Zhaohui Li BFSUContemporary College EnglishIntensive Reading I Demo Session What is Intensive Reading? v Intensive reading is comprehensive but not all embracing v Intensive reading is training of all basic language skills thorough, systematic, sustained, all-around training listening, reading, speaking, writing, translating skills v Intensive reading training develops through different stages, each stage with its own emphasis v 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 from Prof. Yang Limings SpeechLi BFSUObjectives of First-year Intensive ReadingAt a macro level 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 To help students develop their ability of using what they have learned in middle school through classroom teaching and all kinds of language activities organization of learning in terms of materials, requirements, class performance, assessment, teachers role, and their own role how these elements could be different now Li BFSUObjectives of First-year Intensive Reading To introduce students to some new language phenomena To help students become aware of socio-cultural issues in the learning of language To help students appreciate language from the stylistic perspective Li BFSUObjectives for First-year Intensive ReadingAt a micro level To help enlarge students vocabulary 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 Students are expected to learn about 2,000 new words in the first year - collocations, phrases, verb patterns, word-formation, synonyms, acronyms, etc. Li BFSUZhaohui Li BFSUHalf a DayNaguib Mahfouz Half a DayWarm up & Preview1Background2Text Analysis3Discussion & Revision4Li BFSUWarm upFirst day of school Li BFSUWarm UpFirst 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. Li BFSUWarm UpFirst day of school StanfordLi BFSUWarm-upv Do you still remember your first day at school? Try to recollect it and share it with your partner.v 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?v What are your expectations of university? What kind of changes do you think it will bring upon your life? Li BFSUPreviewMain ideaStructure and logicQuestions on the textsLanguage and grammarStyleGeneral ideaPronunciation and spellingThemeConcepts Questions for discussionListeningReadingThinkingPreview WorksheetLi BFSUu Born in 1911, educated at Cairo University u Wrote short stories and historical novels before WWII u Turned to write novels of social realism after WWII u Later works combined realism & symbolism uA prolific writer: no fewer than 30 novels, more than 100 short stories, and more than 200 articles. Naguib Mahfouz Li BFSUHis WorksThe Cairo Trilogy: Palace Walk, Palace of Desire, Sugar Street (first published 1957)The Time and Place and Other Stories, 1991Li BFSUHis Influenceu The first Arab Writer towin the Nobel Prizein Literature 1988, The Cairo Trilogyu Depicts realistically the social and political life in Egypt u His classical and lucid style rejuvenated literary Arabic without recourse to colloquialisms through works rich in nuance - now clear-sightedly realistic, now evocatively ambiguous - has formed an Arabian narrative art that applies to all mankind “a Dickens of the Cairo cafs“ and “the Balzac of Egypt“.Li BFSULesson 1 Half a DayPlot: a little boys first time to go to schoolSetting: on the way to schoolat schoolon the way homeu Protagonist/Narrator: “I” the boy in the storyu Theme of the story: what do you think?A Short StoryLi BFSUText Structure1Para. 1-7The boys reluctance to go to school His misgivings about school 2Para. 8-16The Boys life at school: Rich and colorful Requiring discipline and hard work 3Para. 17-20At the end of school day: Everything has changed!Li BFSUZhaohui Li BFSUDetailed Analysis Para. 1-7Main Ideas How did the boy feel about going to school? Find textual evidence. Why was he feeling so? List the fathers comments about school. What do you think of them?School is a place that makes useful men out of boys. Dont 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.Li