Lesson 1 Half a day
Lesson 1 Half a day 测试 quiz
Quiz 1 Half A DayI. DictationA. W ords (30%)admission; beneficial; cling; convince; curiosity; determine; enjoyable; exertion; explanation; glance; hesitate; intricate; irritated; misgiving; observant; opportunity; overlook; paradise; perseverance; pronunciation; revolve; rivalry; simply; startled; uniform; vain; variety; various; whisper; yellB. Paragraphs 15-16 (20%)II. TranslationA. Idiomatic expressions (30%)1. throw sb. into a place2. from time to time3. make sb./sth. out of sb./sth.4. tear sb. away from a place5. cling to sth.6. come into view7. burst into tears, laughter …8. just a matter of9. fool around 10. resort to B. Sentences (20%)1. He writes in this style just for showing off.2. Y ou ought to take full advantage of this opportunity to study abroad.3. He had to resort to his father to help him with this puzzle.4. It ’s impossible to make those who are unwilling to work work.5. They tried to make out the expressions on her face.6. They prepared each lesson very carefully so as to make up for their lack ofexperience.7. His father wants to make a doctor out of him.8. Mrs. Smith found that her husband was not hurt in this traffic accident, whichwas to her relief.9. I found soon that his story was made up.10. The furniture in this house was all made by his grandfather. 11. take advantage of 12. present oneself 13. in vain 14. take over 15. in a daze 16. sort people into ranks 17. form people into a pattern 18. in addition 19. come to a halt/ let up 20. stand aside。
half a day大学英语第一课
Lesson one half a dayi.Teaching Aim:1.The theme of the article: time flies. How to achieve by using thewriting technique; and the structure2.Grammar: to review some basic usage of past participle andpresent participle by paying attention to some sentence structures in the article, the usage of with3.Sentence patterns and key wordsii.Procedure(6 hours)1.Vocabulary2.Warming up:What’s your deepest impression of your first day to theUniversity?Before you go to college, did your parents give you somesuggestions about your college life?Are you afraid of leaving home and your parents to leave in anew place with your roommate? Or you are excited about that?What’s your dream you want to realize during the four academic years? Or what are your expectations of university?Use one sentence to connect the warming up with the article: this article is also about a boy’s first day of school life. Let’s see if he has some similar feelings with us.3.The author and the writing techniques used by the author.4.Text structureThree parts5. Detailed analysis of each partMain ideas of each partSentence pattern, phrases, words and grammar6.Final discussion:The theme or purpose of the article: time flies?Education can never keep up with changes in societyLife is short and time is preciousiii.The first part:1.Read the first two paragraph and answer the question:How did the boy feel about going to school?Does he feel happy?2.Alongside, clutching;to be thrown into/out of a place3.We walked along a street lined with gardens and fieldsplanted with crops, pears, and date palms4.Why school? I asked my father. “What have I done?”Elliptical question /rhetorical questionEg: go and fetch the book5.Father’s suggestion to the boy. Which one do you agree?6.I didn’t believe there was really any good to be had in tearingme away from my home and throwing me into the huge, hign-walled building.There is no good to be had in doing sth.It is no good/use doing sthI didn’t think it was useful to take me away from home and putme into that building with high walls.7.Put a smile on your face and be a good example to others8.Be a man. Today you truly begin life.9.You will find me waiting for you when it’s time to leave.Find sb doing sth。
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.
现代大学英语课件-lesson-1-half-a-day
Questions
What did you do at the first day of your school?
Now let’s listen to Sandy’s first day at school.
A poem
First Day at School
It’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. Author and his work II. Date palm III. Different names of God IV. Rip Van Winkle
I. Author and his work
Naguib Mahfouz(纳吉布•马福兹) was born on the 11th Dec. 1911 in a suburb of Cairo, the youngest son of a merchant. He studied philosophy at Cairo University, graduating in 1934. He 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".
The end of General Analysis.
