大学英语语法教案 LessonOne 张克礼
新思路大学英语基础教程第一册(第二版)教案unit1
一、单元整体解读及分析
单元内容
本单元主要围绕“大学目标与计划”这一话题，讨论和学习关于制定计划和目标的表达方式，并通过语音和语法学习，熟记掌握基本的英语语音发音，学会熟练运用系动词“be”的一般现在时用法及人称代词、物主代词的用法等等。
Step 1
Teacherasks some students to list examples or quotations about plans or goals they have known.
Step 2
Read the quotations in thetextbookand make a brief introduction to this unit.
2.学会简单总结语法知识规律，并且能够区分人称代词和物主代词在含义和用法上的不同。
教学难点
1.通过场景对话和短篇阅读，快速提取、分析、处理信息，提高理解能力。
2.语法知识系动词“be”的一般现在时和代词的熟练掌握和灵活运用。
教学方法
交际教学法、情景教学法、任务型教学法。
教学手段
多媒体课件、视频、音频等。
3mins
2.Warm-up
Teacher asks students questions to arouse theirinterests:
1)What do you want to gain from college education?
For example: get more professional knowledge, improve self-ability, increase self-confidence, etc.
NCE1-L1-Shirley新概念第一册教案
Lesson 1 Excuse me?教师: _____Shirley____ 班级: ____NCE I (9)___ _ 年级：四年级教学时间: 90分钟教材：新概念英语第一册人数：______15_____一：教学重点、难点教学重点：1．Is this your…?句型的掌握2.对以上句型作肯定回答Yes,it is.3.Parden?与Yes?的语境使用教学难点：1. handbag要求四会二：教具准备：A handbag三：教学目标：(从知识、能力、非智力因素三方面定位教学目标)1.能够正确地运用Is this your…?而且能很快地造句并灵活地替代。
2. 引导学生积极运用所学英语进行表达与交流，培养学生的英语口头表达能力和运用英语的能力(口语表达设计)4.课文很简单要求默写。
四：教学流程：Step1 Warming-up(8minutes)(1) GreetingsT: Good afternoon, my dear students!S: Good afternoon！T:My name is Shirley,Nice to meet you here!What’s the weather like today?S:It’s a sunny day!T:How are you feeling today?S：Very good.T:What day is it today?S:It’s Saturday.T:What’s the date today?S:It’s…T:OK,everybody, stand up,If you hear”handbag”,you can put up your hands and ask me a question. So you can sit down.OK.now let’s begin.Today,I went to Rainbow Supermarket and I bought a handbag.Ok,Lily,you please.L:Where are you from?(学生自己设定问题)T:I am from Hunan.(老师可以根据情况来回答)…从此环节可以锻炼孩子主动说的能力，很多孩子只会回答，从来不会主动去说，通过这样的形式可以让孩子养成主动用英语去跟别人交流的习惯。
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。
大学英语全新版第一册unit 1 教案
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《大学英语》第一册教案 大学英语》 New College English---Book 1/Unit 1
1. The idea of becoming a writer …. took hold. → Ever since I was a child in Belleville, I had thought of becoming a writer from time to time, but I didn’t make up my mind until I was in the eleventh grade. 2. off and on → from time to time, now and again, irregularly. e.g.
《大学英语》第一册教案 大学英语》 New College English---Book 1/Unit 1
授 课 标 题 授 课 教 师
Unit One
系 别 教学目标
Growing
班 级
Up
授 课 时 间
Teaching Objectives
Students will be able to: 1. Grasp the main idea and structure of the text. 2. Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point-by-point method or one-side-at-a-time method). 3. Master the key language points and grammatical structures in the text. Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.
现代大学英语第一册Lesson1
Lesson OneAnother School Year---What For？Teaching Objectives1 Introduction to the Text2 Text Appreciation3 V ocabulary Focus:(1) Suffix---ize, from Greek, is used to form verbs meaning “to make; to become; to put into thestated place”(2) Suffix---fy, from Latin, is used to form verbs meaning “to cause to become; to make”4 Grammar Focus:(1) Different ways of future time expressed(2) The use of emphasizing coordinate conjunctionsTeaching ProcedurePre-task1. Introduction to the Text(1) The Purpose of College EducationEvery September when new students first come to a university, they have a week or so of orientation preparing them for the years to come. In the sessions a series of talks and tours are organized to help freshmen to understand the purpose, rules and regulations of the universities, and to learn how to use the facilities, to plan their studies, to handle relationships and even how to budget for their expenses at college. The essay is originally a talk Professor Ciardi gave during such a session. What he tries to drive home is what students come to a university for. He points out that a university’s purpose is not only to give its students sufficient training for a career, but also to put them in touch with the best of what the human race has achieved — both the techniques and spiritual resources of mankind. This way, they will become specialists and civilized members of society as well. What Professor Ciardi said years ago is relevant to China’s institutions of higher learning.The 21st century is often referred to as an age of information and of globalization. In this age, we need people who will be able not only to keep up with the latest advances in science and technology, but also to communicate with other people and other nations. Therefore college students are expected to develop in an all-around way to meet the needs of the new century. While at college, students should be avid readers and learners and arm themselves with the best of mankind’s tech niques and spiritual resources, and seize all opportunities to cultivate the spirit of teamwork, the ability to handle emergencies and to work under pressure.When emphasizing the two-fold purpose of colleges and universities, the writer seems to think that technical training school s don’t have to expose their students toprofound ideas. We think that all schools, as well as colleges and universities, should aim at turning out useful and civilized members of society.