教 案 周 次 第 2 周，第 2 次课 授课时间 2010年 月 日
授课章节 Lesson two: Maheegun my brother 本？章？节 课堂讲授？? ？ 实践课？ ？ 教学时数 2课时 授课方式
~1. Introduce background information to students: author, cultural
information, etc. 节
2. Word formation. 学
重 1. Let students learn some common knowledge of the English culture.
2. Usage of word formation, to enrich their vocabulary. 和
或 Exercise 1 of “more work on the text---vocabulary”
I. Easter Day
1. Origin of Easter Day
Easter is a religious festival celebrating the resurrection (复活) of Christ observed on the first
Sunday after the Spring Equinox (春分).
2. Some Symbols of Easter Day
1) Easter Bunny
• The Easter bunnies have become the most favorite Easter symbol. It's universal in its
appeal. And, most important of all, it relates to Easter historically.
• Also the hare and eggs have something to do with the Anglo-Saxon spring goddess Eostre.
Possibly, this is because both of them were regarded to be emblems of fertility.
2) Easter Egg
• As with the Easter bunny and the holiday itself, the Easter egg predates (先于) the Christian
holiday of Easter. The exchange of eggs in the springtime is a custom that was centuries old
when Easter was first celebrated by Christians.
• From the earliest times, the egg was a symbol of rebirth in most cultures. Eggs were often
wrapped in gold leaf or, if you were a peasant, colored brightly by boiling them with the
leaves or petals of certain flowers.
• As with today, children hunt colored eggs and place them in Easter baskets along with the
modern version of real Easter eggs—those made of plastic or chocolate candy.
• The Armenians would decorate hollow eggs with pictures of Christ, the Virgin Mary, and
other religious designs.
3) Easter Egg Games
On Easter morning the children of the house join in a search to locate the eggs that the Easter
bunny has hidden while they were asleep. The searching might continue throughout the house with the older children helping the youngest. Sometimes prizes of candy are awaiting the child finding the most eggs.
Easter egg hunts can be part of a community's celebration of the holiday. The eggs are hidden in public places and the children of the community are invited to find the eggs.
The rules of an Easter egg roll are to see who can roll an egg the greatest distance or can make the roll without breaking it, usually down a grassy hillside or slope.
4) Easter & Lily
• The lovely white trumpet lily, main flower of the Easter floral arrangements, has been
enjoying a great favor in being included as a principal item for church decoration for quite
some time. It is a perfect gift of nature to beautify our Easter.
• But its acceptance in America, as such, dates back around the 1800s. It came in with the rise
in the Easter observances by the Protestants in America. And, strange, it took some more
time to find a widespread acceptance.
I. Wolf and Man
In the beginning, the wolf shared a close bond with Man. The forerunner of today’s dogs, the wolf sometimes shared the fire of Man, helping him to hunt, and in turn being kept safe and fed a portion of the kill.
Many ancient cultures held the wolf in high regard.
In Egypt, the wolf was worshipped at Lycopolis—“the City of the Wolves”.
In Greece, the god Apollo was a wolf-god. A bronze wolf guarded his altar in the temple of
Mars/Ares (希腊战神) had a wolf for his emblem and was sometimes known to change into a
wolf by donning a wolf-skin.
The Norse god Odin was also a wolf-god. He also resided over eagles and bears. Also in Norse
myth, the great wolf, Fenrir, was a giant who took upon the permanent shape of a wolf soon after
Many Christian saints were associated with wolves. The Slavs called St. Peter “the wolves
In the traditions of Eastern Europe, St. George was accompanied by wolves wherever he went.
St. Francis of Assisi made a pact with the fearsome wolf of Gubbio, and the townspeople
observed this agreement by feeding the wolf for the rest of his life.
In Roman mythology, the god Mars considered the wolf a sacred animal, and the founders of
Rome were raised by a wolf.
Eastern Europeans often viewed wolves as protectors of the harvest.
Native Americans also held the wolf in high regard and believed that wolves carry some
characteristics that humans should also find important, such as strong family structure and
teaching the young.
Things changed however, and the wolf became a devourer of livestock and supposedly also a devourer of people, especially children.
So the wolf was hunted, and in Western Europe, the Emperor Charlemagne established the Louveterie or wolf-hunt. On the 9th August 1787, Louis XVI abolished the Louveterie due to poor economy, but it was re-established by Napoleon I. It was not until 1971 that the Louveterie was finally ended.
The wolf is now extinct in Ireland, the United Kingdom, France, Belgium, the Netherlands,
Denmark, Germany, Switzerland, Austria and Hungary. It is endangered in Bulgaria, Czechoslovakia, Italy, Poland, Portugal and Spain.