新概念英语第一册课件 NCE1 Lesson 109-110
Lesson 109 单词讲解1. idea: 主意a good ideaa bad ideaI have no idea.2. a little : 少许3. teaspoonful : 一满茶勺a teaspoonful of sugartwo teaspoonfuls of milk4.less: 更少5.a few: 少(几个)6.pity: 遗憾What a pity!7. instead : 代替adv.I’ll have some rice instead.8.advice: 建议（不可数）a piece of adviceLesson 109 课文讲解1.提建议的方式：A.Shall I …?B.Would you like to…?C.May I have…?D.Can I …?E.Could you…?邀请别人吃饭：A.Shall I have dinner with you?B.Would you like to have dinner with me?C.May I have dinner with you?D.Can I have dinner with you?E.Could you please have dinner with me?…2.make some coffee 泡咖啡A.What make is it? n. 品牌B.make the bed: 整理床铺C.I’m going to make a bookcase. 制作D.make a shopping list: 写购物清单E.make some friends: 交朋友F.make a movie: 拍一部电影G.m ake up one’s mind: 下定决心…3.One and a half teaspoonfuls…一勺半半勺？half a teaspoonful半小时：half an hour一个半小时：one and a half hour san hour and a half半天：half a day一天半：one and a half daysa day and a half4.Have a biscuit instead.A.adv.Don’t marry her. Marry me instead不要和她结婚，和我结婚吧。
现代大学英语精读Lesson One Half a Day原文及翻译
现代大学英语精读Lesson One Half aDay原文及翻译Lesson One: Half a DayAs I XXX。
XXX his right hand。
My new black shoes。
green school uniform。
and red cap did not bring me any joy。
Today was the day I would be forced to attend school for the first time.XXX us from the window。
and I looked back at her。
hoping she would save me。
We walked down a street with gardens and fields filled with pears and date palms.Why do I have to go to school?" I asked my father。
"What did I do?"He chuckled and replied。
"I'm not punishing you。
School XXX men。
Don't you want to be useful like your brothers?"XXX from my home and thrown into a large。
high-walled building would do me any good.When we reached the gate。
the courtyard XXX me to go in alone and join them。
XXX to his hand。
he urged me to be brave and start this new chapter of my life。
half-a-day精读课件
Text Analysis: language
1. I walked alongside my father, clutching his right hand. alongside: side by side, next to clutch: grip, grasp, to hold sth tightly
Text Analysis: language points
5.“Why school?” I asked my father. “What have I
done?” elliptical question & rhetorical question
Paraphrase:
“Why do I have to go to school? I don’t think I’ve done anything wrong to be punished like this.”
be forced to do sth
It introduces an
adverbial clause of reason.
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 time.
5:What kind of changes do you think it will bring upon your life?
Background Information: The Author
halfaday课文解析
halfaday课文解析12课时章节Unit One Half a Day教学目的和教学要求目标：1.Cultivating students’abilities of independent study and oral pres entation;2.Mastering the mentioned language points and the grammar ment ioned in the text;3.Knowing something about cultural background such as the autho r and Washington Irving要求：master the key words and expressions; understanding the use of i nfinite verbs教学重点难点重点：word formation: -tion/ -ation/ -sion; the structure: with + n. /pro n. + V-ing难点：theme analysis; v-ing/ v-ed as the adverbial and attributive教学进程（含章节教学内容、学时分配、教学方法、辅助手段）教学方法：Multi-media teaching and inter-active discussion教学安排：1.Total class time for this unit: 12 periods2. Suggested arrangement:1)Warm-up activity and background information: 1 period2)Word study: 1 period3)Check of the preparation of the text: 1 period4)Text analysis & oral work: 7 periods5)Exercises & quiz: 2 periods具体授课内容A . Beginning the lesson with asking the students about their first day at college:(1) Was it hard for you to leave home for the first time in your life? Who went to see you off at the railway station? Who came to school with you? What did he / she say to you on the day?(2) What do you think is the business of university? What do you expect to learn here?(3) Did you feel you were a stranger the first day you arrived?(4) Did you find the university just as you had imagined? In what way it was, and in what way it wasn’t? (Were you disappointed when you found it wasn’t a s good as you had expected?)(5) Do you find life at college rich and colorful or tedious and borin g?(6) Do you have trouble adjusting to life here?