-
Unit 1 Half a day
教学目的
1.
了解作者及其背景知识；
2
．熟悉本文使用的写作手法；
3
< br>．掌握修辞疑问句、倒装句等修辞手法；
4
．熟练掌握三类构词法；
5
< br>．
通过深刻理解文章内涵，
培养学生社会洞察力和相关的
讨论能力，
同时掌握文中的核心语言点。
教学内容
1.
热身
2
．作者
?
教育与背景
?
主要著作
?
创作观
3
．作品赏析
?
结构分析
?
如何赏析文学作品
?
扩展式讨论
4
．写作技巧
?
省略疑问句和修辞疑问句
?
倒装句
?
“
with”
独立结构
5
．语言理解
?
长难句解析
?
核心词汇学习
band,
convince, daze, exert, intricate, observe,
overlook, rank, revolve, startle, uviverse, vary
?
介词练习
?
构词法：
-tion; -volve; -ly
6
．课堂讨论
7
．练与讲
教学重点
1.
文学作品的赏析；
2
．文学中的修辞手法――省略疑问句和修辞疑问句；倒装句；
“
with”
独立结构
3
．构词法：前缀
教学方法
结合实际吸收各种教学法（讲授、问答、讨论、模仿、练习、多媒
体使用）的优点。
教学手段
用投影仪播放
PowerPoint
课件及板书；群发电子邮
件布置课堂资料和
课后作业（或其来源）
。
Ⅰ
About the author
★
Naguib Mahfouz
was born on the 11th Dec. 1911 in an old quarter
of Cairo, the
youngest son of a
merchant.
（
mummies and pyramids
/
sphinx
狮身人面
）
★
He worked in
university
administration
（行政部门）
and then in 1939 he worked
for the Ministry of Islamic
Affairs.
（
Buddhism
Christianity
Islam
）
★
He was later
Head of the State Cinema Organization at the
Ministry of
Culture(
文
化部）
. He
also worked as a
journalist
（记者）
.
★
He is married,
has two daughters and lives in Cairo.
★
He was the
first Arab to win the Nobel prize for literature
He
is
now
the
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
（流通；传播）
throughout the
Arabic-speaking world.
The
Cairo Trilogy
（三部曲）
is a tale of the lives of a Muslim
family and spans
（跨过）
the first half of the 20th century.
Palace Walk
《宫间街》
Palace of Desire
《思官街》
Sugar Street
《甘露街》
How does he
picture the world?
1
The
world
is
very
gloomy
（阴
沉
的令人
沮
丧的）
though
not
completely
disappointing.
2
The author’s social utopia
(
乌托邦）
is far from being
realized.
3 Time is the
bringer of change and change is a very painful
process.
4 Life is a tragedy.
Ⅱ
Text
Appreciation
1 structure
2
Further discussion
Can you recall your
first day’s experience at
primary
school?
Did you feel you were a
stranger the first day you arrived at this
university?
Was it hard for you to
leave home for the first time in your life?
What do you think is the
business of university? What do you expect to
learn here?
3 Theme of the story
The
following
are
a
few
possible
understandings
of
the
message
the
story
conveys. Which one do you agree with?
Argue with your group partners.
Time
and tide wait for no man.
Life is a tragedy. There is nothing
permanent in 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.
4 Structure of
the text
Part 1 (
para. 1- 7
)
about:
The
boy’
s misgivings about
school
Part 2
(
para. 8-16
)
about: How the boy felt about school.
Part 3 (
para. 17-20
)
about:
Walking
out of the school, he found time had changed
everything.
5
Vocabulary
band
Word Formation
bandage
(n.)brand(adj.)
Band of Brothers
convince
Word
Formation
：
convinced
(adj.) convincing (adj.)
convince sb of sth/that
I could not ~
him of his mistake.
I am convinced of his honesty.
一个令人信服的论点
daze
Word Formation
dazzle
(v.)
dazzling
(adj.)
feel
dazed
(adj).
习惯用语
in a daze (n)
茫然
,
恍惚
;
眼花缭乱
dazzling
sunshine
exert
Word Formation
exertion
(n.)
exert
on/upon
发挥；运用
exert
pressure on sb
exert all one’s
strength/influence
to do
sth
exert
oneself: make an effort
exert oneself to arrive early
intricate
complex
complicated sophisticated
observe Word Formation
observant
(adj.) observatory (n.)
overlook
Word
Formation
over-
: (prefix.)
above; too;
–
overall
overbusy
overcome
–
overconfident
overdraft
6 Language Points
1. I walked alongside my father,
clutching his right hand. (para.1)
alongside: side by side;
next to
clutching:
present
participle as adverbial modifier
list other examples from the text:
2. They did not make me
happy, however, as this was the day I was to be
thrown into school for
the first time.
(para.1)
?
What does
“
they
”
refer to?
?
What does
“
to be thrown
into
”
imply?
3. My mother stood at the window
watching our progress, and I turned towards her
from time to
time, hoping she would
help. (para.2)
Progress:
slow
and difficult movements toward school
? what do you know about
the author
’
s relationship
with his parents?
4. a
street lined with
gardens …
（
para.2
）
past participle phrase used
here to modify “a street”.
eg.
a
novel (that was) written by Charles Dickens
personal computers (that
are) made in China
5. “Why
school?” I asked my father. “What have I done?”
(para. 3)
elliptical question
rhetorical question
“Why do I have
to go to school? I don’t think I’ve done anything
wrong to be punished
like
this.”
Eg:
Rachel: Want a wedding dress?
Monica: What
for?
6.
para.4
make… out of
苹果汁是用苹果榨出来的。
to
make sb./sth. (out) of sb./sth.
eg.
The army made a man of him.
7. I
did not believe there
was really any good to be had in tearing me away
from my home and
throwing me into the
huge, high-walled building. (para.5)
there was really any good to be had in
tearing: == it is no use
doing
……
1
覆水难收。
（谚语）
-It is
no use crying over spilt milk.
2.
跟他讲没用，因为他从来不听。
it is no (not much) good
it
is no (not any, hardly any, little) use
===========+
doing
it is useless
it is not the slightest use
it is worth(worthwhile)
there is no (no good, no use)
?
There is no denying that women are
playing an important role in the world today.
8.
tear
…
away
Can
’
t
you
tear
yourself
away from
the TV for dinner?
这风景使她恋恋不舍。
She could
scarcely
tear
herself
away
from the scene.
9
high-walled
building
adj-N-ed
good-mannered
narrow-minded
absent-minded
old-fashioned short-sighted