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  • Topic: Naguib Mahfouz
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  • Published : January 10, 2013
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第一册
课题 Lesson One Half a Day
I. Teaching Objectives:
In this unit, you will
a) do pronunciation exercises through twisters.
a) practice your memory through sentence repetition.
b) take a look back at the day you left for university.
c) try to get the main ideas of the text through dividing it into three parts. d) get a glimpse at the reading skill – Key Word Reading. e) read the text for further thinking about the allegory. f) find the symbolic meaning of the text

g) get a better understanding of the Participles and Past Perfect. h) master the words and expressions listed in the textbook. II. Main Contents
a) Pronunciation and Memory practice
b) Main idea and detail information of the text
c) Allegory
d) Participles
III. Main Focus and Points
Half a Day; Allegory; Participles; Past Perfect; Oral practice IV. Extensive Study:
Allegory seeking (Students are required to read an allegorical tale, and share in the group. Each group choose one to tell the story to the class) V. Teaching Methods:
a) Student-centered and task-based teaching methods
b) Reflective study and autonomous learning
VI. Reference:
Websites about allegory
Teacher’s book
VII. Exercises and Practice
a) Finish the exercises in the textbook
b) Take a glimpse at the Change of the world or the culture of Egypt. VIII. Further thinking:
Recurring themes in the stories of Mahfouz include death, time, God, and the human condition. These concerns were influenced in part by his religious upbringing in an Islamic family. What are the fundamental beliefs of the religion of Islam? Which countries in the world are predominantly Islamic? IX. Teaching Procedure

a) Twisters and pronunciation
Students are encouraged to read the tongue twisters loudly and accurately.
Cheryl's chilly cheap chip shop sells Cheryl's cheap chips. The cat catchers can't catch caught cats.
Bright blows the broom on the brook's bare brown banks. b) Short Term Memory practice
i. Students are required to repeat the sentence they heard or read. 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. I hesitated and clung to his hand, but he gently pushed me from him. Then the faces of the boys and girls came into view.

ii.Repeat game
• It's wise to remember how easily this wonderful technology can be misused with serious consequences. • His wife was on a business trip and was planning to meet him there the next day. • Unable to find the scrap of paper on which he had written her e-mail address, he did his best to type it in from memory. • Unable to find the scrap of paper on which he had written her e-mail address, he did his best to type it in from memory. c) Halloween

i. Match game
ii. Prepare for a Halloween party
d) Warm-up exercises
Students are ready to answer some questions about their feelings and situations when they leave their home for the first time.
e) Half a Day
i. Students are required to divide the text into three parts and give the main ideas respectively. ii. The second chance will be given to students to get some detail information, and then students are required to retell the story with the detail information. iii. Key words reading. Students will take a glance at the roles of Key Words in reading, and an exercise is required to be finished. iv. The third reading for students to get the symbolic meaning of the text. v. Read the text again, and try to find most impressive grammatical points and vocabularies. 1) Students are required to find all the participle phrases and Gerund phrases in class. 2) Find differences of the two grammatical items in groups after class, and be ready to make presentation...
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