《高级英语》课程教学大纲 一、课程基本信息 课程代码：16067302 Course Code:16067302 课程名称：高级英语1 Course Name:Advanced English I 课程类别：专业技能课 Course Type:Specialized Skill Course 学时：32学时 Class Hours:32 学分：2学分 Credit:2 适用对象：翻译专业 Target Students:Undergraduate Majoring in Translation 考核方式：考试 Assessment:Examination 先修课程：综合英语V、英语语音、英语语法、英语听力、英语口语、英语阅 读、英语写作等。 Preparatory Courses:An Integrated English Course I-IV,English Phonetics,English Grammar,English Listening.English Speaking.English Extensive Reading.English Writing. etc. 二、课程简介 《高级英语》是为翻译专业三年级学生第一学期所设的培养阅读和写作技能的 课程。 本课程通过阅读和分析题材广泛、时代气息浓厚的课文，包括涉及政治、经济、 社会、语言、文学、教育、地理、科普和哲学等方面的名家作品，使学生从多个角度 认识当代英美社会的各个方面，包括种族问题、文化差异、名人铁事、网络技术、语 言、教育、社会问题等，令他们在学习的过程中，拓展视野，陶治情操，提高素养。 本课程选用教材体裁多样，有记叙文、说明文和论说文等。使学生在巩固和提高 英语语言技能的同时，也能熟稔不同的文体，培养分析和欣赏能力，增强逻辑思维与 独立思考的能力。 在“课程思政”的理念背景下，将《习近平谈治国理政》中的思政内容融于具体
1 《高级英语 I》课程教学大纲 一、课程基本信息 课程代码：16067302 Course Code: 16067302 课程名称：高级英语 I Course Name: Advanced English I 课程类别： 专业技能课 Course Type: Specialized Skill Course 学 时：32 学时 Class Hours: 32 学 分：2 学分 Credit: 2 适用对象: 翻译专业 Target Students: Undergraduate Majoring in Translation 考核方式：考试 Assessment: Examination 先修课程：综合英语 I-IV、英语语音、英语语法、英语听力、英语口语、英语阅 读、英语写作等。 Preparatory Courses: An Integrated English Course I-IV, English Phonetics, English Grammar, English Listening, English Speaking, English Extensive Reading, English Writing, etc. 二、课程简介 《高级英语 I》是为翻译专业三年级学生第一学期所设的培养阅读和写作技能的 课程。 本课程通过阅读和分析题材广泛、时代气息浓厚的课文，包括涉及政治、经济、 社会、语言、文学、教育、地理、科普和哲学等方面的名家作品，使学生从多个角度 认识当代英美社会的各个方面，包括种族问题、文化差异、名人轶事、网络技术、语 言、教育、社会问题等，令他们在学习的过程中，拓展视野，陶冶情操，提高素养。 本课程选用教材体裁多样，有记叙文、说明文和论说文等。使学生在巩固和提高 英语语言技能的同时，也能熟稔不同的文体，培养分析和欣赏能力，增强逻辑思维与 独立思考的能力。 在“课程思政”的理念背景下，将《习近平谈治国理政》中的思政内容融于具体
教学，帮助学生在掌握翻译方法和文学翻译研究的过程中提高制度自信、理论自信和 道路自信。在训练学生英语能力的同时，潜移默化地培养其思辨能力、人文素养和道 德情操。 Advanced English I,a course for junior Business English majors,is aimed at training reading and writing skills. With a selection of texts that cover a wide range of topics,including politics,economics, language.literature.education,geography.popular science and philosophy.this course will help students know more about various aspects of the British and American societies,such as racial problems,cultural gaps,information technology,and other social issues. This selection of texts also involves different types of writing,namely,description, narration,exposition and argumentation,which will help students to get familiar with the main features of different writing styles and thus improve their abilities to think and write logically in the English language Under the background of"ideological and political courses","Literary Translation"has integrated the ideological and political content in Xi Jinping's The Governance ofChina Ill into concrete teaching,so as to help students improve their confidence in system,theory and path in the process of mastering translation methods and literary translation studies.While nminingsdensEngdhcompeteneehecoureakoaimstmperceptibycltnaingher 三、课程性质与教学目的 课程性质 《高级英语》是翻译专业本科三年级学生的专业技能必修课。 