综英课程教程

大一综合英语教程知识点大一综合英语教程是一门重要的英语课程，旨在帮助大一新生建立牢固的英语基础。

本文将介绍大一综合英语教程的几个重要知识点。

一、词汇积累词汇是语言的基础，对于学习英语至关重要。

在大一综合英语教程中，学生需要掌握大量的基础词汇。

建议学生通过背诵单词表、阅读英文文章等方式进行积累。

同时，注意词汇的用法和搭配，了解常见词汇的同义词和反义词，这样能够提高语言表达的准确性和丰富性。

二、语法知识语法是英语学习中的重要组成部分。

大一综合英语教程将涵盖基础的语法知识，如时态、语态、句子结构等。

学生需要通过学习相关的语法规则和例句，掌握正确的语法用法。

此外，学生还可以通过阅读英文文章、参加语法练习等方式加深对语法知识的理解和运用。

三、听力训练大一综合英语教程中的听力训练旨在提高学生的听力理解能力。

学生需要通过听取英文材料，如短对话、新闻报道等，锻炼自己的听力技巧。

在听力过程中，学生可以注意关键词的捕捉，理解说话者的意图和信息主旨。

同时，可以多听多练，提高听力的准确度和速度。

四、口语表达口语表达是英语学习中的重要环节。

大一综合英语教程中，学生需要进行口语练习，提高自己的口语表达能力。

学生可以通过模仿和跟读来提高发音准确性，同时注重语音语调的把握。

此外，学生还可以参加英语角、口语训练班等活动，与他人进行交流，提高口语表达的流利度和自信心。

五、写作技巧写作是英语学习的重要组成部分。

在大一综合英语教程中，学生需要学习写作技巧，如段落组织、句子连接、篇章结构等。

学生可以通过阅读优秀的英文作品，了解写作的特点和技巧。

同时，练习写作，如写日记、写文章等，不断提高自己的写作能力。

六、阅读理解阅读理解是提高英语综合能力的重要途径。

在大一综合英语教程中，学生将接触到各种类型的英文阅读材料，如新闻、文学作品、科技文章等。

学生需要通过阅读，提高自己的阅读理解能力，包括理解文章的主旨、细节和推理等。

建议学生进行大量的阅读训练，扩展自己的阅读广度和深度。

英语专业本科《综合英语》授课教案英语专业本科《综合英语》授课教案第一册Lesson Plan For Contemporary College English(BookⅠ)Lesson 1 Half a Day By Naguib Mahfouz Ⅰ.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；介词练习；构词法：前缀；6．课堂讨论；7．练与讲。

Ⅱ.教学目的1. 了解作者及其背景知识；2．熟悉本文使用的写作手法；3．掌握修辞疑问句、倒装句等修辞手法；4．熟练掌握三类构词法；5．通过深刻理解文章内涵，培养学生社会洞察力和相关的讨论能力，同时掌握文中的核心语言点。

Ⅲ.教学重点与难点1. 文学作品的赏析；2．文学中的修辞手法――省略疑问句和修辞疑问句；倒装句；“with”独立结构；3．构词法：前缀；4．课文的写作背景与主题。