Only in Alaska, Canada and Russia, has the wolf found its last stronghold.
Thus the tale of the wolf is indeed tinged with blood—but it is less the blood of Man than of the
How are wolves viewed nowadays?
a more realistic view of the wolf: a vital part of a balanced ecosystem
II. Wolf Phrases
Guess the Chinese translation of following wolf phrases: cry wolf喊叫“狼来了”，发假警报
a lone wolf独居单干的人
wolf in sheep's clothing披着羊皮的狼
have/hold a wolf by the ears骑虎难下，进退两难 have a wolf in the stomach饿到极点
keep the wolf from the door免于饥饿，勉强度日 see a wolf说不出话来，目瞪口呆
ugly enough to tree a wolf丑陋已极，不中用到极点 wake a sleeping wolf自找麻烦
set the wolf to keep the sheep引狼入室
III. Word Building
1. Compound adjectives: n.+ -ed
snow-filled creek bed被白雪覆盖的河床
thunder-struck crowd 惊愕的群众
教 案 周 次 第 2 周，第 2 次课 授课时间 2010年 月 日
授课章节 Lesson two: Maheegun My Brother 本？章？节 课堂讲授？? ？ 实践课？ ？ 教学时数 2课时 授课方式
~ 1. Study of the words and phrases. 节
教 2. Distinguish some similar words/synonyms.
重 1. Comprehend and translate some of the key words;
2. Enrich their vocabulary. 和
1. Exercise of “more work on the text---vocabulary”.
或 2. Preview the text.
教学内容与组织安排 I. Word Study
1. alert: v. to notify of approaching danger or action; to warn
a. vigilantly attentive; watchful
n. a signal that warns of attack or danger
； The doctor alerted me to the dangers of smoking.
； The radio alerted the citizens to prepare for the hurricane. ； an alert bank guard
； One should not run about aimlessly during an alert.
2. chase: v. a. to put to flight; to drive away
b. to follow rapidly in order to catch or overtake; to pursue
c. to seek the favor or company of persistently ； to chase the dogs away
； to chase the thief
； to chase girls
3. crouch: v. to stoop, especially with the knees bent ； They crouched over the grate with a flashlight, searching for the lost gem. ； She crouched by the fire to get warm.
4. detain: v. a. to keep from proceeding; to delay or retard
b. to keep in custody or temporary confinement Word formation
； I was detained by an unexpected caller that morning.
； The disruptive students were detained after school until their parents had been notified.
5. pace: n. a. a step made in walking; a stride
b. the rate of speed at which a person, an animal, or a group walks or runs
V. a. to walk or stride back and forth across
b. to measure by counting the number of steps needed to cover a distance
； The fence is only ten paces from the house.
； The work progressed at a slow pace.
； He paced the room.
； to pace out a distance of 100 yards
； 6. poke: v. to push; to thrust
poke fun at… 取笑
； A seal poked its head out of the water
7. smother: v. a. to suffocate (another)
b. to conceal, suppress, or hide
c. to lavish a surfeit of a given emotion on (someone) ； The killer smothered the victim with a pillow.
； We tried to smother our laughter.
； Grandparents tend to smother grand-children with affection. 8. thrill: v. to cause to feel a sudden intense sensation; to excite greatly
n. a quivering or trembling caused by sudden excitement or emotion ； Stories of adventure thrilled him.
； It gave me a thrill to know I had passed the examination.
Word formation: a. thrilling
9. toll: v. a. to charge a fee for using (a structure, such as a bridge)
b. to sound (a large bell) slowly at regular intervals
n. a. the act of tolling
b. a fixed charge or tax for a privilege, especially for passage across a bridge
or along a road
c. a charge for a service, such as a long-distance telephone call ； They were tolled more than necessary.
； The church bell tolled the hour.
； The cold and loss of blood were taking their toll.
10. whimper: v. to cry or sob with soft intermittent sounds; to whine ； The little dog whimpered when I tried to bath it.
11. start: v. to move suddenly or involuntarily
n. a startled reaction or movement ； The child started at the loud noise.
； to start at the mere rustle of leaves in the wind
； He sat up with a start.
12. sail: v. a. (of a woman) to walk elegantly and gracefully
b. to move swiftly, smoothly, or effortlessly ； The duchess sailed into the room.
； He sailed through the examination.
13. serve: v. a. to prepare and offer (food)
b. to spend or complete (time)
c. to fight or undergo military service for
d. to be of service or use; to function
； to serve tea
； He has served four terms in Congress.
； The woman served her country for five years in the navy.
； Now the examination score serves as the only criterion for a student’s academic performance.
