英语专业本科《综合英语》授课教案Word格式文档下载.docx

英语专业本科《综合英语》授课教案Word格式文档下载.docx

《英语专业本科《综合英语》授课教案Word格式文档下载.docx》由会员分享，可在线阅读，更多相关《英语专业本科《综合英语》授课教案Word格式文档下载.docx（83页珍藏版）》请在冰点文库上搜索。

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；

“with”独立结构；

3．构词法：

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.QuestionDiscussingforWarming-up（10minutes）

Step2.BackgroundInformation（40minutes）

1.NaguibMahfouz——Education&

Background（纳吉布•马福兹所受教育和一般背景）

NaguibMahfouzwasbornonthe11thDec.1911inanoldquarterofCairo,theyoungestsonofamerchant.HestudiedphilosophyatKingFaudI（nowCairo）University,graduatingin1934.Heworkedinuniversityadministrationandthenin1939heworkedfortheMini-stryofIslamicAffairs.HewaslaterHeadoftheStateCinemaOrganisationattheMinistryofCulture.Healsoworkedasajournalist.Althoughwidelytranslated,hisworksarenotavailableinmostMiddleEasterncountriesbecauseofhissupportofSadat'

sCampDavidinitiative.In1994hesurvivedanassassinationattemptbyIslamicextremists.Heismarried,hastwodaughtersandlivesinCairo.HediedonAug.30,2006.

2.NaguibMahfouz——importantworks（纳吉布•马福兹的主要著作）

●NaguibMahfouzwasthefirstArabtowintheNobelprizeforliterature,in1988.Hehasbeendescribedas“aDickensoftheCairocafé

s”and“theBalzacofEgypt”.

●Heisnowtheauthorofnofewerthan30novels,morethan100shortstories,andmorethan200articles.HalfofhisnovelshavebeenmadeintofilmswhichhavecirculatedthroughouttheArabic-speakingworld.

●Mahfouzbeganwritingwhenhewas17.Hisfirstnovelwaspublishedin1939andtenmorewerewrittenbeforetheEgyptianRevolutionofJuly1952,whenhestoppedwritingforseveralyears.Onenovelwasrepublishedin1953,however,andtheappearanceofTheCairoTrilogyin1957madehimfamousthroughouttheArabworldasadepictoroftraditionalurbanlife.

●Worksofhissecondwritingperiod:

TheChildrenofGebelawi（1959）

TheThiefandtheDogs（1961）

AutumnQuail（1962）

SmallTalkontheNile（1966）

Miramar（1967）

severalcollectionsofshortstories.

3.NaguibMahfouz——howhepicturestheworld（作者笔下的世界：

无尽的拼搏与悲剧的人生）

ThepictureoftheworldasitemergesfromthebulkofMahfouz'

sworkisverygloomyindeed,thoughnotcompletelydespondent.Itshowsthattheauthor'

ssocialutopiaisfarfrombeingrealized.Mahfouzseemstoconceiveoftimeasametaphysicalforceofoppression.Hisnovelshaveconsistentlyshowntimeasthebringerofchange,andchangeasaverypainfulprocess,andveryoftentimeisnotcontentuntilithasdealthisheroesthefinalblowofdeath.Tosumup,inMahfouz'

sdarktapestryoftheworldthereareonlytwobrightspots.Theseconsistsofman'

scontinuingstruggleforequalityontheonehandandthepromiseofscientificprogressontheother;

meanwhile,lifeisatragedy.

Step3.TextAppreciation（50minutes）

1.Structureofthetext（10minutes）

Thetextcanbeconvenientlydividedintothreeparts.Inthefirstpart（para.1-7）,welearnabouttheboy’smisgivingsaboutschool.Hefoundithardtobeawayfromhomeandmom,andthoughtschoolwaspunishment.Thesecondpart（para.8-16）describeshowtheboyfeltaboutschool.Hefoundthatlifeatschoolwasrichandcolorfulinmanyways,althoughitalsorequireddisciplineandhardwork.Inthelastpartofthetext,theboywalkedoutoftheschooltofindthattheoutsideworldhadchangedbeyondmeasureandthathehadgrownintoanoldman.

2.Howtoappreciateliterature（15minutes）

Plotofthestory:

Settingofthestory:

Protagonistv.s.Antagonists:

Dramaofthestoryliesin:

Writingtechnique:

（Haveyoueverreadastoryusingthesimilartechnique?

）

Themeofthestory:

3.Furtherdiscussion（15minutes）

A.Readthefollowingsuggestionsmadebythefather.Whichonesdoyouagreewithandwhichonesnot?

Haveyoueverbeengivensomesuggestionsbyyourparentswhenenteringtheuniversity?

Listthemout.

1）Schoolisaplacethatmakeusefulmenoutofboys.

2）Don’tyouwanttobeusefullikeyourbrothers?

3）Putasmileonyourfaceandbeagoodexampletoothers.

4）Beaman.

5）Todayyoutrulybeginlife.

BFromthedescriptionbetweenPara.8andPara.16,wecanseedifferentaspectsofschoollife.Trytolistasmanyaspectsaspossibleinthefollowingtable.

Goodones

Badones

Love

Discipline

CInthelastpartofthetext,theboywalkedoutoftheschooltofindthattheoutsideworldhadchangedbeyondmeasure.Howmighthefeelaboutthechanges?

Listexactwordsthatsupportyourchoice.

