现代大学英语精读1lessonone教案
现代大学英语精读1lessonone教案
III .Presentation (45minutes)
Appreciationfor group discussion in class
a. Plot of the story:
Naguib Mahfouz was born on the 11th Dec. 1911 in an old quarter ofCairo, the youngest son of a merchant. He studied philosophy at King Faud I (nowCairo) University, graduating in 1934. He worked in university administration and then in 1939 he worked for the Ministry of Islamic Affairs. He was later Head of the State Cinema Organization at the Ministry of Culture. He also worked as a journalist.
Life is a dream. Do not take anything seriously.
Step 2. 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.
现代大学英语精读1(第三版)教师用书Unit1
现代大学英语精读1(第三版)教师用书Unit1：走进英语学习的奇妙世界一、教学目标1. 帮助学生掌握本单元的核心词汇和短语，提高英语表达能力。
2. 引导学生理解课文内容，培养阅读理解能力。
3. 通过课文学习，激发学生对英语国家文化的兴趣。
4. 培养学生运用英语进行思考和讨论的能力。
二、教学内容1. 词汇：本单元涉及约50个核心词汇，包括生活、学习、工作等场景的高频词汇。
2. 短语：学习10个常用短语，帮助学生更好地表达自己的想法。
3. 课文：解读课文《A Good Beginning》，让学生了解英语学习的乐趣和方法。
4. 文化背景：介绍英语国家的教育体制，拓宽学生视野。
三、教学步骤1. 导入：以趣味话题引入本单元主题，激发学生兴趣。
2. 词汇讲解：结合实例，讲解核心词汇的用法和搭配。
3. 短语学习：通过情景模拟，让学生在实际语境中掌握短语用法。
4. 课文解读：带领学生分析课文结构，理解文章主旨。
5. 文化拓展：分享英语国家的教育趣事，让学生感受异国文化。
6. 讨论环节：组织学生就课文内容展开讨论，提高英语口语表达能力。
7. 作业布置：巩固所学知识，为下一节课做好准备。
四、教学建议1. 针对不同水平的学生，适当调整教学难度和进度。
2. 创设生动、有趣的教学情境，提高学生的学习积极性。
3. 注重培养学生的自主学习能力，鼓励学生课外阅读英语文章。
4. 定期进行课堂互动，关注学生的发音、语法等细节问题。
5. 结合实际生活，让学生在实践中感受英语的魅力。
五、教学方法1. 互动式教学：采用提问、小组讨论等形式，让学生在互动中学习，提高课堂参与度。
2. 情境模拟：通过角色扮演、情景对话等方式，让学生在真实语境中运用所学知识。
3. 任务驱动：设计一系列学习任务，引导学生主动探索、解决问题，培养解决问题的能力。
4. 多媒体辅助：利用音频、视频等资源，丰富教学手段，提高学生的学习兴趣。
六、课堂活动设计1. 词汇接龙：让学生轮流用本单元学到的词汇进行接龙，巩固记忆。
现代大学英语精读1课程设计
现代大学英语精读1课程设计一、课程背景随着全球化的趋势，国际交流越来越频繁。
因此，掌握一门流利的英语已经成为当代社会中不可或缺的技能。
现代大学英语精读1是针对大学英语教育的一门重要课程，旨在通过训练学生的听、说、读、写四个方面的语言技能，帮助学生在学习和实际交流中更加自如地运用英语。
二、课程目标通过本门课程的学习，学生将能够：1.提高听、说、读、写英语的能力；2.培养理解和表达英语语言的能力；3.熟练掌握语法、单词和学术术语等基础知识；4.阅读和理解英语文本，掌握相关的文化背景知识。
三、课程教材本课程的核心教材为《现代大学英语精读》（第三版），书中包含多篇与当代社会热点话题相关的文章、文化背景介绍、以及相应的语法、写作的练习。
此外，还将配合其他辅助教材，例如题库、听力材料等。
四、教学方式本课程采用多种教学方式相结合，主要包括：1.传统教学法：讲授相关的语法、写作技巧等基础知识，引导学生掌握英文阅读技巧；2.小组讨论法：分组讨论教材中的个案、文化背景等问题，提高学生思考能力；3.互动式教学法：通过播放教材中相关的听力材料，提高学生的听力和口语能力。
五、课程安排本课程共计18周，每周2学时。
具体安排如下：周数教学内容教学方式1-2 Unit 1: Language and传统教学法Communication3-4 Unit 2: Education 传统教学法 + 小组讨论法5-6 Unit 3: Health 传统教学法 + 互动式教学法7-8 Review and Test 1 传统教学法9-10 Unit 4: Environment 传统教学法 + 小组讨论法11-Unit 5: Culture 传统教学法 + 互动式教周数教学内容教学方式12 学法13-14 Unit 6: Technology 传统教学法 + 小组讨论法15-16Review and Test 2 传统教学法17-18Final Review and Test 传统教学法六、评分方式学生的总评分将由以下几部分组成：1.口语表现占30%；2.作文占30%；3.英文阅读占20%；4.考试成绩占20%。
现代大学英语精读1_教案
一、教学目标1. 让学生掌握本单元的词汇、短语和语法点。
2. 培养学生的阅读理解能力，提高学生的英语水平。
3. 培养学生的跨文化交际能力，拓宽学生的国际视野。
二、教学内容1. 词汇：本单元共有800-1200个词汇，包括名词、动词、形容词、副词等。
2. 短语：本单元共有100个短语，包括常用短语和固定搭配。
3. 语法：本单元涉及的主要语法点包括：现在完成时、被动语态、条件句、倒装句等。
4. 阅读材料：本单元共有5篇文章，涉及不同主题，如文化、教育、科技等。
三、教学过程1. 导入新课（10分钟）教师简要介绍本单元的主题和背景，激发学生的学习兴趣。
2. 词汇学习（20分钟）（1）教师带领学生朗读并解释本单元的生词，让学生了解其基本含义和用法。
（2）教师引导学生进行词汇练习，如填空、选择题、翻译等，巩固学生对词汇的记忆。
3. 短语学习（10分钟）教师讲解本单元的短语，并让学生进行短语练习，如造句、替换等。
4. 语法讲解（15分钟）教师详细讲解本单元的语法点，并结合例句进行分析，帮助学生理解和掌握。
5. 阅读训练（30分钟）（1）教师带领学生阅读课文，指导学生如何快速把握文章主旨和大意。
（2）教师引导学生分析文章结构，总结文章的论点和论据。
（3）教师组织学生进行阅读练习，如回答问题、判断正误、总结段落大意等。
6. 小组讨论（10分钟）教师将学生分成小组，就课文内容进行讨论，培养学生的团队合作能力和口语表达能力。
7. 课堂小结（5分钟）教师对本节课的内容进行总结，强调重点和难点，并布置课后作业。
四、课后作业1. 完成本单元的词汇和短语练习。
2. 阅读课文，总结文章的主要观点和论据。
3. 写一篇关于本单元主题的短文，字数不少于300字。
4. 复习本单元的语法点，巩固所学知识。
五、教学评价1. 课堂表现：观察学生在课堂上的参与程度、回答问题的准确性和积极性。
2. 作业完成情况：检查学生的课后作业，了解学生对知识的掌握程度。
现代大学英语第一册教案unit1
现代大学英语第一册教案unit1A Short Introduction to Reading Strategies--- How to deal with Text A in the course bookⅠOn Texts1. Methods for gaining new information by reading:(a) Skimming (浏览)(b) Scanning (略读)(c) Close Reading (细读)(d) Summarizing (归纳)(e) Word-attack skills (猜词义)2. Reading DifferencesAchiever: someone who is successful, especially through skill and hard work. （尤指凭自己本领和努力）成功者。