(7) What do you think you should do to get most out of college?B. Introduction to the textThe author of the story uses a strategy commonly used in fiction w riting--the protagonist(formal, the most important character in a play, fi lm.) returns after being absent for a short time to find everything chan ged beyond recognition.The setting of the story is not clear, but this is not important as lo ng as what the author tries to get across is something universal.Text Structure: The text can be divided into three parts. The first part (para.1-7) tells readers the boy’s misgivings about school. He foun d it hard to be away from home and mom, and thought school was a punishment. The second part (para.8-16)describes how the boy felt abo ut school. He found that life at school was rich and colorful in many ways, although it also required discipline and hard work. In the last pa rt of the text, the boy walked out of the school to find that the outsid e world had changed beyond measure and that he had grown into an ol d man.C Difficult points1.the usage of v-ing and v-ed;…clutching h is right ha nd (Para. 1); followed b y a group o f man (Para. 11); street l ined with gardens (Para. 2)2.the compound of adjectives and t he order o f adjectives…the huge, high-walled building (Para. 5)D Key points1. word f ormation: verb→nouns: verb+ -tion/-ation/-sionadj.+lyadjective→adverb:inversion2. subject-predicate3. usage of the simple p ast a nd the past p erfectE. Language Points:1.I walked a longside my father, clutching his right hand.( 1 )a.clutching h is right hand:This is present participle (verb+ing) used t o modify t he main verb “walked”, showing the manner in which the na rrator walked. Besides, it can also i ndicate the following s uch a s time, reason, condition, concession, result, m anner and a ccompany.Hearing the news(=When we heard t he news), w e jumped with joy.（ti me）Not knowing(= Because he didn't know) how to do it, hewent t o his f ather f or help.（reason）Looking(= If you look) o ut of the window, you can have a full view o f the beach.（condition）Working o r playing(= Whether she i s working or playing), M ary is al ways i ntense.（concession）The c ar was h eld up by the snowstorm, thus causing the delay.（result）The c hildren r ushed out,shouting and j umping.（manner and a ccompany）Other examples from the text:My mother stood a t the window watching our progress… ( para.2 )I turned towards her from time to time, h oping s he w ould h elp.(para.2)not punishing you,”he said, laughing.(para.4)“I’mThe bell rang, announcing the passing of the day and the end of wor k. (para.17)b.When/While etc. + V-ing作状语时，前面往往带有when, while, befor e, after, s ince, i f, as if, (al)though, unless, as等连词，使分词表示的意义更加明确，这实际上是一个省略了“主语 + be的人称变化形式”的句子,省略的主语和主句的主语一致，如：e.g. While reading(= While I was reading) his composition, I noticed so me mistakes.c. a modifier of a noun, indicating the features or conditions of the nou n.e.g. working people （劳动人民） touching story （动人的故事）sleeping child （酣睡的小孩） striking contrast （鲜明的对比）hired hands （雇来的人手）armed forces （武装部队）The problem (which is) bothering us is the lack of money.These are goods (which were) imported from Japan.the difference between the present participle and gerund (动名词)p.p : the features or conditions of the noun === an attributive claus egerund：the use/ purpose of the noun (名词的用途)e.g. a developing country (a country that is developing) (Present Partici ple)a writing desk(a desk for writing) (Gerund)d. as the complement of the object after the followingverbs:see, h ear, n otice, look at, watch, f ind, smell, f eel,catch, k eep, s et, have, m ake, leave, s tarte.g. I heard h er s inging i n the next room.e.as the complement of the subject, which o ften appears in the passi ve tense.e.g. The prisoners were w atched working i n the field.f. as the complement o f prep., u sually in “with + n.(pron.)+ v-in g”：in this structure, “wit＋n.（pron.）＋v-ing”，v-ing is the complement of the object o f with, while the whole “with”structure is the adverbial of the main sentencee.g You can't l eave t he workshop with the machine running.I saw G ranny sitting i n the chair w ith her eyes closed.With the test f inished, we began to analyze the result.2. …as this was t he day I was to be thrown into school f or the first time. (1)… because it was t he day I started school.to show t ha t the little boy The writer uses “to be thrown into school”in the story didn’t want t o go to school. H e was f orced b y his father t o do so. A common collocation with “to b e thrown i nto (an unpleasant is to be thrown i nto prison /jail”．