Hewas

?

frightened?

surprised?

angry?

puzzled?

excited

satisfied?

delighted?

sad?

indifferent?

critical

Supportingwords

startled,……________________

D．After-classthinking

Afterreadingthestory,doyoufeelemotionallyorspirituallytouched?

Whyorwhynot?

Step4.Writingdevices（30minutes）

1.Ellipticalquestion（省略疑问句）

“Whyschool?

”Iaskedmyfather.e.g.

A:

Headmaster:

Wewantyoutogoandtelltheboy’sparentsthenews.

B:

Teacher:

Whyme?

Father:

We’llgotoTianjinthisweekend.

Daughter:

Whatfor?

/Whythisweekend?

/WhyTianjin?

2．Rhetoricalquestion（修辞疑问句）

“WhathaveIdone?

”

Don’tyouwanttobeusefullikeyourbrothers?

e.g.

Can’tyouseeI’mbusy?

（Don’tdisturbme!

）

Whatgoodisapromiseforanunemployedworker?

Doesnothingeverworryyou?

Pleasegivemoreexamples.

3.Invertedsentences（倒装句）

…hereandtherestoodconjurersshowingofftheirtricks,ormakingsnakesappearfrombaskets.

Conjurersstoodeverywhere.Theywereshowingofftheirtricksormakingsnakesappearfrombaskets.

Moreexamples:

Therearesomeexceptionstothisreaction.

Weretherenoairontheearth,therewouldbenolifeonit.

Innocaseshouldwewasteourtime.

Theregoesthebell.

Awayhurriedthecustomers.

4.“with”absolutestructure（with”独立结构）

Thentherewasaband...,withclownsandweightlifterswalkinginfront.

Hestoodtherewithastickinhishand.（with+n.+prep.）

Paulsoonfellasleepwiththelightstillburning.（with+n.+participle）

Shecan’tgooutwithallthesedishestowash.（with+n.+todo.）

Hewaslyingonthebedwithallhisclotheson.（with+n.+adv.）

Step5.LanguageUnderstanding（60minutes）

1.SentenceParaphrase（20minutes）

1）Theydidnotmakemehappy,however,asthiswasthedayIwastobethrownintoschoolforthefirsttime.（Whatdoes“they”referto?

Whatdoesthenarratorimplybyusing“tobethrownintoschool”?

）

2）Mymotherstoodatthewindowwatchingourprogress,andIturnedtowardsherfromtimetotime,hopingshewouldhelp.（Whatdoes“progress”meanhere?

Whatkindofhelpcouldhismotheroffer?

Whatdoesthesentencetellusabouttheboy’srelationshipswithhisparents?

3）astreetlinedwithgardens…：

astreetwheretherearegardens…alongbothsides

linedwith…:

pastparticiplephraseusedheretomodify“astreet”.Itcanberegardedasarelativeclausecutshort,eg.

anovel（thatwas）writtenbyCharlesDickens/personalcomputers（thatare）madeinChina

4.）Ididnotbelievetherewasreallyanygoodtobehadintearingmeawayfrommyhomeandthrowingmeintothehuge,high-walledbuilding.

Thereisnogoodtobehadindoingsth.

Itisnogood/usedoingsth.

5）.fromeachfloorwewereoverlookedbyalongbalconyroofedinwood.：

…ononesideofthecourtyardwasabuildingwithalongwood-roofedbalconyoneachfloorwherewecouldbeseen.Or

…fromthebalconyoneachfloorofthebuildingpeoplecouldseethepatternintowhichweformed.

6）Well,itseemedthatmymisgivingshadhadnobasis.：

Well,perhapsmydoubt,worryandfearaboutwhatschoolwouldbelikewereallgroundless.Or

Well,itseemedthatIwaswrongtothinkthatschoolwasadreadfulplace.

7.）Inaddition,thetimeforchangingone’smindwasoverandgoneandtherewasnoquestionofeverreturningtotheparadiseofhome.：

Thereisnoquestion（ofdoing）:

thereisnopossibility

Besides,itwasimpossibleforustoquitschoolandreturntothegoodolddayswhenwestayedhomeplayingandfoolingaroundallday.Ourchildhoodwasgone,nevertocomeback.

8.）Nothinglayaheadofusbutexertion,struggle,andperseverance.：

nothingbut:

only

Wewouldhavetodoourbestandkeepworkingveryharduntilwefinishedschool.ThisiswhatIimaginedourschooldayswouldbelike.Or

Thekindoflifethatwaswaitingforusatschoolwouldbefullofexertion,struggleandperseverance.

9.）Thosewhowereabletookadvantageoftheopportunitiesforsuccessandhappinessthatpresentedthemselves.：

topresentitself/themselves:

（formal）toappear,happen

Iftherecameopportunities,capablestudentswouldseizethemtoachievesuccessandhappiness.

2WordStudy（20minutes）

1.）tomakesb./sth.（out）ofsb./sth.

It’saplacethatmakesusefulmenoutofboys.

（makeboysbecomeusefulmen）eg.

Thearmymadeamanofhim.

HesaidtheGovernmentwerefrightenedofnothing.Therealtroublewasweweremakingamountainoutofamolehill.

2.）Thereisnogoodtobehadindoingsth.：

e.g.Thereisnogoodtobehadinbuyingaboatwhenyoudon’thaveenoughsparetimetouseit.

It’snogoodcryingoverspiltmilk.

Itisworthdoingwellwhatisworthdoing.

itisno（notmuch）good

itisno（notany,hardlyany,little）use

itisuseless

itisnottheslightestuse

itisworth（worthwhile）

thereisno（nogood,nouse）

Thereisnodenyi