High achiever：someone whose work is usually excellent or who usually succeeds, especially in school.事业成功的人(尤指学习成绩好的人)(a) Low achievers: Usually they are in extremes. Their emphasis is whether oncontent or on linguistic forms. They seldom combine them together.(b) High achievers: Their emphases vary in different tasks.(i) In the first two times, they do not use dictionaries, and justguess the meanings of new words; they only try to get the mainidea of the whole passage.(ii) Later (for the third or fourth times), they pay more attentionto linguistic forms and the passage?s deep meanings as well asthe author?s intentions.3. Proper steps for reading a passage like Text A(a) Fist Time: Just scan the whole passage quickly so as to get the main idea.(b) Second Time: Read closely in order to find reading difficulties; at the sametime, mark new words and unfamiliar phrases (sentence structures),then guess the meanings.(c) Third Time: Read the whole passage word by word and sentence by sentenceso as to master the new linguistic forms and the content.Simultaneously use dictionaries to check your guessing in Step (b);Do the exercises if necessary.(d) Fourth Time: Closely read the whole passage again to figure out the author?sintentions, attitudes, implied meanings, and ect.4. Textbooks Vs. Outside Reading(a) Textbooks(i) Strong Points: The texts are well written and carefully selected; they useformal language, and are of wide genres[r?, ?(d)??nr?] 类型,体裁, 风格. They introduce language points step by step, and their difficulties gradually increase. The texts are especially usefulfor building a sound basic knowledge about English.(ii) Weak Points: The texts have limited vocabulary size; only reading these texts is hard to form good reading habits.(b) Outside Reading(i) Strong Points: They can enlarge your vocabulary size and enrich yourbackground knowledge; they are useful for forming reading habits.(ii) Weak Points: This kind of training lacks systematic and gradual training, so it is not good for building up your basic knowledge.(c) Our Solutions(i) Emphasize the importance of textbooks(ii) Advocate outside reading like newspapers, stories, abridged books, ect.(To be continued)ⅡRequirementsFull Attendance;Active Participation;Assignments (Homework; Journals ;) Journals ：a daily record of news and events of a personal nature; a diary日记；日志English-English & Chinese-English Dictionaries;Facilities: Radio; Recorder; Journal.Lesson One Half a DayI. Teaching ObjectivesCompel the students to make use of the reading strategies explained before;Let the students understand the way of fiction writing;Make the pupils figure out the main idea of Text A;Help the students learn the new vocabularies in the glossary part;Let the students acquire two word-formation skills:○a Verb + …-tion/ation/sion?Noun;○b Adjective + …ly?Adverb;Get the students familiar with the phrasal verb “MAKE & FIND”;Consolidate the students? understanding of some prepositions like in, at, on, etc.; II. Teaching Process1. Pre-class ActivitiesHow was your first day at college? Was it hard for you? Who went to see you off at the railway station? Who came to school with you? How do you feel about your military training experience? How do you imagine your university life like?Have you ever read or heard a fiction story? What was it? What are the common skills in fiction writing?What do you think does the story “Half a Day” tell us? Why?Background Information (40 minutes)Naguib Mahfouz——Education & BackgroundNaguib 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.背景知识（40分钟）通过问答和讲解的方式，帮助学生了解1.纳吉布?马福兹所受教育和一般背景;He is married, has two daughters and lives in Cairo.2.Naguib Mahfouz —— important worksNaguib 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 worldThe 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 finalblow 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.纳吉布?马福兹的主要著作:阿拉伯世界的第一位诺贝尔文学奖获得者;纳吉布?