place)”Cf. to thrown sb. out (of a place):to force s b. to leave a place, eg. They’ll t hrow me out (of school) i f I fail three e xams.3.My mother stood a t the window watching our progress, and I turn ed towards h erfrom time to time, hoping s he w ould help.(2)our progress: our slow and difficult movement towards the school. (m y mother was a nxious to know h ow my father w ould g et me to go. ) from time to time:sometimes, but not very often, e.g.He goes t o see h is grandparents from time to time, about f ive or six ti mes a year.hoping she would help: hoping s he w ould stop my father taking m e t o school, or talk to my father s o that he would change his mind about sending me to school.Question:What d oes t he sentence tell us about t he boy’s relations with his parents?It seems that the boy was closer to his mother. Probably hi s mother was gentle while his father was strict.4. a streetlined with gardens…(2 ): a street w here t here a re garden s…along b oth s ideslined with…: past p articiple phrase u sed h ere t o modify “a street”. It can be regarded as a relative c lause cut short, e.g.a novel (that was) writtenb y Charles Dickens.personal computers made i n China★V-ed (past participle) has the similar uses with v-ing.The difference between v-ed and v-ing:v-ed: passive or perfective; v-ing: active or progressivee.g. hired hands （雇来的人手）These are goods (which were) imported from Japan.He was surprised to find his room thoroughly cleaned ( o.c.) My hometown was found greatly changed.( s.c).With the test finished, we began to analyze the result. (with + n./pron.+ V-ed)5.It’s a place t hat makes useful men out of boys.(4)To make …(out) of sb. / sth.: to make s b. / sth. become …，e.g. The army m ade a man o f him.6.Don’t y ou want to be useful like your brother? (4)This is also a rhetorical question.More examples:Can’t y ou see I’m busy? (Don’t d isturb m e!)7．I did not believe there was r eally any good t o behad in tearing m e away from my home a nd throwing me into the huge, h igh-walled b uilding ( 5 ):I didn’t think it useful t o take me away from home a nd put me into that building w ith high walls. (the school b uilding looked like a prison t o the boy.) It is no good/use doing sth. or there is no good t o be had in doing sth.:it is not useful t o do sth.More examples:It’s no good crying o ver spilt milk. (proverb)It’s no use talking t o him.to tear oneself/sb. away from…: to ( make s b.) leave a place o r a person unwillingly b ecause one h as t o, e.g.Can’t y ou tear y ourself a way f orm the TV for dinner?8. …we could see t he courtyard, v ast andfull of boys a nd girls. (6) vast and full of boys a nd girls: adjective phrases areoften p laced aft er the noun t hey qualify.Example:Can y ou recommend some books e asy f or freshmen to read?full of: having a large n umber / amount of sth., e.g.The girls are full of admiration for pop stars.(7 ):“Be brav 9.Be a man,”he said. “T oday you truly begin life.”(This means that your carefree your life begins t oday.”e,”he said. “days a re gone forever. S tarting f rom today, y ou’ve got something impor tant to do –to learn and t o prepare yourself f or your career. )man:a person who is strong a nd b rave o r has o ther q ualities that peop le think are characteristic of males.Cf. to be man enough (to do sth./for sth.): to be strong o r brave e n ough, e.g.He is not man enough to accept his failures g racefully.10. I felt I was a stranger who hadlost his way( 8 ) : In this stran ge place, I felt confused and d idn’t know what t o do.to lose o ne’s way:to become lost, e.g.The boys lost their way in the forest.11.A lady came a long,f ollowed b y a group of men.