(2) StyleAs it is originally a talk, the writer adopts a basically colloquial and familiar style. As you read, you feel as if the professor is talking to you face to face. To recreate the scene of his encounter with the tall boy in his office, he uses the direct speech. This way, the reader can imagine the ignorance and arrogance of the student. The sentence structure is generally not very complicated. But there are a few long and involved sentences in the second part of the text, for example, the last sentence in Paragraph 12. And the last paragraph consists of two very long ones.The tone in the first part is humorous and mildly sarcastic. The pharmacy major is referred to as “a beanpole with hair on top”, “this specimen” and “this particular pest”.2. Warm-up questions(1) Do you agree the point of view that universities are only for job training? Whatelse should a student strive for in a university?(2) How would you respond if your friend declares that he/she is only interested inlearning some job skill and therefore has no use for literature, philosophy, politics, history, art, music, etc.?Task- cycle1. ThemeThe author tries to clarify the purpose of a university: to put the students in touch with the best civilization that human race has created.2. StructurePart 1 (Paras.1- 8):The writer describes his encounter with one of his students.Part 2 (Paras.9-14):The author restates what he still believes to be the purpose of a university: putting its students in touch with the best civilizations the human race has created.3. Detailed study of the text (In this part, students are asked to take part in various activities.)(1) Let me tell you one of the earliest disasters in my career as a teacher.Let me tell you something that happened when I first became a teacher. It was one of the exasperating experiences in the first days of my teaching career.The word “disaster” often means “an unexpected event, such as a very bad accident, a flood or a fire that kills a lot of people or causes a lot or damage”. Here, used informally, it means “a complete failure”. The writer exaggerates the situation and uses the word humorously.(2) …I was fresh out of graduate school starting my first semester at theUniversity of Kansas City.…I was fresh out of graduate school starting my first semester at the University of Kansas City.be fresh out of/from sth. : to have just come from a particular place; to have just had a particular experience, e.g.Students fresh from collegeAthletes fresh from their success at the Ninth National Games(3) News as I was to the faculty, I could have told this specimen a number ofthings.Though I was a new teacher, I knew I could tell him what he could but did not say to the student.Note that the writer now referred to the student as a specimen in a humorous way, meaning he was typical of those students who came to a university just to get training for a career, as if he were typical of a certain species of animal.new to sth. : not yet familiar with sth. because you have only just started, arrived, etc.(4) I could have pointed out that he had enrolled, not in a drugstore-mechanicsschool, but in a college and that at the end of his course meant to reach for a scroll that read Bachelor of Science.I could have told him that he was now not getting training for a job in a technical school but doing a B.S. at a university.mean to do sth. : to intend to do sth.reach for sth. : to try to obtain sth.read Bachelor of Science: to have Bachelor of Science written on the certificate.(5) It would certify that he had specialized in pharmacy, but it would furthercertify that he had been exposed to some of the ideas making has generated within its history.The B.S. certificate would be official proof that the holder had special knowledge of pharmacy, but it would also be proof that he/she had been exposed to some profound ideas of the past.certify that … : to state officially, especially in writing that … , e.g.This is to certify that Ms. Li Lin worked at the IBM Beijing Office from January 1998 to June 2000.specialize in :to limit all or most of one’s study, business, etc. to a particular activity or subject, e.g.Professor Zhang specializes in American drama.My sister specializes in contract law.At age 30, he started a company specializing in home computers.generate: to produce or create sth. ,e.g.They have a large body of young people who are capable of generating new ideas. This machine can generate electricity in case of a power failure.(6) I could have told him all this, but it was fairly obvious he wasn’t going to bearound long enough for it to matter.I didn’t actually say all this to him, because I didn’t think he would stay at college very long, so it wouldn’t be important whether or not he knew what university education was for.be around: to be present in a place; to be availablematter (to sb.): to be important or have an important effect on sb. /sth. , e.g.It doesn’t matter whether or not you agree. My mind is made up.Does it matter if I write in pencil?(7) Nevertheless, I was young and I had a high sense of duty and I tried to put itthis way…Instead of telling him the importance of an all-round education, I tried to convince him from a very practical point of view.(8) You will see to it that the cyanide stays out of the aspirin, that the bull doesn’tjump the fence, or that your client doesn’t go to the electric chair as a result of your incompetence.You have to take responsibility for the work you do. If you’re a pharmacist, you should make sure that aspirin is not mixed with poisonous chemicals. As an engineer, you shouldn’t get things out of control. If you become a lawyer, you should make sure an innocent person is not sentenced to death because you lack adequate legal knowledge and skill to defend your client.be employed in doing sth. : (written) to spend your time doing sth. , e.g.The old man’s days were employed in reading, writing, and doing Chinese boxing. The old lady was busily employed in knitting sweaters for her grandchildren.see to it that: to make sure that, e.g.Can you see to it that all the invitations are delivered today?I’ll see to it that everything is ready before the guests arrive.average out to: (informal) to come to an average or ordinary level or standard, especially after being higher or lower, e.g.Meals at the university average out to about 10 yuan per day.The restaurant’s monthly profits averaged out at 30% last year.