马福兹笔下的世界: 无尽的拼搏与悲剧的人生Based on the Nobel Prize Winner's novel, the Egyptian Naguib Mahfouz. The story, translated from El Cairo to Mexico City's downtown, narrates the life of the members of the neighbourhood and the connection between them Don Ru, the owner of the local pub; Eusebia, his wife; Guicho, his son and Abel his friend, who emigrate to USA in search of fortune; Susanita, the single landtender always dreaming to marry a good man; Jimmy, the pub's employee, who extracts the money when Don Ru is notthere and finally marries Susanita; Alma, the very good looking girl, the Abel's dream, who becomes a luxury prostitute while he's away, etc. This movie won the Ariel (the Mexican Oscar) as best movie in 1995Introduction to the Text1. Writing --- the protagonist returns after being absent fora short time to findeverything changed beyond recognition.2. The best example --- Washington Irving?s (1783—1859) “Rip Van Winkle”. Ripwas a simple good-natured man. One fine day he went with his dog to themountains to hunt squirrels. He drank something a queer oldman offeredhim, he fell fast asleep. When he woke up he found himself an old man andthat great changes had occurred in his village during his absence. In thevillage in the portrait of King George III had been replaced by one of GeneralWashington. This technique is often used to emphasize rapid changes insociety.The setting of the story is not clear, but this is not import as long as what the author tries to get across is something universal.3. This technique is often used to emphasized rapid changes in society.Main Sections of the Text APart One (P1 to P7): The boy?s misgivings about school. He thought school was a punishment.Part Two (P8 to P16): The boy?s rich and colorful life in school, though disciplines and hard word are required.Part Three (P17 to P20): After school, the boy found the world has changed beyond measure; he turned to be an old man.beyond measureto a very great extent不可估量，极度it irritates him beyond measure.这让他产生了极大的愤怒。
现代大学英语精读一教案
教学目标：1. 理解并掌握课文的基本内容。
2. 培养学生的阅读理解能力和英语表达能力。
3. 培养学生的跨文化交际意识。
教学重点：1. 课文内容：理解课文的主要观点、情节和人物关系。
2. 词汇和短语：掌握课文中的重点词汇和短语。
3. 语法：掌握课文中的语法结构。
教学难点：1. 课文的深层含义：理解课文中的隐喻、象征等修辞手法。
2. 语法结构：掌握课文中的复杂句型和时态。
教学过程：一、导入1. 教师简要介绍课文背景和作者。
2. 学生自由讨论课文标题，预测课文内容。
二、课文精读1. 学生自读课文，标记生词和短语。
2. 教师引导学生分析课文结构，理解文章主旨。
3. 学生分组讨论课文中的重点段落，分享自己的理解。
三、词汇和短语讲解1. 教师讲解课文中的重点词汇和短语，并举例说明。
2. 学生练习使用重点词汇和短语，进行口语表达。
四、语法讲解1. 教师讲解课文中的语法结构，并进行例句分析。
2. 学生练习运用所学语法知识，进行句子翻译。
五、课堂活动1. 学生进行角色扮演，模拟课文中的对话场景。
2. 学生分组讨论课文中的文化差异，分享自己的观点。
六、总结1. 教师总结本节课的主要内容，强调重点和难点。
2. 学生分享自己的学习心得，提出疑问。
教学反思：1. 本节课通过精读课文，帮助学生理解了课文的基本内容和深层含义。
2. 词汇和短语讲解环节，使学生掌握了课文中的重点词汇和短语。
3. 语法讲解环节，使学生掌握了课文中的语法结构。
4. 课堂活动环节，提高了学生的口语表达能力和跨文化交际意识。
课后作业：1. 阅读课文，完成课后练习题。
2. 收集与课文相关的文化背景资料，进行拓展阅读。
3. 撰写一篇关于课文主题的短文，进行英语写作练习。
现代大学英语精读1第二版课程设计
现代大学英语精读1第二版课程设计课程概述现代大学英语精读1第二版是一门针对大学英语专业学生的入门课程，旨在帮助学生建立扎实的英语语法和词汇基础，培养阅读、听力、口语和写作等多方面的语言能力。
本课程每周共计4学时，其中2学时为授课时间，2学时为课外阅读和作业时间。
通过本课程的学习，学生将能够更好地理解英语世界的文化、社会和历史。
学习目标1.掌握英语语法和词汇的基本知识。
2.培养阅读和听力能力，加深对英语语言的理解。
3.提高口语和写作能力，培养表达自己的能力。
4.了解英语世界的文化、社会和历史。
教学内容第一周：英语基础知识概述•英语语法和词汇基础知识回顾•英语发音和声调训练第二周：英语阅读技巧•阅读策略的选择和运用•阅读理解的基础练习第三周：英语听力技能•听力训练的基础知识•英语听力材料的选择和使用第四周：英语写作基础•英语写作基础知识•作文范文分析和写作练习第五周：英语口语训练•英语口语技能要点•口语练习和实践第六周：英语世界文化概述•英语世界文化概述•了解英语社会和历史教学方法1.课堂授课：老师将针对每周的学习内容，进行详细的讲解和解析。
2.课外阅读：每周布置适量的阅读任务，学生需要在课外完成相关的阅读和笔记。
3.课余作业：每周布置作业，包括听力、口语和写作等多种形式，以巩固学生的学习成果。
4.小组讨论：学生将被分为若干个小组，每周进行小组讨论和分享，以促进学生之间的交流和合作。
评价方式1.平时表现：包括出勤情况、作业完成情况、小组讨论表现等。
2.期末考试：将考察学生对本课程所学知识和技能的掌握和应用能力。
参考资料•《现代大学英语精读1》第二版教材•《现代大学英语精读1》第二版教师辅导用书•《英语语法与修辞》•《英语写作指南》•英语学习软件和英语听力材料。
大学精读1unit1课文分析教案
教学目标：1. 理解课文内容，掌握文章的主旨和核心观点。
2. 分析课文中的语言特点、写作手法和结构布局。
3. 培养学生的思辨能力和批判性思维。
4. 提高学生的英语阅读理解和写作能力。
教学重点：1. 课文内容的理解与掌握。
2. 文章语言特点、写作手法和结构布局的分析。
3. 思辨能力和批判性思维的培养。
教学难点：1. 课文深层次内容的理解。
2. 文章复杂结构的分析。
教学时间：2课时教学过程：第一课时一、导入1. 向学生介绍本次课文的背景，激发学生的学习兴趣。
2. 引导学生简要回顾上节课的学习内容，为新课的学习做好铺垫。
二、课文阅读1. 学生自读课文，了解文章大意。
2. 教师提问，检查学生对课文内容的理解。
三、课文分析1. 分析课文标题，引导学生思考文章可能涉及的主题。
2. 分析文章结构，讲解段落之间的逻辑关系。
3. 分析文章语言特点，如词汇、句式、修辞手法等。