(11)Probably the lady was t he headmaster of the school.followed b y a group of men:a past p articiple p hrase that tells us the lady came (or in what m anner the lady came.)12. It was not all a matter of playing andfooling around( 15 ): Wha t we did at school w asn’t j ust playing a nd wasting t ime doing nothing useful.all:adv. completelya matter of sth./of doing sth. : a situation that involves s th. or depen ds on sth. , e.g.Learning is a matter o f seeing m uch, s uffering m uch a nd studying m uch.to fool around:to waste time instead of doing s th. that you should be doing12.Rivalries c ould bring aboutpain and hatred, or give rise to figh ting. (15):When t wo or more b oys f ell in love with the same girl, it might c ause the boys t o suffer, or to hate e ach o ther, o r to fight.to bring about s th.: to make s th. happen, e.g.Science has brought about m any c hanges in our lives.The war brought about g reat h uman sufferings.to give rise to: (formal) t o cause sth. to happen or exist, e.g.Poor l iving conditions give rise to many d iseases.13.And whilethe ladywould sometimes smile, she would often yell and scold. (15):Though the lady sometimes smiled a t us, she o ften shoute d at us and s colded us.here is used t o show t hat a past action occurs p retty ofte “would”n.here is a conjunction o f concession.“while”Further examples:While I did well in class, I was p oor at sports.While I understand what y ou say, I can’t agree w ith you.Moreover, w hile: a. during the time that; whene.g. H e fell asleep while (he was) d oing h is homework.b. at the same t ime ase.g. He listens t o the radio while driving t o work.c. used t o show a contraste.g. I drink black coffee w hile he prefers it with cream.14. Even m ore frequently she wouldresort to physical p unishment (15 ): she u sed p hysical punishment more t han s he s colded us.to resort to sth. : to make u se o f sth.; to turn to sth. (especially sth. bad) a s a solution, e.g.Try not to resort t o violence.15. In addition, the time for changing o ne’s mind wasov er and gon eand there wasno question o f ever returning to the paradise o f ho me ( 16 ) : Besides, it was i mpossible for us to quit school a nd r etur n to the good o ld days w hen w e stayed home p laying a nd fooling arou nd all day. Our childhood was g one, n ever t o come b ack.over and gone: endedthere is no question (of sth. happening/sb. doing sth.): there i s no p ossibility, e.g.There i s no question of their dismissing you at the moment.16. Those who were able took advantage of the opportunities for suc cess and happiness that presented themselves. (16): If there came opp ortunities, capable students would seize them to achieve success and ha ppiness.to take advantage of sth. : to make use of sth. (such as an opportunit y) well, e.g.The farmer took advantage of the good weather and got allthe wheat in.Warning: “to take advantage of sb.”means “to treat sb. un fairly to get what one wants.”to present itself / themselves: (formal) to appear, happen, e.g.When the chance to study at Harvard presented itself, I jump ed at it.17. …came t o a startled halt (17 ): ( I )stopped, greatly s urprised.to tome to a halt: to stop. e.g.The car came to a halt before i t hit an old man.Work came to a halt when p ower /electricity w as s uddenly cut.Cf. To bring sth. to a halt: to cause sth. to stop, e.g.Air traffic in the country was brought to a halt by heavy sn owstorms.18. how did these h ills o rubbish find their way to cover its sides?(17 ): How did the street c ome t o be covered with so much r ubbish o n both sides? Where did they come f rom?(sth. ) to find one’s way : to arrive or get to a place19. …but the stream o f cars would not let up. (18):…but it loo k ed as if the line of moving c ars w ould n ever s top.to let up: (informal) (of an unpleasant situation) t o stop or to become l ess serious.F. Oral Work：retelling the textG. ExercisesH. Quiz1.Word and s entence dictation2.Paraphrasing some long and c omplex sentences3.Answering the question: what w as t he boy’ｓidea of school b ef ore he was s ent t o one? What d id you feel in the first day at school?作业a. Memorizing the new words a nd e xpressionsb. Making s entences with the key and difficult pointsc. Reading at least o ne p iece o f work by Naguib o r Washington Irving.d. Written w ork: what was t he boy’s idea of school b efore h e was sent t o one?主要杨立民主编，《现代大学英语精读2》（教师用书）第2版，外语教学与参考资料研究出版社张满胜主编，《语法新思维》，新东方教育出版社课后自我总结分析学生刚开始大学的专业课学习，对学习方法和学习进度上海没有进入正常轨道，需要教师进一步的引导。