(9) Along with everything else, they will probably be what puts food on yourtable, supports your wife, and rears your children.In addition to all other things (such as satisfaction) these professions offer, they provide you with a living so that you can support a family-wife and children. (10) Will the children ever be exposed to a reasonably penetrating idea at home? Will your children ever hear you talk about something profound at home?be exposed to (usually, a new idea or feeling): to be given experience of it, or introduced to it, e.g.To learn more about the world we live in, we should be expose to different cultures.Studying abroad, he was exposed to a new way of life.(11) Will you be presiding over a family that maintains some contact with the great democratic intellect?Will you be head of a family who brings up kids in a democratic spirit?preside over: to be in charge or to control a meeting or an event, here used humorouslymaintain contact with: to keep in touch with, here used figuratively(12) Will there be a book in the house?Will you be reading serious books (not just popular fiction)?(13) Will there be a painting a reasonably sensitive man can look at withoutshuddering?What kind of pictures will you put up in your house? Will you have a painting in your house that shows some taste?(14)Me, I’m out to make money.Be out do sth. /for sth. : to be trying to get or do sth. , e.g.The company is out to break in to the European market.Look out for such end-of-the-year sales. These shops are out to trick you into buying what you don’t need.(15) “I hope you make a lot of it,” I told him, “because you’re going to be badlystuck for something to do when you’re not signing checks.”Note the sarcastic tone of the writer. In spite of what he had said, the student didn’t seem to be convinced. What the writer means here is something like this: If you don’t have any goal in life apart from making money to satisfy your desire for material riches, go ahead and make a lot of it.be stuck for sth : not to know what to do in a particular situation, e.g.In the middle of the speech, he was stuck for words (= he didn’t know how to go on).(16) If you have no time for Shakespeare, for a basic look at philosophy, for thecontinuity of the fine arts, for that lesson of man’s development we call history-then you have no business being in college.If you don’t want to improve your mind and broaden your horizon by studying a little literature, philosophy and the fine arts and history, you shouldn’t be studying here at college.have no business doing sth. /have no business to do sth. : to have no right to do sth. , shouldn’t have been/be doing sth. , e.g.You’ve no business telling me what to do.He has no business criticizing her about her make-up.(17) You are on your way to being that new species of mechanized savage, thepush-button Neanderthal.You will soon become an uneducated, ignorant person who can only work machines and operate mechanical equipment (one who doesn’t know anything about literature, music, the fine arts, culture in general, etc.).on the/one’s way to: on the point of experiencing or achieving, e.g.She is on the way to becoming a full professor.That bright young man is on his way to being the sales manager of the company. Nancy is well on her way to a nervous breakdown.new species of mechanized savage:new type of humans who are intellectually simple and not developed and who can only work machinesthe push-button Neanderthal:an uneducated, ignorant person who can only use/operate machines by pushing the buttons.(18) Our colleges inevitably graduate a number of such life forms, but it cannotbe said that they went to college; rather the college went through them-without making contact.A number of such push-button savages get college degrees. We cannot help that. But even with their degrees, we can’t say that these people have received a proper college education. It is more accurate to say that they go through college without learning anything.life forms: used sarcastically, meaning these people are living creatures, but can’t think or reasongo through (a person) (like a dose of salts):(of food, etc.) to be quickly excreted/to pass through the body as waste matter without being digested; here, used figuratively and sarcastically(19) Not one gets to be a human being unaided.No one can grow up to be a civilized person without the help of others.get to be/to do sth.: to reach the point at which you are, feel, know, etc. sth. , e.g. Once you get to know her better, you’ll realize she is a compassionate person.His absent-mindedness is getting to be a big problem.(20) There is not time enough in a single lifetime to invent for oneself everythingone needs to know in order to be a civilized human.To become a civilized person, you need to acquire the knowledge and develop the culture a civilized society needs. One lifetime is too short to create an environment for you to become civilized.a single lifetime: the time during which a person is alivea civilized human: a person who is pleasant, charming and without roughness of manner(21) You pass the great stone halls of, say, M.I.T., and there cut into the stone arethe names of the scientists.If you pass the great stone hall of a university, M.I.T. (Massachusetts Institute of Technology) for example, you’ll see the names of the scientists cut into the stone.