4. 分析文章写作手法，如对比、举例、引用等。
四、课堂讨论1. 引导学生就课文内容进行讨论，发表自己的观点。
2. 教师引导学生关注文章中的论点和论据，培养学生的思辨能力。
五、课后作业1. 撰写一篇关于课文主题的短文，要求观点明确，论据充分。
2. 收集与课文主题相关的资料，为下次课的讨论做准备。
第二课时一、复习导入1. 回顾上节课的学习内容，检查学生对课文的理解。
2. 引导学生分享课后作业的完成情况。
二、课文深入分析1. 对课文中的难点进行讲解，帮助学生突破学习障碍。
2. 分析文章中的复杂结构，如嵌套式段落、分层次论述等。
三、课堂讨论1. 教师提出与课文相关的问题，引导学生进行深入讨论。
2. 鼓励学生从不同角度思考问题，培养批判性思维。
四、总结与反思1. 总结本节课的学习内容，强调重点和难点。
2. 引导学生反思自己的学习过程，提出改进措施。
五、课后作业1. 完成课后练习题，巩固所学知识。
2. 搜集更多与课文主题相关的资料，为下一次课的学习做准备。
现代大学英语精读1教案
课时：2课时教学目标：1. 理解课文主题，掌握课文内容；2. 培养学生的阅读理解能力和英语表达能力；3. 增强学生的跨文化交际意识。
教学重点：1. 课文主题的理解；2. 词汇和语法知识；3. 阅读技巧和策略。
教学难点：1. 课文中的复杂句型；2. 词汇的运用和搭配；3. 阅读策略的运用。
教学过程：第一课时：一、导入1. 老师简要介绍课文背景，激发学生的学习兴趣。
2. 学生自由讨论，分享自己对课文主题的理解。
二、课文精读1. 学生阅读课文，了解课文大意。
2. 老师带领学生分析课文中的重点词汇、短语和句型，讲解语法知识。
3. 学生朗读课文，跟读老师提供的标准发音。
三、课堂练习1. 老师提出问题，引导学生思考课文内容。
2. 学生分组讨论，分享自己的观点。
3. 老师点评学生的回答，纠正错误。
四、总结1. 老师总结本节课的学习内容，强调重点和难点。
2. 学生回顾课文，巩固所学知识。
第二课时：一、复习导入1. 老师检查学生对上节课内容的掌握情况。
2. 学生自由提问，老师解答。
二、阅读技巧训练1. 老师讲解阅读技巧，如快速浏览、查找信息、理解大意等。
2. 学生练习阅读技巧，提高阅读速度和理解能力。
三、词汇练习1. 老师提供词汇练习，让学生运用所学词汇。
2. 学生独立完成练习，老师批改并讲解。
四、写作训练1. 老师讲解写作技巧，如段落结构、句子连接等。
2. 学生根据课文内容，进行写作练习。
3. 老师点评学生的作文，指出优点和不足。
五、总结1. 老师总结本节课的学习内容，强调重点和难点。
2. 学生回顾所学知识，巩固所学内容。
教学反思：本节课通过精读课文、词汇练习、阅读技巧训练和写作训练等多种教学方法，帮助学生掌握课文内容，提高阅读理解和英语表达能力。
在教学过程中，老师要注意关注学生的学习情况，及时调整教学策略，确保学生能够更好地吸收知识。
同时，培养学生的跨文化交际意识，提高学生的综合素质。
现代大学英语精读1unit1教案
一、教学目标1. 掌握本单元的关键词汇、短语和常用句型。
2. 理解课文内容，提高阅读理解能力。
3. 培养学生的自主学习能力，激发学习兴趣。
二、教学重点1. 词汇：掌握本单元的关键词汇和短语。
2. 句型：学会运用常用句型进行表达。
3. 阅读理解：提高阅读速度和理解能力。
三、教学难点1. 词汇的记忆和应用。
2. 常用句型的运用。
四、教学准备1. 教学课件2. 课文原文3. 词汇卡片4. 练习题五、教学过程1. 导入新课（5分钟）教师简要介绍本单元的主题，激发学生的学习兴趣。
2. 词汇教学（15分钟）（1）展示词汇卡片，让学生认读和拼写。
（2）讲解词汇的用法和搭配。
（3）通过例句让学生掌握词汇的应用。
3. 句型教学（10分钟）（1）展示常用句型，让学生跟读和模仿。
（2）讲解句型的结构特点。
（3）让学生运用句型进行表达。
4. 阅读理解（20分钟）（1）让学生快速阅读课文，了解大意。
（2）教师提问，检查学生对课文的理解。
（3）分析课文中的重点段落，讲解难点。
5. 练习环节（15分钟）（1）完成课后练习题，巩固所学知识。
（2）教师讲解练习题的正确答案和解题思路。
6. 总结与作业布置（5分钟）（1）对本节课的内容进行总结。
（2）布置课后作业，让学生复习巩固所学知识。
六、教学反思1. 关注学生的学习进度，及时调整教学策略。
2. 加强对词汇和句型的讲解，提高学生的语言表达能力。
3. 注重阅读理解能力的培养，提高学生的阅读速度和理解能力。
七、课后作业1. 复习本单元的词汇和句型。
2. 阅读课文，思考课文中的重点段落。
3. 完成课后练习题。
八、教学资源1. 教学课件2. 课文原文3. 词汇卡片4. 练习题九、教学评价1. 学生对词汇和句型的掌握程度。
2. 学生阅读理解能力的提高情况。
3. 学生自主学习能力的培养。
大学精读1unit1课文教案
一、教学目标1. 知识与技能：（1）掌握课文中出现的关键词汇和短语；（2）理解课文的主旨和结构；（3）提高学生的阅读理解能力和语言表达能力。
2. 过程与方法：（1）通过阅读和分析课文，培养学生独立思考和解决问题的能力；（2）引导学生运用多种阅读策略，提高阅读效率；（3）鼓励学生积极参与课堂讨论，培养团队合作精神。
3. 情感、态度与价值观：（1）激发学生对英语学习的兴趣，培养良好的学习习惯；（2）引导学生关注社会现象，培养批判性思维；（3）培养学生的社会责任感和人文素养。
二、教学内容1. 课文内容：本单元课文以“社会现象”为主题，主要讲述了现代社会中的一些现象，如人口老龄化、环境污染、教育问题等。
2. 课文结构：（1）引言：介绍课文主题；（2）正文：分析各种社会现象；（3）结论：总结全文，提出建议。
三、教学重点1. 关键词汇和短语；2. 课文主旨和结构；3. 阅读理解策略。
四、教学过程1. 导入新课（1）教师简要介绍课文主题，激发学生兴趣；（2）引导学生回顾已学过的相关知识，为课文学习做好铺垫。
2. 阅读课文（1）学生自读课文，勾画生词和短语，查阅词典；（2）教师引导学生分析课文结构，了解段落大意；（3）针对重点词汇和短语，进行讲解和拓展。
3. 课堂讨论（1）教师提出与课文相关的问题，引导学生思考；（2）学生分组讨论，分享自己的观点和看法；（3）教师组织全班讨论，总结各小组的观点。
4. 总结全文（1）教师引导学生回顾课文内容，总结主旨；（2）针对课文中的社会现象，提出自己的看法和建议。
5. 作业布置（1）复习课文中的关键词汇和短语；（2）撰写一篇关于课文主题的短文，表达自己的观点。
五、教学评价1. 课堂参与度：观察学生在课堂上的表现，如发言、提问、讨论等；2. 阅读理解能力：通过课堂讨论和作业完成情况，评估学生的阅读理解能力；3. 语言表达能力：通过课堂讨论和作业，评估学生的语言表达能力。
大学英精读1unit1教案
教学目标：1. 让学生了解英语精读的重要性，培养良好的阅读习惯。
2. 提高学生的英语阅读理解能力，培养思辨思维。
3. 增强学生的词汇量，提高英语表达能力。
教学内容：1. 英语精读的基本概念和技巧2. 阅读理解策略3. 词汇积累和运用教学重点：1. 阅读理解策略2. 词汇积累和运用教学难点：1. 阅读理解中的思辨思维2. 词汇的灵活运用教学过程：一、导入1. 教师简要介绍英语精读的概念和重要性，引导学生认识到精读在英语学习中的地位。
2. 引导学生回顾已学过的英语阅读技巧，激发学生的学习兴趣。
二、阅读理解策略1. 教师讲解阅读理解的基本策略，如：快速浏览、寻找主题句、判断文章结构等。
2. 学生练习阅读短文，运用所学策略进行理解。
三、词汇积累和运用1. 教师讲解词汇积累的重要性，介绍词汇积累的方法。
2. 学生练习词汇积累，通过例句理解词汇含义和用法。
四、课堂练习1. 教师选取一篇适合学生水平的短文，要求学生在规定时间内完成阅读理解。
2. 学生分组讨论，分享阅读理解过程中的收获和困惑。
3. 教师对学生的阅读理解进行点评，纠正错误，巩固所学知识。
五、课堂小结1. 教师总结本节课所学内容，强调阅读理解策略和词汇积累的重要性。
2. 学生分享自己在课堂练习中的收获和体会。
六、课后作业1. 学生完成课后阅读任务，积累词汇，提高阅读理解能力。
2. 学生撰写一篇关于阅读理解的短文，阐述自己的观点。
教学反思：1. 本节课通过讲解阅读理解策略和词汇积累方法，提高了学生的英语阅读理解能力。
2. 在课堂练习环节，学生积极参与，分享自己的阅读体验，培养了团队协作能力。
3. 在课后作业中，学生能够将所学知识运用到实际阅读中，提高自己的英语水平。
教学评价：1. 学生对英语精读的认识和兴趣有所提高。
2. 学生的阅读理解能力和词汇积累能力有所提升。
3. 学生在课堂练习和课后作业中的表现良好，能够积极参与，完成任务。
现代大学英语精读1教案
1.Understanding of the languag。e 2. Analysis of long sentences. 3. The study of the core words and expressions.
