现代大学英语精读1教案

1、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；

2、60;                  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Ø 

3、      教育与背景Ø       主要著作Ø       创作观3作品赏析Ø       结构分析Ø       如何赏析文学作品Ø       扩展式讨论4写作技巧Ø 

4、60;     省略疑问句和修辞疑问句Ø       倒装句Ø       “with”独立结构5语言理解Ø       长难句解析Ø       核心词汇学习band, convince, daze, exert, intricate, observe, overlook, r

5、ank, revolve, startle, uviverse, varyØ       介词练习 Ø       构词法：-tion; -volve; -ly6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 &

6、#160;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）。About 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

7、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 aut

8、hor 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 th

9、e 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 authors social utopia (乌托邦）is far from being realized. 3 Time is the bringer of change and change is a very painful process.

10、4 Life is a tragedy.Text Appreciation1 structure2 Further discussionCan you recall your first days 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 bu

11、siness 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 li

12、fe 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 textPart 1 (para. 1- 7 ) about:The boys misgivings about schoolPart 2 (para. 8-16 ) about: How the boy felt about school.Part 3 (

13、para. 17-20 ) about: Walking out of the school, he found time had changed everything.5 Vocabularyband Word Formation bandage (n.)brand(adj.)· Band of Brothersconvince Word Formation：convinced (adj.) convincing (adj.)· convince sb of sth/that· I could not him of his mistake.· I am

14、 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 sunshineexert Word Formation exertion (n.)· exert on/upon 发挥；运用exert pressure on sbexert all ones strength/influence to do sth· ex

15、ert oneself: make an effort· exert oneself to arrive earlyintricate complex complicated sophisticatedobserve Word Formation observant (adj.) observatory (n.)overlook Word Formation over- : (prefix.)· above; too; overall overbusy overcome overconfident overdraft6 Language Points1. I walked

16、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 ti

17、me. (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 t

18、he authors 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 China5. “Why school?” I asked my father. “What have I done

19、?” (para. 3)· elliptical question· rhetorical question “Why do I have to go to school? I dont think Ive 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.

20、 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

21、。（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) goodit is no (not any, hardly any, little) use=+ doingit is uselessit is not the slightest useit is worth(worthwhile)there is no (no good, no use) There is no denying that women are playing an important role in the

22、 world today.8. tear away· Cant 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 buildingadj-N-ed good-mannered narrow-minded absent-minded old-fashioned short-sigh

23、ted 10 we could see the courtyard, vast and full of boys and girls.· adjective phrase as an attributive modifiereg:· Theres 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

24、 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 You will find me waiting for y

25、ou when its time to leave. (Para.7)· object complementeg:· 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 mannereg. ( combine, give, guide)1 _ by the teachers, all the students are studying very hard.

26、2 _ enough time, Ill 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 15from each floor we were overlooked by a long balcony roofed in wood.anysis

27、of the structure It was not all a matter of playing and fooling around.· all: completely· fool around: waste time16 Rivalries could bring about pain and hatred or give rise to fighting.(para.15)· Why?· give rise to: cause sth to happeneg: · 糟糕的生活环境会带来很多疾病.· Poor living

28、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

29、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,happeneg.· When the chance to study at Harvard presented itself, I jumped at it.· He was ord

30、ered to present himself at the chairmans office at nine oclock 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.· Positive ones Negative onesQuestions for para.17 

31、3; 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 ones way: to arrive or get to a place· In the last part of the text, the boy walked out of the school to f

32、ind 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 criticalSupporting words startled, Further discussion1 Read the followi

33、ng 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. · Dont you want to be useful like your brothers?&

34、#183; 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 wa

35、it 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. exercises（5 minutes）(1) Fill in the blanks with proper pr

36、epositions.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 peoples business.5(2) Prefixes (1

37、5 minutes)l Fill in the blanks with proper words having the required prefix. After class, study such words as much as possible.l over- = above, across, beyond   (overlook, ) l 1. The fire was completely              

38、0;     by daybreak.l 2. Our garden is                        from the neighbors windows.l 3. Well, Ill          

39、60;           it this time; but dont do it again.l Fill in the blanks with proper words having the required prefix. After class, study such words as much as possible.(3)l var(i)=diverse, to change   (vary, variation, various, variety, .)l 1. Features such as height, weight, and skin color _ fr