中。我发觉自己正以一种不同的方式看待父亲，并且把他看作一个我可以鼓励的朋友。我有意识的去鼓励这个从前鼓励过我的人。我在以一种不同的方式与父亲交流。 7大学生的另一个变化就是内化他们的宗教信仰、价值尺度和道德观念。从出生开始，就有一位或更多的父母成为他们的榜样，教给他们特定的信仰、价值和道德。然而，当他们到了青春期，这些问题却遭到了质疑，在一些情况下甚至遭到了反叛。现在他们刚刚成年，他们有机会为自己决定人生中将会如何选择何种信仰、价值和道德。60年代末，一位生活在极度歧视其他种族的环境中的年轻女子深信自己种族的

现代大学英语精读单词

U n i t 1 Baptist counsel encyclopedia agenda attitudinal contribute crisis endeavor ethical ethnic masculine resentment evaluate feminine adulthood option perceive project excessive functional genetic inherit interaction peer process stressful endowment ethnic adolescence affirm approval unquestionably heighten inhibition internalize newscast

rebel seminary theological wardrobe unit4 bearded Cynicism elegant guffaw lunatic monarch page pebble scant scratch block elaborately fountain half-naked nudge olive paradox privacy scoop squatter stroll titter sweat unit5 abundance adapt angler biocide birch bound built-in

chorus colossal confined considerable throb trout vegetation migrant suppress synthetic contamination counterpart deliberate ecologist evolve fern flame flicker gear harmony immune reserve score sicken span spiral subject mold outbreak potent primitive puzzle rapidity resurgence midst modify organism

现代大学英语精读1教案设计

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.

现代大学英语精读1第二版

Page 39 6. Translate the following sentences into English. 1.It seemed impossible to me, but all the others looked very confident. Sth. seems (to be) + adj.(表) + to sb. 2.We looked around. There wasn't a building standing in sight. The earthquake seemed to have destroyed everything. Sth. /sb. +（seem + to do）复合谓语3.He seems to be in low spirits these days. Sth./Sb. + seem to be + 表语 wonder why. I think it's because he doesn't seem to be making much progress in his studies. He is afraid of being looked down upon by his classmates. Sb. + seem to do sth There seems to be 4.What are you looking for, Dick? I seem to have lost my key. How annoying! 5.If you find that a word doesn't seem to

make any sense in the sentence, you should look it up in the dictionary. That's the only way to learn to use a word. 6.They went on arguing for hours. Neither of them seem (to be) willing to listen to each other. I suddenly remembered someone saying "Discussion is an exchange of knowledge while argument is an exchange of ignorance." 7.The situation there seems to be very complicated. The government has promised to look into it. 8.My grandpa seems to be getting better and better, but he still needs somebody to look after him. 9.Economists have already come to the conclusion that the crisis seems to be coming to an end. W orld economy is looking up. 10.When I got well I looked at my bank account. To my sadness, I found my balance was almost zero. All my savings in

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Lesson One Half a Day Naguib Mahfous 1. I walked alongside my father, clutching his right hand. All my clothes were new: the black shoes, the green school uniform, and the red cap. They did not make me happy, however, as this was the day I was to be thrown into school for the first time. 2. My mother stood at the window watching our progress, and I turned towards her from time to time, hoping she would help. We walked along a street lined with gardens, and fields planted with crops: pears, and date palms. 3. "Why school ?" I asked my father. "What have I done ?" 4. "I'm not punishing you, " he said, laughing. "School's not a punishment. It's a place that makes useful men out of boys. Don' t you want to be useful like your brothers?" 5. I was not convinced. 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. 6. When we arrived at the gate we could see the courtyard, vast and full of boys and girls. "Go in by yourself, " said my father, "and join them. Put a smile on your face and be a good example to others. " 7. I hesitated and clung to his hand, but he gently pushed me from him. "Be a man, " he said. "Today you truly begin life. You will find me waiting for you when it's time to leave. " 8. I took a few steps. Then the faces of the boys and girls came into view. I did not know a single one of them, and none of them knew me. I felt I was a stranger who had lost his way. But then some boys began to glance at me in curiosity, and one of them came over and asked, "Who brought you?" 9. "My father, " I whispered. 10. "My father's dead, " he said simply. 11. I did not know what to say. The gate was now closed. Some of the children burst into tears. The bell rang. A lady came along, followed by a group of men. The men began sorting us into ranks. We were formed into an intricate pattern in the great courtyard surrounded by high buildings; from each floor we were overlooked by a long balcony roofed in wood. 12. "This is your new home, "said the woman. "There are mothers and fathers here, too. Everything that is enjoyable and beneficial is here. So dry your tears and face life joyfully. " 13. Well, it seemed that my misgivings had had no basis. From the first moments I made many friends and fell in love with many girls. I had never imagined school would have this rich variety of experiences. 14. We played all sorts of games. In the music room we sang our first songs. We also had our first introduction to language. We saw a globe of the Earth, which revolved and showed the various continents and countries. We started learning numbers, and we were told the story of the Creator of the universe. We ate delicious food, took a little nap, and woke up to go on with friendship and love, playing and learning. 15. Our path, however, was not totally sweet and unclouded. We had to be observant and patient. It was not all a matter of playing and fooling around. Rivalries could bring about pain and hatred or give rise to

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Michael Welzenbach 1. When I was 12 years old, my family moved to England, the fourth major move in my short life. My father’s government job demanded that he go overseas every few years, so I was used to wrenching myself away from friends. 2. We rented an 18th-century farmhouse in Berkshire. Nearby were ancient castles and churches. Loving nature, however, I was most delighted by the endless patchwork of farms and woodland that surrounded our house. In the deep woods that verged against our back fence, a network of paths led almost everywhere, and pheasants rocketed off into the dense laurels ahead as you walked. 3. I spent most of my time roaming the woods and fields alone, playing Robin Hood, daydreaming, collecting bugs and bird-watching. It was heaven for a boy —but a lonely heaven. Keeping to myself was my way of not forming attachments that I would only have to abandon

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现代大学英语精读教案 Revised final draft November 26, 2020

U n i t1H a l f a d a y 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着作创作观 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）