Difficult points: ：
1. Elliptical question , rhetorical question and inverted sentences 2. “ with ” absolute structure
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 appearanceof The Cairo Trilogy in 1957 made him famous throughout the Arab world as a depictor of traditional urban life.
大学精读1unit教案
教学目标：1. 理解课文内容，提高阅读理解能力。
2. 学习并运用课文中出现的词汇和短语。
3. 培养学生的英语口语表达能力和听力理解能力。
4. 增强学生的文化素养，了解西方国家的风土人情。
教学重点：1. 课文中的重点词汇和短语。
2. 课文的主旨大意。
3. 课文中的语法结构。
教学难点：1. 课文中较为复杂的语法结构。
2. 课文中的文化背景知识。
教学准备：1. 课件或黑板。
2. 课文及参考译文。
3. 词汇卡片。
4. 声音资料。
教学过程：一、导入（5分钟）1. 教师简要介绍课文背景，激发学生学习兴趣。
2. 提问：What do you think will be discussed in this unit?二、阅读课文（20分钟）1. 学生自读课文，了解课文大意。
2. 教师提问，检查学生对课文的理解程度。
3. 教师讲解课文中的重点词汇和短语。
三、词汇学习（10分钟）1. 教师引导学生归纳课文中的重点词汇和短语。
2. 学生跟读词汇，加强记忆。
3. 教师带领学生运用词汇进行口语练习。
四、语法讲解（10分钟）1. 教师讲解课文中的语法结构。
2. 学生跟读并模仿例句。
3. 教师检查学生的语法运用情况。
五、文化背景知识（10分钟）1. 教师介绍课文中的文化背景知识。
2. 学生讨论并分享自己对相关文化的了解。
3. 教师总结并拓展相关知识。
六、口语练习（10分钟）1. 教师设计情景对话，让学生运用所学词汇和语法进行口语练习。
2. 学生分组进行对话，教师巡回指导。
七、总结与作业（5分钟）1. 教师总结本节课所学内容。
2. 布置课后作业：a. 复习课文中的重点词汇和短语。
b. 拓展阅读，了解相关文化背景知识。
c. 完成课后练习题。
教学反思：本节课通过阅读、词汇学习、语法讲解、文化背景知识介绍和口语练习等多种教学手段，帮助学生提高了阅读理解能力、词汇运用能力和口语表达能力。
在教学过程中，应注意以下几点：1. 注重学生的主体地位，鼓励学生积极参与课堂活动。
现代大学英语第一册 Leeson 1 教案
Lesson OneHalf a Day---Naguib MahfousLecturer: FelixLesson One: Half a day---by Naguib MahfousProcedure:Preview before classStage I: Check on Preview (50 m)Stage II: Warm-up Activities (20 m)Stage III: Background (5 m)Stage IV: Detailed Discussion (200 m)Stage V: retelling and summary (25 m)Stage VI: Exercises (100 m)Preview of Unit 1Part One: Text reading (10 pt)Reading the text as loudly, accurately, fluently as possible; following the speakers in the tapePart Two: V ocabulary and Phrases (10 pt)Looking up the dictionary and find a proper English definition of the new wordsTrying to get the main idea of the text and figure out the outline of the textPart Four: Preparatory work of oral work (10 pt)Getting ready for the prepared questions in the oral workPart Five: Research Work (10 pt)Doing some research on the related information of the text, and getting ready to share the information with your group in classA style in writing: allegoryA Prepared Topic for Discussion After ClassWe are just like a flash in the universe if we are considered from the history point of view. So what do you think is the most important thing in your life since it is so short like a flash?Stage I: Check on Preview (50 m)In this session, students are expected to prepare the lesson before class and collect some materials printed or written. Students are checked at random (using the cards), and they are graded.To check on reading, ask 5 or 6 students to read the text loudly and clearly (using the cards). Marks are given based on their accuracy, fluency and intonation.To check on vocabulary, ask 5 or 6 students to give the new words from this unit simple English definition (using the cards). Marks are given based on their exactness.To check on General understanding, ask 5 or 6 students to figure out the main idea, the theme and the outline of the text (using the cards). Marks are given based on their degree of understanding of the text.Main Idea:The narrator begins the day as a young boy entering school for the first time, but leaves the schoolyard an old man whose life has passed in what seemed like only ''half a dayThemes --Life/The Human Condition''Half a Day'' can only be fully understood if interpreted as an allegorical tale, in which each element is symbolic of some greater meaning. The central allegorical motif of "Half a Day'' is that a morning spent in school is symbolic of an entire lifetime spent in the school of life.Everything that occurs in the story represents common experiences of the human condition: birth, childhood, old age, death, the afterlife, religion, love, friendship, pain, fear, joy, learning, memory, and nostalgia, as well as the cycle of life from generation to generation....Outline: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 a punishment．The second part (para．8一16)describes how the boy felt about school. He found that lire 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．To check on oral work, ask 5 or 6 students to answer some of the questions in the part “oral work” in this unit (using the cards). Marks are given based on their accuracy, fluency and intonation.To check on information searching, ask 5 or 6 students to share his/her findings with the class (using the cards). Marks are given based on value of the information and their expression of themselves.Stage II: Warm-up Activities (20 m)Task One: Brainstorm✓Suppose one day you went to a mountain and drank sth an old man offered, then you fell asleep. When you woke up you found yourself an old man and great changes had occurred in your town during your absence. ----Imagine the rapid changes in society.Task Two: Brainstorm words that are related to the common experience of the human condition （the experiences, emotions, needs etc that all people share, especially considered as a situation from which it is impossible to escape）---birth, childhood, old age, death, the afterlife, religion, love, friendship, pain, fear, joy, learning, memory, and nostalgia(思家病, 乡愁, 向往过去, 怀旧之情;)Task Three: Discuss the following questions in a group✓What did you feel on the first day to school?✓What happened on the first day to school?Stage III: Background (5 m)Author BiographyIn 1911 Mahfouz was born in Cairo, Egypt, the youngest of seven children in a lower middle-class family. His father was a strict Muslim and he was raised in a strong religious atmosphere. He earned an undergraduate degree in philosophy from the University of Fuad (now Cairo University) in 1934.Although his first short story was published in 1932, Mahfouz did not decide to become a writer until two years after graduating from college. He also maintained a career as an Egyptian bureaucrat. His first position was in the Ministry of Waqfs, the body overseeing pious Muslim foundations.16 of his novels have been adapted for films and his prose works have been compared in spirit and tone to the social realism of Balzac and Dickens. His most famous work The Cairo Trilogy(1957) is a sequence of novels that describes theHistorical ContextEgypt in the Twentieth CenturyMahfouz has been a witness to all of the major events in Egyptian history during his lifetime. Many of these events have had a profound effect on the subject matter, style, and political implications of his stories and novels.In 1922 Egypt gained independence from British rule. With the establishment of Israel as a sovereign nation in 1948, Egypt, and much of the Arab world, became engaged in a series of conflicts with Israel. As soon as the Israeli state had been