Ⅳ.教学方法采用讲授、问答、讨论、模仿、练习、多媒体等方法对学生进行启发式教学。

Ⅴ.教学过程Step1. Question Discussing for Warming-up (10 minutes)Step2. Background Information (40 minutes)1. Naguib Mahfouz——Education & Background（纳吉布?马福兹所受教育和一般背景）Naguib 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 universityadministration and then in 1939 he worked for the Mini-stry of IslamicAffairs. 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 hissupport of Sadat's Camp David initiative. In 1994 he survived an assassination attempt by Islamic extremists. He is married, has two daughters and lives in Cairo.He died on Aug. 30, 2006.Naguib Mahfouz ——important works（纳吉布?马福兹的主要著作）●Naguib Mahf ouz 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 EgyptianRevolution 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 world（作者笔下的世界：无尽的拼搏与悲剧的人生）The picture of the world as it emerges from the bulk of Mahfouz's work is very gloomy indeed, though not completely despondent. It shows that the author's social utopia is far from being realized. Mahfouz seems to conceive of time as a metaphysical force of oppression. His novels have consistently shown time as the bringer of change, and change as a very painful process, and very often time is not content until it has dealt his heroes the final blow of death. To sum up, in Mahfouz's dark tapestry of the world there are only two bright spots. These consists of man's continuing struggle for equality on the one hand and the promise of scientific progress on the other; meanwhile, life is a tragedy.Step3. Text Appreciation (50 minutes)1. Structure of the text (10 minutes)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 ithard to be away from home and mom, and thought school was punishment.The second part (para.8-16) describes how the boy felt about school. Hefound that life 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.2. How to appreciate literature (15 minutes)Plot of the story:Setting of the story:Protagonist v.s. Antagonists:Drama of the story lies in:Writing technique: (Have you ever read a story using the similar technique?) Theme of the story:3. Further discussion (15 minutes)A. Read the following suggestions made by the father. Which ones do youagree with and which ones not? Have you ever been given some suggestions by your parents when entering the university? List them out.1) School is a place that make useful men out of boys.2) Don’t you want to be useful like your brothers?3) Put a smile on your face and be a good example to others.4) Be a man.5) Today you truly begin life.B From the description between Para.8 and Para.16, we can see differentaspects of school life. Try to list as many aspects as possiblein the following table.C In the last part of the text, the boy walked out of the school to find that theoutside world had changed beyond measure. How might he feel about the changes? List exact words that support your choice.D．After-class thinkingHe wasfrightened ? surprised ? angry ? puzzled ?excitedsatisfied ? delighted ? sad ? indifferent ?criticalSupporting wordsstartled, … …________________After reading the story, do you feel emotionally or spiritually touched? Why or why not?Step4. Writing devices(30 minutes)1.Elliptical question（省略疑问句）“Why school?” I asked my father. e.g.A: Headmaster: We want you to go and tell the boy’s parents the news.B: Teacher: Why me?Father: We’ll go to Tianjin this weekend.Daughter: What for?/ Why this weekend?/Why Tianjin?2．Rhetorical question（修辞疑问句）“What have I done?”Don’t you want to be useful like your brothers? e.g.Can’t you see I’m busy? (Don’t dist urb me!)What good is a promise for an unemployed worker?Does nothing ever worry you?Please give more examples.3. Inverted sentences(倒装句)… here and there stood conjurers showing off their tricks, ormaking snakes appear from baskets.Conjurers stood everywhere. They were showing off their tricks or making snakes appear from baskets.More examples:There are some exceptions to this reaction.Were there no air on the earth, there would be no life on it.In no case should we waste our time.There goes the bell.Away hurried the customers.4. “with” absolute structure(with”独立结构)Then there was a band ..., with clowns and weight lifters walking in front.More examples:He stood there with a stick in his hand. (with + n. + prep.)Paul soon fell asleep with the light still burning. (with + n. + participle)She can’t go out with all these dishes to wash. (with + n. + to do.)He was lying on the bed with all his clothes on. (with + n. + adv. )Step5. Language Understanding （60 minutes）1. Sentence Paraphrase (20 minutes)1) They did not make me happy, however, as this was the dayI was to bethrown into school for the first time.（What does “they” refer to?What does the narrator imply by using “to be thrown into school”? ）2)My mother stood at the window watching our progress, and I turned towardsher from time to time, hoping she would help.（What does“progress” mean here?What kind of help could his mother offer?What does the sentence tell usabout the boy’s relationships with his parents?）3) a street lined with ga rdens …：a street where there are gardens … along bothsideslined with …: past participle phrase used here to modify “a street”. It can be regarded as a relative clause cut short, eg.a novel (that was) written by Charles Dickens/personal computers (thatare) made in China4.) I did not believe there was really any good to be had in tearing me away frommy home and throwing me into the huge, high-walled building.There is no good to be had in doing sth.It is no good/use doing sth.5).from each floor we were overlooked by a long balcony roofed in wood.