教学目的 学目的主要是进一步全面提高学生运用英语的综合能力。同时，在翻译专业转 型发展和“课程思政”的理念背景下，《高级英语》课程在教学内容设计. 重视语言 类课程的“隐性育人功能”，针对性选取相关教学主题及材料展开涉及价值观、道德 修养等话题的思考与探讨，在训练学生综合运用语言能力的同时，培养其思辨能力、 人文素养和道德情操。 课程主要教学目的如下 一)培养学生正确的价值取向； (二)提高学生的思辨能力、人文素养和道德情操； 三)在听、说、读、写、译等方面能力不断提高的基础上，培养学生拓展思维 空间： (四)扩大知识面，提高语言理解、分析能力、鉴赏能力、口头沟通能力、书面 表达能力 (五)在阅读方面，引导学生分析文章的结构布局，文体修辞以及语言技巧，提 高学生逻辑思维和判断评述的能力。 2
2 教学，帮助学生在掌握翻译方法和文学翻译研究的过程中提高制度自信、理论自信和 道路自信。在训练学生英语能力的同时，潜移默化地培养其思辨能力、人文素养和道 德情操。 Advanced English I, a course for junior Business English majors, is aimed at training reading and writing skills. With a selection of texts that cover a wide range of topics, including politics, economics, language, literature, education, geography, popular science and philosophy, this course will help students know more about various aspects of the British and American societies, such as racial problems, cultural gaps, information technology, and other social issues. This selection of texts also involves different types of writing, namely, description, narration, exposition and argumentation, which will help students to get familiar with the main features of different writing styles and thus improve their abilities to think and write logically in the English language. Under the background of “ideological and political courses”, “Literary Translation” has integrated the ideological and political content in Xi Jinping’s The Governance of China III into concrete teaching, so as to help students improve their confidence in system, theory and path in the process of mastering translation methods and literary translation studies. While training students’ English competence, the course also aims at imperceptibly cultivating their critical ability, humanistic quality and moral sentiment. 三、课程性质与教学目的 课程性质 《高级英语 I》是翻译专业本科三年级学生的专业技能必修课。 教学目的 教学目的主要是进一步全面提高学生运用英语的综合能力。同时，在翻译专业转 型发展和“课程思政”的理念背景下，《高级英语 I》课程在教学内容设计上重视语言 类课程的“隐性育人功能”，针对性选取相关教学主题及材料展开涉及价值观、道德 修养等话题的思考与探讨，在训练学生综合运用语言能力的同时，培养其思辨能力、 人文素养和道德情操。 课程主要教学目的如下： （一）培养学生正确的价值取向； （二）提高学生的思辨能力、人文素养和道德情操； （三）在听、说、读、写、译等方面能力不断提高的基础上，培养学生拓展思维 空间； （四）扩大知识面，提高语言理解、分析能力、鉴赏能力、口头沟通能力、书面 表达能力； （五）在阅读方面，引导学生分析文章的结构布局，文体修辞以及语言技巧，提 高学生逻辑思维和判断评述的能力
(六)在写作方面，训练学生注重文章的思想内容、组织结构和正确表达，逐步 做到行文的得体和流畅。 四、教学内容及要求 教学要求 《高级英语》是为翻译专业三年级学生第一学期所开设的一门主干课程，是在 《综合英语》至《综合英语V》基础上的提高和延续，仍然以全面提高学生的语言 综合运用能力为目标，着重培养阅读和写作技能，使学生能在更高的层次上进行语言 交际。课程结束后，要求学生基本达到《高等学校英语专业英语教学大纲》中所规定 的要求，同时，体现“课程思政”的理念优势，能做到： (一)理解并践行有特色的杜会主义的制度自信、理论自信和道路自信： (二)养成正确的价值观与道德观， 具有较高的思辨能力与人物素养 (三)阅读难度一般的英、美报刊、杂志上的文章和难度 一般的英文原著 (四)在理解的基础上分析文章的思想观点、篇章结构和文体风格： (五)阅读速度为每分钟140-180个单词，理解准确率不低于75%。能在5分钟 内速读1300词左右的文章，掌握文章的主旨和大意： (六)进一步扩大知识面，增强对文化差异的敏感性，提高综合运用英语进行交 际的能力。 教学内容 本课程选用的教材为何兆熊主编的《综合教程（第2版）》第五册。该教材为“十 二五普通高等教有本科国家级规划教材，是为高等院校英语专业三年级学生编写的 高级英语课教材。所有课文选自报纸杂志的时政类文章及英美文学的一些经典名篇， 全部为英美作者的原文，只在个别情况下做了极少的刑节及改动。本册教材句括14个 单元。每个单元的构成如下： Pre-reading questions Text I Text comprehension Writing strategies Language work Translation Oral activities Writing TextII Multiple choice questions Questions for discussion 与Text I相关的练习共有7个部分：Pre-reading questions,Text comprehension, 3