formed, the surrounding Arab nations of Egypt, Syria, Iraq and Jordan attacked the...Stage IV: Detailed Discussion (200 m)Part OneSection A: Vocabulary/phrases1.alongsidenext to the side of somethingA car drew up alongside .Children's prices are shown alongside adult prices.2.clutchingto hold something tightly because you do not want to lose itHe clutched the rope we threw to himbe clutching at straws：[especially British English]to be trying everything possible to find a solution or hope in a difficult situation, even though it will probably be unsuccessfulI knew that trying the alternative medicine was just clutching at straws3.progressslow or steady movement somewhereWe made good progress despite the snow.in progress：[formal] happening now, and not yet finishedA lecture was in progress in the main hall.4.from time to timesometimes, but not regularly or very oftenHe goes to see his grandparents from time to time，about five or six times a year.5.be lined withto form rows along the sides of somethingThe street was lined with small shops.a tree-lined avenue6.palmalso palm tree：a tropical tree which grows near beaches or in deserts, with a long straight trunk and large pointed leaves at the top棕榈树date palm椰枣树PART OF HAND◀the inside surface of your hand, in which you hold things7.make sb/sth out of sb./sth.to make sb／sth．become．．．The coach made first class runners out of these ordinary girls.8.convinceto make someone feel certain that something is trueHer arguments didn't convince everyone, but changes were made.Baker had to convince jurors that his client had been nowhere near the scene of the murder.The officials were eager to convince us of the safety of the nuclear reactors.9.[phrase] it is no good／use doing sth．or there is no good to be had in doing sth：It is not useful to do sth．It’s no good crying over spilt milk．10.tear sb away fromtear somebody away phrasal verb: to make yourself or someone else leave a place when you or they do not want to leaveHe was enjoying the fun and couldn't tear himself awayThe child was tom away from its mother’s arms. 孩子被人从母亲的怀里夺走了。
现代大学英语第一册教案自制详细Lesson 1.doc
现代大学英语楮读丨Lesson One Lesson One Half a DayTeaching Procedure 1 • Warm-upActivities2.Background Information3.Text Appreciationnguage Study5.ExerciseI.Warm-up ActivitiesDiscussion:1.On “First Day at School”Was it hard for you to leave home for the first time in your life?Who saw you off at the railway station?Who came to school with you?What did he/shc say to you on the way?What do you think is the business of university? What do you expect to learn here?Did you feel you were a stranger the first day you arrived?Did you find the university just as you had imagined? In what way was it as you imagined, and in what way wasn't it?Were you disappointed when you found it wasn't as good as you had expected?Enjoy the poem:First Day at SchoolIt's hard to explain, the way I feel;A place unknown but is so real!A soft voice welcomes me to the place,I look up to see a lady's smiling face.I'm led to a tabic that is covered with shapes,A young girl my age says Hi I am Grace,1 am three, but soon will be four.I am a big girl and not afraid any more.I forever trying new things and learning everyday.And the best thing is I having fun while I play!Days go on and I encounter many new experiences and friends, Ifeel like Pm on a roller coaster, which never seems to end. Today Iwrote my name for the very first time,My teacher hugs me and gives the most gracious smile.I feel full of pride; confident I can do anything if I try.If you come to Kindy you arc sure to find inside,Haj^)y smiles from children that continually shine!—Julie Me Millan2.On the Change of a CityWatch the pictures and discuss:现代大学英语精读1 Lesson OneDoes your hometown look like how it used to when you were in primary school?How much docs your hometown change?How do you see these changes?II. Background InformationAbout the author:Naguib MahfouzBom: December 11,1911 Cairo, Egypt Died: August30,2006 (aged 94) Cairo, Egypt Occupation:Novelist Nationality: Egyptian Notable work(s): TheCairo TrilogyHe has been described as M a Dickens of the Cairo cafes" and "the Balzac of Egypt".|Dickens: English novelist, generally considered the greatest of the Victorian period. Dickens enjoyed unrivaled popularity and fame during his career, and he remains popular, being responsible for some of English literature's most iconic novels and characters.The Adventures of Oliver TwistDavid Copperfield]The Cairo Trilogy in 1957 made him famous throughout the Arab world as a dcpictcr of traditional urban life.Each book in the trilogy was named after a suburb of Cairo. The first, Palace Walk; The second, Palace of Desire^ The third book, Sugar Street.Notable award(s): Nobel Prize in Literature (1988)httn://cn.\/\viki/Naguib MahfouzNaguib Mahfous was bom in 1911 in a suburb a Cairo and was educated at the Secular University in that city. Mahfous is the first Arabic-language author awarded the Nobel Prize in literature (1988).44Half a Day5* first appeared in The Time and the Place and Other Stories which was published in 1991 by the school press of American University in Cairo.IE. Text Appreciation1. General UnderstandingPlot: a little boy's first time lo go lo schoolSetting-, on the way to school at school onthe way homeZVo/a炉wiAvf.v: “1” -the boy in the story2.Thematic AnalysisEverything is changing!1.All my clothes arc new.2.School makes useful men out of boys.3.My misgivings had had no basis.4.Our path was not totally sweet and unclouded.5.The lady would sometimes smile, but yell and scold oAcn.6.The streets lined with the gardens disappeared.7.1turned out to be a grandpa.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.Time goes by quickly and many things can take place in your lifetime. Before you know it, a new society is bom.3.Text StructurePart 1 (paras. 1-7) : The boy f s misgivings about school.Questions for Part 1:①What does this part tell us about the boy’s relations with his parents?A: It seems that the boy was closer to his mother. Probably his mother was gentle while his father was strict.②How did the boy see school?A: A punishment (P 4); a prison (P6); a dreadful place(§)Rcad 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.A: Open.Part 2 (paras.8-16 ) : How the boy felt about schoolQuestions for Part 2:①Did the boy change his attitude towards school after entering it? A:P 13.②How many experiences did the boy tell us about the school life? A:P14.Part 3 {paras. 17-20 ): Walking out of the school, he found time had changed even'thing.Questions for Part 3:(D What did he see on his way home?A:P17.(§) How do you understand the ending? What is the effect of this writing strategy? Do you know any other novels/stories written with the same strategy?A: The protagonist returns after being absent for a short time to find everything changed beyond recognition.Washington Irving's Rip Van Winkle. Rip was a simple good-natured man. One fine day he went with his dog to the mountains to hunt squirrels. He drank something a queer old man ofTcred him, and fell fast asleep. When he woke up he found himself an old man and that great changes had occurred in his village during his absence. In the village inn the portrait of King George 3 had been replaced by one of General Washington. This technique is often used to emphasize rapid changes in society.《贾奉雉》from《聊斋》贾奉雉才名冠世，考试却屡战屡败。