(22) The chances are that few, if any, of you will leave your names to be cut intothose stones. Yet any of you who managed to stay awake through part of a high school course in physics, knows more about physics that did many of those great scholars of the past.Only very few, if any at all, of you will turn out to be great scientists and have your names cut into those stones. But if you were attentive enough in your high school physics class, any of you knows more about physics that many of those scientists whose names are cut into the stones.(the) chances are: it is likely(23) You know more because they left you what they knew, because you can startfrom what the past learned for you.You know more about physics not because you’re more talented that those scholars of the past, but because they left their knowledge to you, and because everything you first learn is what people learnt in the past. In other words, all human knowledge has been accumulated by people living in the past and has been passed on to us. You learn all this before you do any original research, or any research of your own.(24) And as this is true of the techniques of mankind, so it is true of mankind’sspiritual resources.This is the way we learn and develop the techniques of mankind. This is also how we inherit and advance mankind’s spiritual resources.Be true of (a person or a situation) : to apply to, e.g.It’s a wonderful opera. The music is superb. The same is true of the acting.The young tend to look ahead while the old like to look back upon the past. This is true in all nations(25) When you have read a book, you have added to your human experience. When you have read a book, you have enriched your life.(26) Read Homer and your mind includes a piece of Homer’s mind.When you read Homer’s works, you are sure to grasp some of his insights.(27) Through books you can acquire at least fragments of the mind and experience of Virgil, Dante, Shakespeare-the list is endless.Through reading their books, you can at least grasp a bit of the thinking and experience of such literary giants as Virgil, Dante, Shakespeare-there have been so many great thinkers and writers that it’s impossible to list them all here.(28) For a great books is necessarily a gift; it offers you a life you have not thetime to live yourself, and it takes you into a world you have not the time to travel in literal time.Because a great book is something given to us to enrich our lives. It presents to you a kind of life you don’t have a chance to experience yourself, and it describes for you places you don’t have time actually to visit.In literal time: in reality(29) A civilized mind is, in essence, one that contains many such lives and many such worlds.Basically, a cultured and educated person should know about such great variety of lives and worlds.In essence: basically, by nature, e.g.Hs is in essence an outgoing person.In essence they were asking for the impossible.(29) The faculty, by its very existence, say implicitly: “We have been aided bymany people, and by many books, in our attempt to make ourselves some sort of storehouse of human experience.”The existence of the faculty of the liberal arts college itself says in an implied way: “In our effort to make our faculty a place where our students can experience a variety of life they don’t have time to live themselves, we get a lot of help from many people and books, present and past…”(30) “We are here to make available to you, as best we can, that expertise.”“Our role/job/task is to do our best provide such knowledge for you (to become both specialists and civilized humans).”(be) here to do sth. : used to show your role in a situation, e.g.We’re all here to help you.Post-task1. Discussion(1) As a college student, what do you think of the question put forward by the author?Give your own answer to the question, and compare it with th e author’s.(2) After finishing reading the whole text, how do you evaluate the author’s answer? 2. Written work:Suppose you are the writer: write in about 130 words what you said to the tall student about the purpose of a university.Your retelling should contain three parts.1. How you came to talk about it2. What you said3. What you pointed out in conclusion。
大学英语1教材教案
课程名称：大学英语1授课班级：XX级XX班授课教师：XXX授课时间：2课时教学目标：1. 知识目标：- 掌握大学英语1的基本词汇和语法知识。
- 理解并运用常见的英语句型和表达方式。
- 培养学生阅读、听力、口语和写作的基本能力。
2. 能力目标：- 培养学生良好的英语学习习惯和自主学习能力。
- 提高学生的英语实际应用能力，为后续英语学习打下坚实基础。
3. 情感目标：- 激发学生对英语学习的兴趣，增强自信心。
- 培养学生的跨文化交际意识，提高人际沟通能力。
教学内容：1. 词汇：本节课主要学习与日常生活相关的词汇，如食物、天气、学校生活等。
2. 语法：复习一般现在时和一般过去时，学习一般将来时。
3. 阅读理解：阅读一篇关于校园生活的短文，理解文章大意，回答相关问题。
4. 听力：听一段关于校园生活的对话，理解对话内容，回答相关问题。
5. 口语：进行小组讨论，就校园生活的话题进行交流。
6. 写作：写一篇关于校园生活的短文，描述自己的校园生活。
教学过程：1. 利用多媒体展示校园生活的图片，激发学生的学习兴趣。
2. 引导学生用英语描述图片内容，复习一般现在时和一般过去时。
二、词汇学习（10分钟）1. 教师展示与校园生活相关的词汇卡片，引导学生朗读并拼写。
2. 学生分组进行词汇接龙游戏，巩固所学词汇。
三、语法学习（10分钟）1. 教师讲解一般将来时的构成和用法，举例说明。
2. 学生练习填空题，巩固语法知识。
四、阅读理解（15分钟）1. 学生阅读短文，了解文章大意。
2. 教师提问，检查学生对文章内容的理解。
3. 学生回答问题，教师点评。
五、听力训练（15分钟）1. 学生听对话，了解对话内容。
2. 教师提问，检查学生对对话内容的理解。
3. 学生回答问题，教师点评。
六、口语练习（10分钟）1. 学生分组进行讨论，就校园生活的话题进行交流。
2. 教师巡回指导，纠正学生的发音和语法错误。
七、写作训练（10分钟）1. 教师布置写作任务，要求学生写一篇关于校园生活的短文。
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。
大学英语第一册unit1教案