3 （六）在写作方面，训练学生注重文章的思想内容、组织结构和正确表达，逐步 做到行文的得体和流畅。 四、教学内容及要求 教学要求 《高级英语 I》是为翻译专业三年级学生第一学期所开设的一门主干课程，是在 《综合英语 I》至《综合英语 IV》基础上的提高和延续，仍然以全面提高学生的语言 综合运用能力为目标，着重培养阅读和写作技能，使学生能在更高的层次上进行语言 交际。课程结束后，要求学生基本达到《高等学校英语专业英语教学大纲》中所规定 的要求，同时，体现“课程思政”的理念优势，能做到： （一）理解并践行有特色的社会主义的制度自信、理论自信和道路自信； （二）养成正确的价值观与道德观，具有较高的思辨能力与人物素养； （三）阅读难度一般的英、美报刊、杂志上的文章和难度一般的英文原著； （四）在理解的基础上分析文章的思想观点、篇章结构和文体风格； （五）阅读速度为每分钟 140-180 个单词，理解准确率不低于 75%。能在 5 分钟 内速读 1300 词左右的文章，掌握文章的主旨和大意； （六）进一步扩大知识面，增强对文化差异的敏感性，提高综合运用英语进行交 际的能力。 教学内容 本课程选用的教材为何兆熊主编的《综合教程（第 2 版）》第五册。该教材为“十 二五”普通高等教育本科国家级规划教材，是为高等院校英语专业三年级学生编写的 高级英语课教材。所有课文选自报纸杂志的时政类文章及英美文学的一些经典名篇， 全部为英美作者的原文，只在个别情况下做了极少的删节及改动。本册教材包括 14 个 单元。每个单元的构成如下： Pre-reading questions Text I Text comprehension Writing strategies Language work Translation Oral activities Writing Text II Multiple choice questions Questions for discussion 与 Text I 相关的练习共有 7 个部分：Pre-reading questions，Text comprehension
Writing strategies,Language work,Translation,Oral activities,Writing. Pre--reading questions与Text I的话题相关但不涉及课文的具体内容，起到热身 作用，引导学生进入本单元的主题。 Textcomprehension设计的问题都与TextI直接有关，其中既有对课文字面的、局 部意义的理解，又有对课文的整体把握以及对内涵和寓意的理解，从而帮助学生在课 文理解方面做到既见树又见林 Writing strategies着重解释课文作者所使用的写作、修辞手法，以提高学生对语篇 的欣赏能力和写作水平。 Language work包括多种类型的语言练习。其中有词汇练习，旨在帮助学生掌握一 些积极词汇的意义并拓展其用法，做到熟练运用：语法练习对一些常用的语法现象进 行操练，增强学生的语法识别能力和应用能力：完形填空帮助学生从词汇、语法、篇 章结构等方面综合运用语言。 Translation含有两个部分，句子翻译和段落翻译。句子翻译有助于巩固、拓展本单 元所学的词语，段落翻译进一步帮助学生提高综合运用英语的能力。 Oral activities结合Text I撰写了导入语，提出话题，既能激发学生开动脑筋联系 实际展开讨论，又能培养他们运用英语表达观点和思想，并与他人交流、辩论、沟通 的能力，全面提高他们的素质。 Writing着重应用文写作：看图作文、演讲、书评、还有运用因果、对比、举例、 论证等手法撰写短文。通过实践，培养学生的写作能力，为今后的论文写作做好铺垫。 TextⅡ是对Text I主题的扩展和深化，前后两篇文章可以起到相辅相成的作用。 TextⅡ配有Multiple choice questions和Questions for discussion两项练习。基本上根据 T©xtⅡ以开拓学生的思路为主，让学生就这些问题发表自己的见解，并且运用英语表 达自己的观点和看法，从而养成分析问题、解决问题的能力。 具体教学内容如下： UNIT1 (一)目的与要求 To understand the main idea of the text and talk about it 2.To understand the organization and development of the text. 3.To understand the writing style of the text and the rhetorical devices used in it; 4.To grasp the key language and grammar points (二)教学内容 1.主要内容 Text I The Fourth of July This is a piece of narrative writing in which first-person narration is employed.The whole text may be divided into four main parts.The first paragraph,which is the beginning