14. see: v. to be the time when/the place where an event happens; to witness
； The light of another day still saw no end to the storm.
； The 20th century saw many changes.
； The house saw many important meetings in the country’s history.
II. Phrases and Expressions
1. with a start: to move one’s body quickly and suddenly because one is surprised,
afraid, etc. 一惊地
； But something caused me to wake up with a start.
2. for the best: best for the long run though sth. appears bad or unpleasant长远看是有好处的
； His parents didn’t want him to work in London, but they knew it was perhaps for the best. ； They had to sell their car, but since they are both without a job, it’s probably for the best. 3. only to…: used to mention sth. that happens immediately afterwards, esp. sth.
that causes surprise, disappointment, etc. 结果只是
； He went to see her only to find the door was locked.
； He returned after the war, only to be told that his wife had left him.
； I tried to travel west but only to hit the creek again.
cf. only too: very
； … but I knew only too well there should have been no creek there.
； I shall be only too pleased to do my best in that line of work.
； 4. blow itself out: (of a storm) to lose force or cease entirely消退
； The weather forecast says that the storm will soon blow itself out and move out to sea. 5. work one’s way: to move with great difficulty艰难行走
edge one’s way 挤过去
elbow one’s way 挤着向前走
feel one’s way 摸索着向前走
fight one’s way 奋斗着前进, 打开一条出路
find one’s way 设法到达
shoulder one’s way 挤(出去), 冲(出去)
squeeze one’s way 挤(出去), 冲(出去)
plough one’s way 艰难费力地前进, 开拓前进
work one’s way 挤出一条路;排除困难, 艰辛前进
worm one’s way (through) 慢慢前进
6. take one’s toll on…: to have a bad effect on sb./sth. 夺去,使遭受打击(para.36) ； Years of hard work and anxiety have taken their toll on his health.
； The destruction of the World Trade Center in New York is taking its toll on US airlines. 7. come into focus: If your eyes, a camera, a telescope or other instruments come or
comes into focus, the edges of what you see are clear and sharp. 轮廓清晰 ； Before you shoot a photograph, you should adjust the camera so that it comes into focus.
周 次 第 2 周，第 3 次课 授课时间 2010年 月 日
授课章节 Lesson Two: Maheegun My Brother
本？章？节 课堂讲授？? ？ 实践课？?？ 教学时数 2课时 授课方式
~1.In-depth analysis on the original text: plot, structure of this passage,
theme of this passage, writing techniques, etc. 节
2. Guide student to retell main points of this passage. 教
3. Learn some figure of speech. 学
重 1.Theme of this passage. 点 2.text analysis 和
1. Review the text. 或 2. Retell the main idea in their own words.
Theme of the Story: The story depicts the ideal relationship between humans and wild
animals—they are fellow creatures on earth, and therefore should treat each other like brothers.
Structure of the Text
Part 1 (Paras. 1-3 ) : The introduction.
Part 2 (Paras. 4-17 ) : The happy days the boy and Maheegun had together in the short
period of less than a year, and how Maheegun returned to the wild where he belonged.
Part 3 (Paras.18-40 ) : The reunion of the two when the boy’s life was endangered by two hungry wolves.
Part 4 (Paras.41-44 ) : The brothers returned to the place where they each belonged—the
boy to his warm home, the wolf to his kind in the wild.
1. How do you think Maheegun came to be abandoned?
2. Why did the boy say that the year he was 14, he was the happiest boy on earth?
What did they do together?
3. What happened one day that convinced the boy’s grandpa that the time had come to
say goodbye to Maheegun?
4. How did Maheegun return to his kind?
Describe the snow storm that got the boy lost in the forest, using the following key words and expressions:
snowshoes/to dim/flakes of snow/to drift/to thicken/to stumble into/to move in a circle/to
be filled (covered/smother) with snow/to make a blanket of/white stillness/fierce whiteness/to storm for days/biting cold (bitterly cold/freezing)
II. Writing Devices
Inversion: Inversion can make the description more vivid.
Gone was the puppy-wool coat. In its place was a handsome black mantle.
In sailed Mrs. Yesno, wild anger, who demanded... (Para. 8)
On the top was the clear outline of a great wolf sitting still. (Para. 11)
There, about 50 feet away, crouched my two attackers… (Para. 33)
There stood a giant black wolf. (Para. 33)
Simile, Metaphor & Personification
We hunted the grasshoppers that leaped about like little rockets.
For the next two years I was as busy as a squirrel storing nuts for the winter.
Gone was the puppy-wool coat. In its place was a handsome black mantle.
The whole world thrilled to that wild cry.