大学英语第一册unit1教案Unit 1 Some Strategies for Learning EnglishTeaching Objectives1. To require students obtain the information related to the text.2. To help students learn the new words and expressions.3. To get the students to communicate in English confidently.4. To teach the reading skill--- finding out word meanings through many different ways. Focuses and difficulties1.New words and phrases2.Reading skill--- finding out word meaningTeaching methodology1. Communicative method2. Cognitive method3. The Grammar-translation method4. The audio-lingual MethodTime allocation1.Preparation, new words and expressions ( 2 periods)2.Analyses of Passage A ( 2 periods)3.Exercises after Passage A ( 2 periods )4.Listening and speaking (2 periods )Teaching ProceduresI. Before ReadingBackground InformationActive Vocabulary and Passive Vocabulary Even native speakers of a language have both an active and a passive vocabulary. Active vocabulary consists of the words you use frequently and comfortably in speaking and writing, while passive vocabulary consists of the words you recognize when youread and listen. Therefore, when you encounter a new word or expression that you want to learn, you have to decide whether you want to be able to recognize it again or to make it part of your “active” vocabulary.II.Global Reading1.Discussion1) Do you think it useful to learn English with the help of some strategies?2) What strategies do you think can be employed in English learning?2. Q & A1) What is your definition of “language learning strategy”?2) Can we treat all new words in the same way? If no, how to divide new words into differentcategories, which deserve different treatment?3) What does the author want to tell us in Paragraph 4?Do you know the different meanings of the following two sentences?A) Besides Tom, everybody here has been to Beijing.B) Except Tom, everybody here has been to Beijing.4) What should you do if you cannot understand very well the English conversation or passage in a tape?5) If there is no partner, how could you practice speaking English?6) Do you agree with the author that in our learning environment reading is the main and most reliable source of language input? Why?7) What should be taken into consideration when you choose reading materials?8) According to the text, could you make a list of all that youcan write regularly?9) Do you have a pen pal? If yes, what do you often write to him or her?10) What is the relationship between reading, listening, speaking and writing?3. Discourse AnalysisA strategy refers to a set of carefully planned methods for achieving something that is difficult and may take a long time. In introducing some strategies, the author adopts the structure of Problem—Strategy within a paragraph to show us the problems in English learning and then proposes strategies to solve the problems. Please scan the text for some examples of the Problem—Strategy structure.III．Detailed Reading1.by no means: not at all我对目前的表现一点也不满意。
（完整版）E英语教程1unit1教案
（完整版）E英语教程1unit1教案E College English(Book One)E大学英语（I）Teaching Planning教学计划Teacher : Wang YingClass : Financial Management C1Accounting & Auditing C1 September11,2016Unit II Teaching objectives：1.Distinguish confusing pronunciations;2.Learn how to express greeting & response, making introductions & response;3.Improve reading skills;4.Grasp the main idea and the structure of the text；5. Master the key words and phrases and sentence patterns in the text;6.Practice grammar using in writing.7.Conduct a series of reading, listening, speaking related to the theme of the unit;8.Learn culture relatedII Teaching Allotment1.Listening (45mins)A. Skills: listening to the stressed wordsB. Functions: how to express greetings & response.C. Conversation one:D. Conversation two :E. Practice: conversation one and two and exercises.2.Speaking (45mins)A . Conclude the phrases about expressing greeting & responseB. Role - playC. Activities: role-play several situations according to guided conversationD. Discussion after listening:E. Passage listening :F. Discussion:3.Passage A study(4 sections):4.Passage B study(2 sections):5.Exercise & grammar practice(2sections):III Detailed study of text AA Mothe r’s Letter to the WorldLead-in (20 mins)A.Video watching & extended readingB.Warming-upQ1. Do you still remember what your parents told you when you started school ?What is it ?Q2. What are your parents’ expectation of you ? Have you realized them?Q3. What would you say to your parents when it is time for you to leavehome and start your own life?Q4. If it is time for your own child to go out into adult world, what would you say to him / her ?Language points.1. Title writing rules : A Mother’s Letter to the World(首字母大写，中间的虚词不大写)。
《Lesson One》 学历案
《Lesson One》学历案一、学习主题本课时的学习主题为“初步认识英语语言的魅力”。
二、学习目标1、学生能够准确掌握 26 个英文字母的书写和发音。
2、学会用简单的英语进行自我介绍，如“Hello, I'm 名字”3、理解并能运用一些常见的问候语，如“Hello!” “Good morning!” “How are you?”等。
4、培养对英语学习的兴趣，积极参与课堂活动。
三、学习资源1、英语字母卡片2、多媒体课件，包含英语歌曲、动画等3、练习本、铅笔四、学习过程（一）导入环节通过播放一首欢快的英语儿歌《ABC Song》，引起学生的注意，让他们在轻松愉快的氛围中初步感受英语的节奏和韵律。
（二）字母学习1、展示 26 个英文字母的卡片，按顺序依次教学生认读和书写。
每个字母的发音要清晰准确，让学生模仿跟读，并在练习本上进行书写练习。
2、组织学生进行字母大小写的配对游戏，加强对字母的记忆。
（三）自我介绍1、教师先进行自我介绍，如“Hello, boys and girls I'm Miss/Mr 姓氏Nice to meet you”，然后引导学生用“Hello, I'm 名字”的句型进行自我介绍。
2、让学生两人一组，互相进行自我介绍，练习句型的运用。
（四）问候语学习1、利用多媒体课件展示不同的场景，如早上在学校门口、下午在公园等，教授相应的问候语，如“Good morning!” “Good afternoon!” “How are you?” “I'm fine, thank you And you?”2、让学生分组进行角色扮演，运用所学的问候语进行交流。
（五）巩固练习1、组织学生进行字母书写比赛，看谁写得又快又好。
2、开展小组对话活动，让学生在实际交流中巩固所学的自我介绍和问候语。
（六）课堂小结1、回顾本节课所学的 26 个英文字母、自我介绍和问候语的句型。