4 Writing strategies，Language work，Translation，Oral activities，Writing。 Pre-reading questions 与 Text I 的话题相关但不涉及课文的具体内容，起到“热身” 作用，引导学生进入本单元的主题。 Text comprehension 设计的问题都与 Text I 直接有关，其中既有对课文字面的、局 部意义的理解，又有对课文的整体把握以及对内涵和寓意的理解，从而帮助学生在课 文理解方面做到既见树又见林。 Writing strategies 着重解释课文作者所使用的写作、修辞手法，以提高学生对语篇 的欣赏能力和写作水平。 Language work 包括多种类型的语言练习。其中有词汇练习，旨在帮助学生掌握一 些积极词汇的意义并拓展其用法，做到熟练运用；语法练习对一些常用的语法现象进 行操练，增强学生的语法识别能力和应用能力；完形填空帮助学生从词汇、语法、篇 章结构等方面综合运用语言。 Translation 含有两个部分，句子翻译和段落翻译。句子翻译有助于巩固、拓展本单 元所学的词语，段落翻译进一步帮助学生提高综合运用英语的能力。 Oral activities 结合 Text I 撰写了导入语，提出话题，既能激发学生开动脑筋联系 实际展开讨论，又能培养他们运用英语表达观点和思想，并与他人交流、辩论、沟通 的能力，全面提高他们的素质。 Writing 着重应用文写作：看图作文、演讲、书评、还有运用因果、对比、举例、 论证等手法撰写短文。通过实践，培养学生的写作能力，为今后的论文写作做好铺垫。 Text II 是对 Text I 主题的扩展和深化，前后两篇文章可以起到相辅相成的作用。 Text II 配有 Multiple choice questions 和 Questions for discussion 两项练习。基本上根据 Text II 以开拓学生的思路为主，让学生就这些问题发表自己的见解，并且运用英语表 达自己的观点和看法，从而养成分析问题、解决问题的能力。 具体教学内容如下： UNIT 1 （一）目的与要求 1. To understand the main idea of the text and talk about it; 2. To understand the organization and development of the text; 3. To understand the writing style of the text and the rhetorical devices used in it; 4. To grasp the key language and grammar points （二）教学内容 1. 主要内容 Text I The Fourth of July This is a piece of narrative writing in which first-person narration is employed. The whole text may be divided into four main parts. The first paragraph, which is the beginning
part,provides the background of the story.introducing the main characters,the place and time of the major event narrated in the story.The second part,which consists of Paragraphs 2-6,tells us all the necessary preparations,especially the different kinds of food the writer's mother had prepared for their Washington trip.Also.this part briefly relates twoexamples of racial discrimination and segregation.The third part,which comprises Paragraphs 7-17,is the most important section of the narrative text.This part concentrates on the major event of the text-the injustice with which the writer and her family members were treated.Included in this part are also some of the writer s visits and her psychological state. The title and the textual content bring out the satirical effect prominently.As is known to all,the 4th of July is kept as a national holiday on which the American people commemorate and celebrate their winning of freedom and independence.But on this very day,the writer and her family were treated unfairly and unjustly when they entered an ice- cream store,ordered a dish of vanilla ice cream and got ready to enjoy it They were not allowed to eat it inside.Besides this major event,the text offers other examples to illustrate the ubiquitous existence of white domination and racial discrimination in the USA at that time. Text II Champion of the World 2.语言知识点 1)Words and expressions,Notes 2)Elements of Narrative Writing -Plot,character,setting.style,conflicts,theme 3)Plot Structure of Narrative Writing -Beginning,middle,climax,end 4)Different Points of View -First Person point of view -Second Person point of view -Third Person point of view 5)Writing strategies:flashback;symbolism 3.