英语专业本科《综合英语》授课教案.doc

英语专业本科《综合英语》授课教案
第一册
Lesson Plan For Contemporary College English(BookⅠ)
Lesson 1 Half a Day By Naguib Mahfouz
Ⅰ.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；介词练习；构词法：前缀；
6．课堂讨论；
7．练与讲。
Ⅱ.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。
Ⅲ.教学重点与难点
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；
4．课文的写作背景与主题。
Ⅳ.教学方法
采用讲授、问答、讨论、模仿、练习、多媒体等方法对学生进行启发式教学。
Ⅴ.教学过程
Step1. Question Discussing for Warming-up (10 minutes)
Step2. Background Information (40 minutes)
1. Naguib Mahfouz—— Education & Background（纳吉布•马福兹所受教育和一般背景）
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. He is married, has two daughters and lives in Cairo.He died on Aug. 30, 2006.
2. Naguib Mahfouz —— important works（纳吉布•马福兹的主要著作）
●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.
●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. Naguib Mahfouz —— how he pictures the world（作者笔下的世界： 无尽的拼搏与悲剧的人生）
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.
Step3. Text Appreciation (50 minutes)
1. Structure of the text (10 minutes)
The text can be conveniently divided into three parts. In the first part (para.1-7), we learn about the boy’s 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 (15 minutes)
Plot of the story:
Setting of the story:
Protagonist v.s. Antagonists:
Ø Drama of the story lies in:
Writing technique: (Have you ever read a story using the similar technique?)
Theme of the story:
3. Further discussion (15 minutes)
A. 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.
1) School is a place that make useful men out of boys.
2) Don’t you want to be useful like your brothers?
3) Put a smile on your face and be a good example to others.
4) Be a man.
5) Today you truly begin life.
B 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.
Good ones
Bad ones
Love
Discipline
C 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
startled, … …________________

D．After-class thinking
Ø After reading the story, do you feel emotionally or spiritually touched? Why or why not?
Step4. Writing devices (30 minutes)
1. Elliptical question（省略疑问句）
“Why school?” I asked my father. e.g.
A: Headmaster: We want you to go and tell the boy’s parents the news.
B: Teacher: Why me?
Father: We’ll go to Tianjin this weekend.
Daughter: What for?/ Why this weekend?/Why Tianjin?
2．Rhetorical question（修辞疑问句）
“What have I done?”
Don’t you want to be useful like your brothers? e.g.
Can’t you see I’m busy? (Don’t disturb me!)
What good is a promise for an unemployed worker?
Does nothing ever worry you?
Please give more examples.
3. Inverted sentences(倒装句)
… 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:
There are some exceptions to this reaction.
Were there no air on the earth, there would be no life on it.
In no case should we waste our time.
There goes the bell.
ØAway hurried the customers.
4. “with” absolute structure (with”独立结构)
Then there was a band ..., with clowns and weight lifters walking in front.
More examples:
He stood there with a stick in his hand. (with + n. + prep.)
Paul soon fell asleep with the light still burning. (with + n. + participle)
She can’t go out with all these dishes to wash. (with + n. + to do.)
He was lying on the bed with all his clothes on. (with + n. + adv. )
Step5. Language Understanding （60 minutes）
1. Sentence Paraphrase (20 minutes)
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.（What does “progress” mean here?What kind of help could his mother offer?What does the sentence tell us about the boy’s 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 one’s 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.
2 Word Study (20 minutes)
1.) to make sb./sth. (out) of sb./sth.
It’s 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.
e.g. There is no good to be had in buying a boat when you don’t have enough spare time to use it.
It’s 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. Can’t you tear yourself away from the TV for dinner?
4). to cling to sth.：to hold tightly; not release one’s 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
e.g. 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.
It’s no good standing back and waiting for things to sort themselves out.
7）．to resort to: to make use of ; to turn to sth. (esp. sth. bad) as a solution eg.
e.g. 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.
8）．to 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 chairman’s office at nine o’clock next morning.
Step6. In-class discussion and presentation (40 minutes)
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.
Step7 Textbook exercises (70 minutes)
1. In-class news report 2. In-class dictation 3．P.11-P. 21 (Contemporary College English 1)
Step8 Homework
1. Paraphrase the following sentences taken from the text.
1)．We were formed into an intricate pattern in the great courtyard surrounded by high buildings.
2)……; from each floor we were overlooked by a long balcony roofed in wood.
3.) Well, it seemed that my misgivings had had no basis.
4.) Our path, however, was not totally sweet and unclouded.
5.) It was not all a matter of playing and fooling around.
6.) Rivalries could bring about pain and hatred or give rise to fighting.
7.) In addition, the time for changing one’s mind was over and gone and there was no question of ever returning to the paradise of home.
8.) Nothing lay ahead of us but exertion, struggle, and perseverance.
9.) Those who were able took advantage of the opportunities for success and happiness that presented themselves.
10）. How did these hills of rubbish find their way to cover its surface?
2 Pick out idiomatic expressions in the text as many as possible.( write the English phrase and their Chinese meanings)(p13 on the textbook)
3. Write a composition with at least 150 words. The title is “My First Day at College”.
Ⅵ. 教学反思

Unit 2 Going Home
Ⅰ.教学内容
1. 热身；
2．作者：教育与背景；主要著作；社会背景；
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：现在分词和过去分词；if条件状语从句；
5．语言理解：长难句解析；核心词汇学习；构词法；
6．课堂讨论；
7．练与讲。
Ⅱ.教 学 目 的
1. 理解作者写作意图，了解文化背景知识，体会人间真情；
2. 在理解课文，分析课文的基础上，培养学生分析、理解及灵活运用语言的能力；
3. 归纳概括文章的主题思想，培养学生归纳概括能力；
4. 归纳文章的修辞手法,赏析名篇片段，加深对描写手法的理解，同时，推荐作品，扩大了阅读量，提高对语言的理解和名篇的鉴赏能力；
5．欣赏并哼唱歌曲《黄丝带》、讨论相关话题和通过续写练习，学以致用， 加深学生对课文的理解和对语言的感悟力，训练并培养学生灵活运用语言的能力。
Ⅲ.重点与难点
1． 课文的主旨与修辞；
2． 作者的写作意图；
3． 构词法。
Ⅳ.教学方法
多媒体教学法、比较法、启发式教学法；通过启发概括文章的主题。通过对比的方法，理解并灵活运用语言。
Ⅴ. 教学过程
Step1. Warming- up
1. Greeting
2. Classical music: Tie a Yellow Ribbon Round the Old Oke Tree.
3. Daily Report ------- Tell a story ：Tell a story according to the pictures and the key words.
Step2. Culture Background
1. About the author:
Pete Hamill was born in Brooklyn, N. Y. in 1935. He is the oldest of seven children of Irish immigrants from Belfast, Northern Ireland and attended
Catholic schools as a child. He left school at 16 to work in the Brooklyn Navy Yard as a worker, and then went on to the United States Navy. While serving in the Navy, he completed his high school education. Then, using the educational benefits of the G.I. Bill of Rights, he attended Mexico City College in 1956-1957, studying painting and writing.
For several years, he worked as a graphic designer, while studying at Pratt Institute. Then in 1960, he went to work as a reporter for the New York Post. A long career in journalism followed. He has been a columnist for the New York Post, the Daily News, and New York News