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。
大学英语语法教案张克礼
课程名称：大学英语授课班级：XX级XX班授课教师：张克礼教学目标：1. 使学生掌握英语语法的基本概念和规则。
2. 培养学生运用语法知识进行语言表达的能力。
3. 提高学生的英语写作和口语水平。
教学重点：1. 英语句子的基本结构。
2. 时态、语态和语气。
3. 非谓语动词的用法。
教学难点：1. 复杂句的识别和解析。
2. 语法规则在实际语境中的运用。
教学时间：2课时教学过程：第一课时一、导入1. 教师简要介绍本节课的学习内容，让学生对英语语法有一个初步的了解。
2. 学生分享自己学习英语语法的心得和困惑。
二、新课导入1. 教师讲解英语句子的基本结构，包括主语、谓语、宾语、定语、状语等。
2. 通过例句让学生了解句子结构的组成。
三、讲解时态、语态和语气1. 教师讲解现在时、过去时、将来时、完成时等时态的用法。
2. 讲解主动语态和被动语态的区别。
3. 讲解陈述语气、疑问语气、祈使语气等语气的用法。
四、讲解非谓语动词的用法1. 教师讲解非谓语动词的种类，包括动词不定式、动名词和分词。
2. 讲解非谓语动词在句子中的用法，如作主语、宾语、定语、状语等。
五、课堂练习1. 学生完成课后练习题，巩固所学知识。
2. 教师针对学生的错误进行讲解和纠正。
第二课时一、复习上节课所学内容1. 教师提问，检查学生对上节课所学知识的掌握情况。
2. 学生回答问题，教师点评。
二、讲解复杂句1. 教师讲解简单句和复杂句的区别。
2. 通过例句让学生了解复杂句的结构和用法。
三、语法规则在实际语境中的运用1. 教师挑选一些实际语境中的句子，让学生分析其语法结构。
2. 学生分享自己的分析结果，教师点评。
四、课堂练习1. 学生完成课后练习题，巩固所学知识。
2. 教师针对学生的错误进行讲解和纠正。
五、总结1. 教师对本节课所学内容进行总结，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. 教师根据学生的学习情况，调整教学策略，提高教学效果。
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。
现代大学英语精读1LessonOne教案
教案周次第1周，第次课讲课时间年月日讲课章节Lesson One Text A Half a Day本（章）节讲堂讲解（）实践课（）教课时数学时讲课方式本（Students are expected to章） 1. use the words and phrases freely节2. comprehend the text structure教3. understand the rhetorical features of the text学4. have a better understanding of the text目5. express their views on college life标授课要点教学重1 The understanding of the complicated sentences点2 Important language points和3 Translation exercises: C-E and E-C难点思虑题或作业1.Collecting information of the author Naguib Mahfouz2.Oral work:What, in your opinion, makes a perfect school life3.Do some further reading.教课内容与组织安排Text A Half a DayNaguib MahfouzPeriod One &TwoI. Introduction to the Text(5minutes)1.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 ”3.This technique is often used to emphasized rapid changes in society.II. Overview of the text (40minutes)1.warming-up questions1). What ’ s your deepest impression of your first day to the Uni.2). Did you find the Uni. just as you had imagined3). Are you afraid of leaving home and your dearest parents to a strange place4). Can you live independently or take care of yourself very well5). What ’ s your dream you want to realize during the four academic years6). What do you think of the relationship between the teachers and the students7). What are your expectations of university What kind of changes do you think it willbring upon your lifeInformation:1)About the author: 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 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 ‘Camps David initiative. In 1994 he survived an assassination attempt by Islamic extremists. He is married, has two daughters and lives in Cairo.2)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 caf é s"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现代大学英语精读1LessonOne教课设计writing for several years. One novel was republished in 1953, however, and theappearance of The Cairo Trilogyin 1957 made him famous throughout the Arab worldas a depictor of traditional urban life.Works of his second writing period: The Children of Gebelawi (1959) The Thief and theDogs (1961) Autumn Quail (1962) Small Talk on the Nile (1966) Miramar (1967) several collections of short stories.3.structural analysisThe text may be divided into 4 parts:Para. 1-7 The boy ’ s reluctance to go to school and his misgivings about schoolPara. 8-16The Boy ’ s life at school: Rich and colorful, requiring discipline and hard workPara. 17-20At the end of school day, everything has changedIII . Presentation (45minutes)Appreciation for group discussion in classa. Plot of the story:b. Setting of the story:c. Protagonist . Antagonists:d. Drama of the story lies in:e. Writing technique: (Have you ever read a story using the similar technique)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.Step 2. Read the following suggestions made by the father. Which ones do you agree withand which ones not Have you ever been given some suggestions by your parents whenentering 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 brothersPut a smile on your face and be a good example to others.Be a man.Today you truly begin life.Period Three & FourIV. Detailed analysis of the text (180ms)Part 1: (45ms)Ideas (10ms)How did the boy feel about going to school Find textual evidence.Why was he feeling soList the father’ s comments about school. What do you think of themSchool is a place that makes useful men out of boys. Don’ t you want to be useful likeyour brothersPut a smile on your face and be a good example to others. Be a man.Today you truly begin life.and Details (35ms)1. clutchhold tightly, usu. in fear, anxiety, or pain. Silent and pale, the girl clutched (to/onto) her mother’ s chest.A drowning man will clutch at a straw.Clutching the money in his hand, he hurried to the bank.2.They did not make me happy, however, as this was the day I was to be thrown into school for the first time.Be to do sth: future tense indicating intention or planNoun phrase usu. followed by a relative clause is used as an adverbial of time.But my new clothes did not bring any happiness to me, because it was the day I was forced to go to school for the first timeMore examples:I was born in the year China began its open and reform policy.By the time the ambulance arrived, it was too late.The moment I saw him, I recognized he was the criminal wanted by the police.3.to throw sb. into/ out of a place: toforce sb to stay or leave a placeeg: They ’ ll throw me out of school if I failed the exam4. to make⋯(out) of sb./sth.: to make