现代大学英语精读旧版目录
现代大学英语精读1目录Lesson OneT ext A Half a DayT ext B The EdgeLesson TwoT ext A Going HomeT ext B A Homeconing of a Different SortLesson ThreeT ext A Message of the LandT ext B The Son from AmericaLesson FourT ext A The Boy and the Bank OfficerT ext B My Bank AccountLessong FiveT ext A Angles on a PinT ext B We Should Cherish Our Children's Freedom to Think Lesson SixT ext A The Monsters Are Due on Maple Street(Act Ⅰ)T ext B The Monsters Are Due on Maple Street(Act Ⅱ) Lesson SevenT ext A Mandela's GardenT ext B Rite of SpringLesson EightT ext A My Personal MangerT ext B And If ElectedLesson NineT ext A Agsinst All OddsT ext B The Dark GiftLesson TenT ext A The Green BananaT ext B A Secret Lost in the WaterLesson ElevenT ext A The Miadnight VisitorT ext B The Night the President Met the BurglarLeoon TwelveT ext A The Kindness of StrangersT ext B In Chelsea,Back to SleepLesson ThirteenT ext A Christmas Day in the MorningT ext B Swars Mate for LifeLesson FourteenT ext A After Twenty YearsT ext B A Man Who Had No EyesLesson FifteenT ext A T ouched by the MoonT ext B A Plea for Our Planet~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 现代大学英语精读2目录Lesson One Another School Year-What For?Lesson Two Mahegun My BrotherLesson Three More Crime and Less PunishmentLesson Four The Nightingale and the RoseLesson Six The Man in The WaterLesson Seven The Greatest InventionLesson Eight Paychologically SpeakingLesson Ten The Richer,the PoorerLesson Eleven You Have to Get Me Out of HereLesson Twelve Confessions of a Miseducated ManLesson Fourteen Space Shuttle ChallengerLesson Fifteen The Riddle of Time~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 现代大学英语精读3目录Plan of the BookAcknowledgementT extsLesson OneT ext A Your College YearsT ext B Preparing for CollegeLesson TwoT ext A Discovery of a FatherT ext B The Last Word Was LoveLesson ThreeT ext A Michael Dell’s Two-Billion-Dollar DreamT ext B Would You Know a Computer If You Met One?Lesson FourT ext A Wisdom of Bear WoodT ext B Baby BirdsLesson FiveT ext A Twelve Angry Men (Part One)T ext B Shot Actress — Full Story (Part I)Lesson SixT ext A Twelve Angry Men (Part T wo)T ext B Shot Actress — Full Story (Part I)Lesson SevenT ext A The RivalsT ext B The Open WindowLesson EightT ext A "We’re Only Human"T ext B Button, ButtonLesson NineT ext A A Dill PickleT ext B The Valentine GenerationLesson TenT ext A Diogenes and AlexanderT ext B A Horseman in the SkyLesson ElevenT ext A Silent SpringT ext B Of Man and the Stream of TimeLesson TwelveT ext A The Needs that Drive Us AllT ext B Maslow’s Hierarchy of NeedsLesson ThirteenT ext A In My DayT ext B My Grandmother, the Bag LadyLesson FourteenT ext A Mercy at AppomattoxT ext B Grant and Lee: A Study in ContrastsLesson FifteenT ext A The President as Corporate SalesmanT ext B Our Leaders Don’t Know BestVocabulary ListIdiomatic Expressions and Collocations~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 现代大学英语精读4目录Plan of the BookAcknowledgementT extLesson OneT ext A Thinking as a HobbyT ext B The Pleasures of LearningLesson TwoT ext A Waiting for the PoliceT ext B The Hitch—hikerLesson ThreeT ext A Why Historians DisagreeT ext B The Third ManLesson FourT ext A A Drink in the PassageT ext B The BenchLesson FiveT ext A Man of the MomentT ext B Climbing the Mountain of SuccessLesson SixT ext A Groundless BeliefsT ext B Corn——pone OpinionsLesson SevenT ext A Spring SowingT ext B The Earth POetLesson EightT ext A Globalization’S Dual PowerT ext B The International Language of GesturesLesson Nine。
现代大学英语精读1课本内容及翻译
Lesson One Half a DayNaguib Mahfous1. I walked alongside my father, clutching his right hand. All my clothes were new: the black shoes, the green school uniform,and the red cap. They did not make me happy, however, as this was the day I was to be thrown into school for the first time.2. My mother stood at the window watching our progress, and I turned towards her from time to time, hoping she would help.We walked along a street lined with gardens, and fields planted with crops: pears, and date palms.3. "Why school ?" I asked my father. "What have I done ?"4. "I'm not punishing you, " he said, laughing. "School's not a punishment. It's a place that makes useful men