：… on one side of the courtyard was a building with a long wood-roofedbalcony on each floor where we could be seen. Or… from the balcony on each floor of the building people could see the pattern into which we formed.6) Well, it seemed that my misgivings had had no basis.：Well, perhaps my doubt, worry and fear about what school would be like were all groundless. OrWell, it seemed that I was wrong to think that school was a dreadful place. 7.) In addition, the time for changing one’s mind was over and gone and therewas no question of ever returning to the paradise of home.：There is no question (of doing): there is no possibilityBesides, it was impossible for us to quit school and return to the good old days when we stayed home playing and fooling around all day. Ourchildhood was gone, never to come back.8.)Nothing lay ahead of us but exertion, struggle, and perseverance.：nothing but: onlyWe would have to do our best and keep working very hard until we finished school. This is what I imagined our school days would be like. OrThe kind of life that was waiting for us at school would be full of exertion, struggle and perseverance.9.)Those who were able took advantage of the opportunities for success andhappiness that presented themselves.：to present itself/ themselves: (formal) to appear, happenIf there came opportunities, capable students would seize them to achieve success and happiness.2 Word Study (20 minutes)1.) to make sb./sth. (out) of sb./sth.It’s a place that makes useful men out of boys.(make boys become useful men) eg.The army made a man of him.He said the Government were frightened of nothing. The real trouble was we were making a mountain out of a molehill.2.) There is no good to be had in doing sth.：It is no good/use doing sth.e.g. There is no good to be had in buying a boat when youdon’t have enough spare time to use it.It’s no good crying over spilt milk.It is worth doing well what is worth doing.it is no (not much) goodit is no (not any, hardly any, little) useit is uselessit is not the slightest useit 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.3.) to tear sb. away from a place：to (make sb.) leave a place or a person unwillingly because one has to eg. Can’t you tear yourself away from the TV for dinner?4). to cling to sth.：to hold tightly; not release one’s grip oneg. The little child clung toSome of the victims of the fire climbed out of the building, clung to the window ledges for a minute or two and then dropped to their death a hundred feet below.She still clings to the belief that her son is alive.5.) burst into (tears, sobs; laughter, a guffaw, song)：begin, suddenly and/or violently, to cry, laugh, sing etc.eg. Aunt Annabel, who has been nervous and jumpy lately, suddenly burst into tears.As the comic got into his stride, the audience burst into hoots of laughter.cf.：The aircraft turned on its back and burst into flames.The orchards seemed to have burst into blossom overnight.I mentioned the incident later to a tailor friend and he burst outlaughing/crying.6) sort people into ranks： put ... in order; arrangee.g. They sorted the apples according to size into large ones and small ones. cf.：She spent a happy afternoon sorting out her coins and stamps.It’s no good standing back and waiting for things to sort themselves out. 7）．to resort to: to make use of ; to turn to sth. (esp. sth. bad) as a solution eg.e.g. Terrorists resorted topolitical aims.These are means we have never resorted to to obtain information.8）．to present oneself: to appear, happeneg. When the chance to study at Harvard presented itself, I jumped at it.He was ordered to present himself at the chairman’s office at nine o’clock next morning.Step6. In-class discussion and presentation (40 minutes)1. If you had only half a day left to live, what would you most want to do?List the top five things you would do and give us your reason.2. Suppose the narrator found his home at last. What would happen after that?3. Work in group. Make up your own story of “Half a Day” and perform it.Step7 Textbook exercises (70 minutes)1. In-class news report2. In-class dictation 3．P.11-P. 21 (ContemporaryCollege English 1)Step8 Homework1. Paraphrase the following sentences taken from the text.1)．We were formed into an intricate pattern in the great courtyard surroundedby high buildings.2)……; from each floor we were overlooked by a long balcony roofed in wood.3.) Well, it seemed that my misgivings had had no basis.4.) Our path, however, was not totally sweet and unclouded.5.) It was not all a matter of playing and fooling around.6.) Rivalries could bring about pain and hatred or give rise to fighting.7.) In addition, the time for changing one’s mind was over and gone and therewas no question of ever returning to the paradise of home.8.) Nothing lay ahead of us but exertion, struggle, and perseverance.9.) Those who were able took advantage of the opportunities for success andhappiness that presented themselves.10）. How did these hills of rubbish find their way to cover its surface?Pick out idiomatic expressions in the text as many as possible.( write theEnglish phrase and their Chinese meanings)(p13 on the textbook)3. Write a composition with at least 150 words. The title is“My First Day at College”.Ⅵ. 教学反思Unit 2 Going HomeⅠ.教学内容1. 热身；2．作者：教育与背景；主要著作；社会背景；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：现在分词和过去分词；if条件状语从句；5．语言理解：长难句解析；核心词汇学习；构词法；6．课堂讨论；7．练与讲。