sb./sth. become⋯. The army made a man of his son.Hardships help make a man (out) of a boy.make sth. of. I wish he would get married. A wife might make sth. of this idiot.5.It is no good /use doing sth:It is not useful to do sth.There is no point in doing sth:It ’ s no good crying over spilt milk. (proverb) It ’s no use talking to him---he’ s crazy!There is no+ doing sth.. There is no joking about this matter.It ’ s a waste of time doing sth.. It’ s a waste of time arguing about it.6. to tear oneself/sb away from⋯:to make sb leave a place or a person unwillingly because one has to.: Can ’ t you make yourself away from the TV for dinnerThe young artist couldn’ t tear himself away from da Vinci’ s Mona Lisa.7. be a man: be strong and bravebe man enough (to do sth./for sth.). He is not man enough to face the music.He is not a man enough to accept his failures gracefully.Part 2.(90ms)Ideas(30ms)What happened the first day at schoolHow did the boy like school lifeCan you describe the different stages of his day at school Do these changes carry any symbolic meaning to youHow do you understand “ thereare fathers and mothers here(para”. 12) and “ madeI many friends and fell in love with many girls” (para. 13)and Details (60ms)into viewto begin to be seen:As soon as we turned the corner, the grand palace came into view.into tearsburst out cryingburst into laughterburst out laughingmatter of sth/ of doing stha situation that involves sth or depend on stheg: Wisdom is a matter of knowing when to speak your mind and when to mind your speech.Some people like pop music while others prefer serious music.It ’ s a matter of taste. bring about sthto make sth happen.:Science has brought about many changes in our lives.The war brought about great human sufferings.12.rivalry n. : competitioneg: Money problem is the usual ~ between brother and sister.Rival n.rival (for/in sth): person or thing competing with another.Eg: business rivals/ rivals in loveShe has no ~ in the field of romantic fiction.Rival v. (-ll-) rival sb/sth (for/in sth): be comparable to sb/sthEg: Cricket cannot rival football for/in excitement.give rise to(fml) to cause sth to happen or exist.Eg: Poor living conditions give rise to many diseasesI had never imagined school would have this variety of experiences. (para. 13)possibilityAnd while the lady would smile, she would often yell and scold. (para. 15)frequent actions in the pastI would find the answer at home with my father. (para. 18)past future tense⋯but the stream of cars would not let up. (para. 18)willingness15. to resort to sthto make use of sth; to turn to sth (esp bad) as a solution.Eg: Try not to resort to violence.They had to resort to threats when they failed to persuade them to leave.but: only:Right now he thinks about nothing but his research.She ate nothing but an apple for lunch.17.exert v.exert oneself: make an effort.Eg: You ’ ll have to exert yourself more if you want to pass the exam.Exertion n.He failed to lift the rock in spite of all his exertions.Now that I’ m 90, I find the exertions of traveling too great.(我年届 90 岁，出远门已力所不及。
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。
Lesson1 教案
沧州师范学院英语系沧州师范学院教案2013—2014学年第一学期分院（系、部）：英语系教研室：高年级精读组课程名称：高级英语授课班级：2011级英语系本科1-2班主讲教师：张敬华职称：副教授使用教材：《高级英语1》沧州师范学院制教案（首页）课程名称高级英语课程性质学位课（）必修课（√ ）选修课（）授课对象2011级英语系本科1-2班课程学时64 周学时 4 起止周1-17学时分配4学时/周，10-12学时/单元授课方式理论课（√ ）；实践课（）考核方式考试（√ ）；考查（）使用教材《高级英语1》主要参考资料及指定参考书1.Longman Dictionary of Contemporary English2. A Handbook of Writing3.English Rhetoric & Writing4.Oxford Advanced Learner’s Dictionar y of Current English5.《英语修辞大全》6. A Guide to Advanced English7. Britannia Encyclopedia审核意见教研室主任（签字）：年月日Lesson 1The Middle Eastern BazaarI. Additional Background Knowledge (shown in the pictures)1. Middle Eastern Countries2. Architecture of Gothic StyleII. Introduction to the Passage1. Type of literature: a piece of objective description2. The purpose of a piece of objective description: to record andreproduce a true picture with opinions and emotions of the author excluded3. Ways of developing a piece of objective description: to begin with abrief general picture, divide the object into parts and organize the detailed description in order of spaceIII. Effective Writing Skills1. making effective use of specific verbs2. using adjectives accurately3. using five human senses—hearing, smelling, seeing, tasting andtouching to make the description vivid 4. using rhetorical devices properlyIV. Rhetorical Devices1. Simile: A simile is an expression which describes a person or thing asbeing similar to someone or something else.2. Metaphor: A metaphor is an imaginative way of describing somethingby referring to something else which is the same in a particular way.If one thing is a metaphor for another, it is intended or regarded as a symbol of it. If you mix your metaphors, you use two conflicting metaphors. People do this accidentally, or sometimes deliberately asa joke.3. Assonance: the repetition of similar vowels in the stressed syllables ofsuccessive words. The easy language of assonance word easy to read, make people pleased, the meaning colorful. 叠韵词语言浅显明快、琅琅上口，令人心情愉悦，并使语意内涵丰富多彩。
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V.The new lesson---Chapter 1
1、A summary of the words and expressions used in English grammar
2、Contrastbetween traditional grammar and contemporary grammar
III Some additional exercises related to this chapter
IV Preview chapter 2
教学
法参
考
Communicative approach, interactive learning
Greet and welcome the first-year students.