out of boys.Don' t you want to be useful like your brothers?"5. I was not convinced. I did not believe there was really any good to be had in tearing me away from my home and throwingme into the huge, high-walled building.6. When we arrived at the gate we could see the courtyard, vast and full of boys and girls. "Go in by yourself, " said myfather, "and join them. Put a smile on your face and be a good example to others. "7. I hesitated and clung to his hand, but he gently pushed me from him. "Be a man, " he said. "Today you truly begin life.You will find me waiting for you when it's time to leave. "8. I took a few steps. Then the faces of the boys and girls came into view. I did not know a single one of them, and none ofthem knew me. I felt I was a stranger who had lost his way. But then some boys began to glance at me in curiosity, and one of them came over and asked, "Who brought you?"9. "My father, " I whispered.10. "My father's dead, " he said simply.11. I did not know what to say. The gate was now closed. Some of the children burst into tears. The bell rang. A lady camealong, followed by a group of men. The men began sorting us into ranks. We were formed into an intricate pattern in the great courtyard surrounded by high buildings; from each floor we were overlooked by a long balcony roofed in wood.12. "This is your new home, "said the woman. "There are mothers and fathers here, too. Everything that is enjoyable andbeneficial is here. So dry your tears and face life joyfully. "13. Well, it seemed that my misgivings had had no basis. From the first moments I made many friends and fell in love withmany girls. I had never imagined school would have this rich variety of experiences.14. We played all sorts of games. In the music room we sang our first songs. We also had our first introduction to language.We saw a globe of the Earth, which revolved and showed the various continents and countries. We started learningnumbers, and we were told the story of the Creator of the universe. We ate delicious food, took a little nap, and woke up to go on with friendship and love, playing and learning.15. Our path, however, was not totally sweet and unclouded. We had to be observant and patient. It was not all a matter ofplaying and fooling around. Rivalries could bring about pain and hatred or give rise to fighting. And while the lady would sometimes smile, she would often yell and scold. Even more frequently she would resort to physical punishment.16. In addition, the time for changing one' s mind was over and gone and there was no question of ever returning to theparadise of home. Nothing lay ahead of us but exertion, struggle, and perseverance. Those who were able took advantage of the opportunities for success and happiness that presented themselves.17. The bell rang, announcing the passing of the day and the end of work. The children rushed toward the gate, which wasopened again. I said goodbye to friends and sweethearts and passed through the gate. I looked around but found no trace of my father, who had promised to be there. I stepped aside to wait. When I had waited for a long time in vain, I decided to return home on my own. I walked a few steps, then came to a startled halt. Good Lord! Where was the street lined with gardens? Where had it disappeared to? When did all these cars invade it? And when did all these people come to rest on its surface? How did these hills of rubbish find their way to cover its sides? And where were the fields that bordered it? High buildings had taken over, the street was full of children, and disturbing noises shook the air. Here and there stood conjurers showing off their tricks or making snakes appear from baskets. Then there was a band announcing the opening of a circus, with clowns and weight lifters walking in front.18. Good God! I was in a daze. My head spun. I almost went crazy. How could all this have happened in half a day, betweenearly morning and sunset? I would find the answer at home with my father. But where was my home? I hurried towards the crossroads, because I remembered that I had to cross the street to reach our house, but the stream of cars would not let up.Extremely irritated, I wondered when I would be able to cross.19. I stood there a long time, until the young boy employed at the ironing shop on the corner came up to me.20. He stretched out his arm and said, "Grandpa, let me take you across."第一课半日1我走在父亲的一侧，牢牢地抓着他的右手。