现代大学英语第一册教案unit1
A Short Introduction to Reading Strategies--- How to deal with Text A in the course bookⅠOn Texts1. Methods for gaining new information by reading:(a) Skimming (浏览)(b) Scanning (略读)(c) Close Reading (细读)(d) Summarizing (归纳)(e) Word-attack skills (猜词义)2. Reading DifferencesAchiever: someone who is successful, especially through skill and hard work. （尤指凭自己本领和努力）成功者。
High achiever：someone whose work is usually excellent or who usually succeeds, especially in school.事业成功的人(尤指学习成绩好的人)(a) Low achievers: Usually they are in extremes. Their emphasis is whether oncontent or on linguistic forms. They seldom combine themtogether.(b) High achievers: Their emphases vary in different tasks.(i) In the first two times, they do not use dictionaries, and justguess the meanings of new words; they only try to get the mainidea of the whole passage.(ii) Later (for the third or fourth times), they pay more attentionto linguistic forms and the passage‟s deep meanings as well asthe author‟s intentions.3. Proper steps for reading a passage like Text A(a) Fist Time: Just scan the whole passage quickly so as to get the main idea.(b) Second Time: Read closely in order to find reading difficulties; at the sametime, mark new words and unfamiliar phrases (sentence structures),then guess the meanings.(c) Third Time: Read the whole passage word by word and sentence by sentenceso as to master the new linguistic forms and the content.Simultaneously use dictionaries to check your guessing in Step (b);Do the exercises if necessary.(d) Fourth Time: Closely read the whole passage again to figure out the author‟sintentions, attitudes, implied meanings, and ect.4. Textbooks Vs. Outside Reading(a) Textbooks(i) Strong Points: The texts are well written and carefully selected; they useformal language, and are of wide genres[ˈʒɒrə, ˈ(d)ʒɒnrə] 类型,体裁, 风格. They introduce language points step by step, andtheir difficulties gradually increase. The texts are especially usefulfor building a sound basic knowledge about English.(ii) Weak Points: The texts have limited vocabulary size; only reading these texts is hard to form good reading habits.(b) Outside Reading(i) Strong Points: They can enlarge your vocabulary size and enrich yourbackground knowledge; they are useful for forming readinghabits.(ii) Weak Points: This kind of training lacks systematic and gradual training, so it is not good for building up your basic knowledge.(c) Our Solutions(i) Emphasize the importance of textbooks(ii) Advocate outside reading like newspapers, stories, abridged books, ect.(To be continued)ⅡRequirementsFull Attendance;Active Participation;Assignments (Homework; Journals ;) Journals ：a daily record of news and events of a personal nature; a diary日记；日志English-English & Chinese-English Dictionaries;Facilities: Radio; Recorder; Journal.Lesson One Half a DayI. Teaching ObjectivesCompel the students to make use of the reading strategies explained before;Let the students understand the way of fiction writing;Make the pupils figure out the main idea of Text A;Help the students learn the new vocabularies in the glossary part;Let the students acquire two word-formation skills:○a Verb + …-tion/ation/sion‟Noun;○b Adjective + …ly‟Adverb;Get the students familiar with the phrasal verb “MAKE & FIND”;Consolidate the students‟ understanding of some prepositions like in, at, on, etc.; II. Teaching Process1. Pre-class ActivitiesHow was your first day at college? Was it hard for you? Who went to see you off at the railway station? Who came to school with you? How do you feel about your military training experience? How do you imagine your university life like?Have you ever read or heard a fiction story? What was it? What are the common skills in fiction writing?What do you think does the story “Half a Day” tell us? Why?Background Information (40 minutes)Naguib Mahfouz——Education & BackgroundNaguib 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.背景知识（40分钟）通过问答和讲解的方式，帮助学生了解1.纳吉布•马福兹所受教育和一般背景;He is married, has two daughters and lives in Cairo.2.Naguib Mahfouz —— important worksNaguib 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 worldThe 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.纳吉布•马福兹的主要著作:阿拉伯世界的第一位诺贝尔文学奖获得者;纳吉布•马福兹笔下的世界: 无尽的拼搏与悲剧的人生Based on the Nobel Prize Winner's novel, the Egyptian Naguib Mahfouz. The story, translated from El Cairo to Mexico City's downtown, narrates the life of the members of the neighbourhood and the connection between them Don Ru, the owner of the local pub; Eusebia, his wife; Guicho, his son and Abel his friend, who emigrate to USA in search of fortune; Susanita, the single landtender always dreaming to marry a good man; Jimmy, the pub's employee, who extracts the money when Don Ru is notthere and finally marries Susanita; Alma, the very good looking girl, the Abel's dream, who becomes a luxury prostitute while he's away, etc. This movie won the Ariel (the Mexican Oscar) as best movie in 1995Introduction to the Text1. Writing --- the protagonist returns after being absent for a short time to findeverything changed beyond recognition.2. The best example --- Washington Irving‟s (1783—1859) “Rip Van Winkle”. Ripwas a simple good-natured man. One fine day he went with his dog to themountains to hunt squirrels. He drank something a queer old man offeredhim, he fell fast asleep. When he woke up he found himself an old man andthat great changes had occurred in his village during his absence. In thevillage in the portrait of King George III had been replaced by one of GeneralWashington. This technique is often used to emphasize rapid changes insociety.The setting of the story is not clear, but this is not import as long as what the author tries to get across is something universal.3. This technique is often used to emphasized rapid changes in society.Main Sections of the Text APart One (P1 to P7): The boy‟s misgivings about school. He thought school was a punishment.Part Two (P8 to P16): The boy‟s rich and colorful life in school, though disciplines and hard word are required.Part Three (P17 to P20): After school, the boy found the world has changed beyond measure; he turned to be an old man.beyond measureto a very great extent不可估量，极度it irritates him beyond measure.这让他产生了极大的愤怒。