Difficult points：1）words and expressions used in new English grammar
2）Contrast between traditional grammar and contemporary grammar
教学
方法
CAI, teacher-student interaction, lecturing and exercising combination
restrictive / nonrestrictive
19.declarative sentence /interrogative sentence
imperative sentence / exclamatory sentence
20. affirmative / negative
negation /nonassertion
appositive
14. genitive
‘s genitive / of genitive / double genitive
15. tense / aspect present / past / perfect / progressive / future
16. voice active voice / passive voice
We’ll play a game called“Hidden Message”.
On a piece ofpaper is a hidden message which will have to be worked out by the students if they want to learn about it. Each letter used represents the previous letter in the alphabet (Note: Z comes before A). For example:IJmeansHI(demonstrating it by writingIJon theblackboard and spell outHI).
gradable adjective / non-gradable adjective
positive / comparative degree / superlative degree
9. adverb
10. preposition
11. conjunction coordinator / subordinator
Comment on the questions as to the exercises by the teacher
VII Assignments
思考
题或
作业
I Memorize the grammatical rules learned in chapter 1
II Review Chapter1and do the exercises for it.
教具
Computer-controlled multimedia equipment
教学
步骤
I Greetings
IIIntroduction (also checking-up of students’attendance)
III.Free talk about the students themselves
21. coordinative clause /subordinativeclause
22. concord subject-verb concord
Oncethe studentsunderstandit, show them the papers on the board/card:
TBZ ZPVS OBNF QMFBTF UBML BCPVU ZPVS IPMJEBZT BOE ZPVSTFMG
(Decoded:Say your name please. Talk about your holidays and yourself.)
IV.Bridge-in the theme of this lesson
About the newEnglishgrammar and the topic for this lesson or the main task today
1. Grammatical terms:
Some English words and expressions used in grammar:
QMFBTF TBZ TPNFUIJOH BCPVU ZPVS GBNJMJFT BOE ZPVS IPCCJFT.
(Decoded:Please say something about your families and your hobbies).
UFMM VT TPNFUIJOH BCPVU ZPVS IPNFUPXOT PS GBNJMJFT CFTJEFT ZPVSTFMG．
lexical verb / primary verb / modal verb
link verb / copulas
transitive verb / intransitive verb
finite verb /non-finite verb
infinitive / –ing/ -ed
8. adjective modifier modify
3.Synonymous structures,paraphrasticstructures,ambiguousstructures and structures of semantic blends
VI Workbook
Students are required to finish the exercises for chapter 1 in the workbook.
大学英语语法教案
授课章节
Chapter 1 Grammar, Structure and Meaning
授课对象
英语专业本科生
授课时数
2学时
授课时间
第一学年第一学期第3周
授课地点
外语系第四语音室
教学
目的
与要
求
1.To have a general view of this subject
2.To understand the differences between traditional grammar and contemporary grammar
First self-introduction by the teacher to the students
Then the brief introduction of our college and next the introduction of theEnglishlessons and requirements including the duty report by one student at the beginning of each lesson.
17.mood indicative mood /
imperative mood / subjunctive mood
18. morpheme word phrase clause sentence
simple sentence / complex sentence
attributive clause—relative clause
3. pronoun
personal pronoun /reflexive pronoun
reciprocal pronoun/demonstrative pronoun
interrogative pronoun /relative pronoun
indefinite pronoun /possessive pronoun
1. traditional grammar/contemporary grammar
2. noun count noun /noncountnoun
countable /uncountabln
abstract noun /concrete noun
Give them some expressions referring to different levels of college students.
Undergraduate------graduate-----postgraduate (graduate in US)
Freshman----sophomore-----junior-----senior
(Decoded:Tell us something about your hometowns or families besides yourself).
First allow the students a few minutes to work out the hidden messages cooperatively. Then asksomeof the students to read them out to the class and talk about the topics in the hidden messages. Thus by exchanging the information, the students can get to know each other. Last the teacher make some comments orsummaries.