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Objectives for First-year Intensive Reading
At a micro level
To help enlarge students’ vocabulary
Lesson 1 – Half a Day
A Short Story
Plot: a little boy’s first time to go to school
Setting:
on the way to school
at school
on the way home Protagonist/Narrator: “I” –the boy in the story
thorough, systematic, slistening, reading, speaking, writing, translating skills
Intensive reading training develops through different stages, each stage with its own emphasis Intensive reading is not evaluated by the course alone; its assessment has to be done in relation to the overall development of all the basic skills in all the courses
The first Arab Writer to win the Nobel Prize in Literature – 1988, The Cairo Trilogy (1957)
Palace Walk 《宫间街》 Palace of Desire 《思宫街》 Sugar Street 《甘露街》
Theme of the story: what do you think?
Contemporary College English
Intensive Reading I
What is Intensive Reading?
Intensive reading is comprehensive but not all embracing Intensive reading is training of all basic language skills
Warm Up
First day of school …
Warm-up
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/she day to you? How did you feel the first day your arrived at university? Did you feel like a stranger? Did you find the university just as you had imagined? In what way was it different? Do you find life at college rich and colorful or tedious and boring? Do you have trouble adjusting to life here? What are your expectations of university? What kind of changes do you think it will bring upon your life?
To help students both clarify and consolidate grammar knowledge, particularly in terms of use To help students further develop basic reading skills To help students learn to retell and summarize To help students realize the importance of critical thinking in language learning
A Poem
If you come to Kindy you are sure to find inside, Happy smiles from children that continually shine! —Julie Mc Millan
Love Your Life
Warm up
First day of school …
A Poem
I’m led to a table that is covered with shapes, A young girl my age says Hi I am Grace, I am three, but soon will be four. I am a big girl and not afraid any more.
To help students transfer from secondary level EFL learning to tertiary level To help students become conscious of the discrepancy between language knowledge and language use
A Poem
I forever trying new things and learning everyday. And the best thing is I having fun while I play!
A Poem
Days go on and I encounter many new experiences and friends, I feel like I’m on a roller coaster, which never seems to end.
Students are expected to learn about 2,000 new words in the first year - collocations, phrases, verb patterns, word-formation, synonyms, acronyms, etc.
A Poem
Today I wrote 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.
To help students develop their ability of using what they have learned in middle school through classroom teaching
and all kinds of language activities
Warm Up
First day of school …
In 1957, fifteen-year-old Dorothy Geraldine Counts and three other students became the first African American students to attend the previously all white Harding High School in Charlotte, North Carolina.
from Prof. Yang Limin’s Speech
Objectives of First-year Intensive Reading
At a macro level
organization of learning in terms of materials, requirements, class performance, assessment, teacher’s role, and their own role – how these elements could be different now
Depicts realistically the social and political life in Egypt
His classical and lucid style rejuvenated literary Arabic without recourse to colloquialisms "a Dickens of the Cairo café s" and "the Balzac of Egypt".
Naguib Mahfouz
Born in 1911, educated at Cairo University, died in Aug. 31, 2006. Wrote short stories and historical novels before WWII Turned to write novels of social realism after WWII Later works combined realism & symbolism A prolific writer: no fewer than 30 novels, more than 100 short stories, and more than 200 articles.