现代大学英语精读第一册第一课课件Lesson1HalfaDay（可编辑）
Lesson1 Half A Day Lesson 1 –Half a Day Sentence Paraphrase 1 There are some exceptions to this reaction2 Were there no air on the earth there would be no life on it3 In no case should we waste our time4 There goes the bell5 Away hurried the customers back to 18 Lesson 1 –Half a Day Sentence Paraphrase 19 Then there was a band announcing the opening of a circus with clowns and weight lifters walking in front 17 Then there was a band that was announcing the opening of a circus The clowns and weight lifters were walking in its front Withndoing construction is used adverbially modifying announcing More examples To be continued on the next page Lesson1 –Half a Day Sentence Paraphrase 1 He stood there with a stick in his hand with n prep2 Paul soon fell asleep with the light still burning with n participle3 She cant go out with all these dishes to wash with n to do4 He was lying on the bed with all his clothes on with n adv The end of Sentence Paraphrase Lesson 1 –Half a Day Part Five ENTER Extension Oral Work Quiz Writing Lesson 1 –Half a Day Lesson 1 – Half a Day I Oral Work List Group discussion Memorable quotes Debating Lesson 1 – Half a Day I Oral Work 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 Suppose the narrator found his home at last What would happen afterthat Work in groups Make up your own story of Half a Day and perform it Tell your funny stories about your first day at schoolBrainstorm in groups The end of Group discussion Lesson 1 –Half a DayI Oral Work Education has for its object the formation ofcharacter SpencerHerbert Education is a progressive discovery of our own ignorance W Durant Education makes a people easy to lead but difficult todrive easy to govern but impossible to slave H P Brougham How do you understand the following quotes Translation Tobe continued on the next page Lesson 1 – Half a Day I Oral Work教育以造就人的品质为其目标斯宾塞英格兰哲学家教育是一个逐步发现自己无知的过程杜兰特美国历史学家散文家教育使一个国家的人民容易领导但是难于驱使容易治理却不可奴役布罗厄姆英国政治家 The end of Memorable quotes Lesson 1 – Half a Day Howdid the boy feel the first day he went to school What happened the firstday at school How did the boy like school life Was school life just a matterof playing and fooling around What did he see on his way home Text AnalysisFurther discussion on the text The end of Further Discussion Lesson 1– Half a Day Writing Devices Now observe the following paragraphcarefully What strikes you most I did not know what to say The gatewas now closed Some of the children burst into tears The bell rang A ladycame along followed by a group of men The men began sorting us into ranksWe were formed into an intricate pattern in the great courtyard surroundedby high buildings from each floor we were overlooked by a long balconyroofed in wood Para 11 The great use of short and simple sentencesTo be continued on the next page Lesson 1 – Half a Day Writing DevicesMore examples I walked a few steps then came to a startled halt Good LordWhere was the street lined with gardens Where had it disappeared to Whendid all these cars invade it And when did all these people come to reston its surface How did these hills of rubbish find their way to cover itssides And where were the fields that bordered it High buildings had takenover the street was full of children and disturbing noises shook the airPara 17 Good God I was in a daze My head spun I almost went crazy Para18 Why did the author prefer to use short and s。
《Lesson One》 教学设计
《Lesson One》教学设计一、教学目标1、知识与技能目标学生能够掌握本节课的重点词汇和句型，如_____、＿____等，并能在实际情境中正确运用。
学生能够理解课文的主要内容，准确获取关键信息。
2、过程与方法目标通过听、说、读、写等多种语言实践活动，提高学生的语言综合运用能力。
培养学生的自主学习能力和合作学习能力，引导学生学会运用有效的学习策略。
3、情感态度与价值观目标激发学生学习英语的兴趣，增强学习自信心。
培养学生的跨文化意识，拓宽国际视野。
二、教学重难点1、教学重点重点词汇的发音、拼写和用法。
重点句型的结构和运用。
理解课文的主旨和细节。
2、教学难点如何引导学生在实际情境中灵活运用所学知识。
帮助学生克服语言障碍，准确理解课文中的长难句。
三、教学方法1、任务驱动法布置各种任务，如小组讨论、角色扮演等，让学生在完成任务的过程中掌握知识和技能。
2、情景教学法创设真实的语言情景，让学生在情景中感受语言的实际运用。
3、讲授法对于重点知识和难点知识，进行详细的讲解和分析。
四、教学过程1、导入（5 分钟）通过播放一段与本节课主题相关的英语视频或展示一些图片，引起学生的兴趣，导入新课。
提问学生关于视频或图片的内容，引导学生用简单的英语进行回答，从而激活学生已有的知识储备。
展示本节课的重点词汇，带领学生读准发音，讲解词汇的含义和用法。
通过例句、图片等方式帮助学生加深理解。
组织学生进行词汇练习，如拼写、造句等。
3、句型学习（10 分钟）呈现重点句型，讲解句型的结构和用法。
设计一些情境，让学生进行句型操练，鼓励学生大胆开口说英语。
4、课文学习（15 分钟）让学生先快速阅读课文，了解课文的大致内容。
然后，教师详细讲解课文，分析课文中的语言点和重难点句子。
组织学生进行精读，回答相关问题，加深对课文的理解。
5、小组活动（10 分钟）将学生分成小组，让他们根据课文内容进行角色扮演或讨论。
每个小组推选代表进行展示，其他小组进行评价和补充。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
2.Background Information:
1)About the author: Naguib Mahfouz—Education & Background
2. Oral work:What, in your opinion, makes a perfect school life?
3. Do some further reading.
教学内容与组织安排
Text AHalf a Day
Naguib Mahfouz
Period One &Two
I. Introduction to the Text (5minutes)
2). Did you find the Uni. just as you had imagined?
3). Are you afraid of leaving home and your dearest parents to a strange place?
4). Can you live independently or take care of yourself very well
prehend the text structure
3.understand the rhetorical features of the text
4.have a better understanding of the text
5. express their views on college life
Naguib Mahfouz was born on the 11th Dec. 1911 in an old quarter ofCairo, the youngest son of a merchant. He studied philosophy at King Faud I (nowCairo) University, graduating in 1934. He worked in university administration and then in 1939 he worked for the Ministry of Islamic Affairs. He was later Head of the State Cinema Organization 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 inCairo.
2)Important works
Naguib Mahfouz was the first Arab to win the Nobel prize for literature, in 1988. He has been described as "a Dickens of theCairocafés" 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.
1. Writing --- the protagonist returns after being absent for a short time to find everything changed beyond recognition.
2. The best example --- Washington Irving’s (1783—1859) “Rip Van Winkle”
教学重点和难点
1 The understanding of the complicated sentences
2 Important language points
3 Translation exercises: C-E and E-C
思考题
或
作业
1. Collecting information of the authorNaguib Mahfouz
5). What’s your dream you want to realize during the four academic years?
6). What do you think of the relationship between the teachers and the students?
现代大学英语精读1Lesson One教案
教 案
周次
第1周，第次课
授课时间
年月日
授课章节
Lesson One Text AHalf a Day
本（章）节
授课方式
课堂讲授（）实践课（）
教学时数
学时
授
课
要点Βιβλιοθήκη 本（章）节教学目标Students are expected to
e the words and phrases freely
3. This technique is often used to emphasized rapid changes in society.
II. Overview of the text (40minutes)
1.warming-up questions
1). What’s your deepest impression of your first day to the Uni.