问题与应用 1)Having a Discussion After the founding of the People's Republic of China.working people became the masters of the country.But in spite of the general improvement in people's living standards since then,especially since the implementation of the opening and reform policies in the 1990s.polarization of wealth and poverty seems to be getting more and more serious Consequently,social inequality and discrimination have occurred in China today.Give 5
5 part, provides the background of the story, introducing the main characters, the place and time of the major event narrated in the story. The second part, which consists of Paragraphs 2-6, tells us all the necessary preparations, especially the different kinds of food the writer’s mother had prepared for their Washington trip. Also, this part briefly relates two examples of racial discrimination and segregation. The third part, which comprises Paragraphs 7-17, is the most important section of the narrative text. This part concentrates on the major event of the text — the injustice with which the writer and her family members were treated. Included in this part are also some of the writer s visits and her psychological state. The title and the textual content bring out the satirical effect prominently. As is known to all, the 4th of July is kept as a national holiday on which the American people commemorate and celebrate their winning of freedom and independence. But on this very day, the writer and her family were treated unfairly and unjustly when they entered an icecream store, ordered a dish of vanilla ice cream and got ready to enjoy it. They were not allowed to eat it inside. Besides this major event, the text offers other examples to illustrate the ubiquitous existence of white domination and racial discrimination in the USA at that time. Text II Champion of the World 2. 语言知识点 1) Words and expressions; Notes 2) Elements of Narrative Writing -Plot, character, setting, style, conflicts, theme 3) Plot Structure of Narrative Writing -Beginning, middle, climax, end 4) Different Points of View -First Person point of view -Second Person point of view -Third Person point of view 5) Writing strategies: flashback; symbolism 3. 问题与应用 1) Having a Discussion After the founding of the People’s Republic of China, working people became the masters of the country. But in spite of the general improvement in people’s living standards since then, especially since the implementation of the opening and reform policies in the 1990s, polarization of wealth and poverty seems to be getting more and more serious. Consequently, social inequality and discrimination have occurred in China today. Give
examples to illustrate the phenomenon and explore the causes. (三)课后练习 1)Questions for text comprehension 2)Language work 3)Translation exercises 4)Writing practice (四)教学方法与手段 采取课堂讲授、讨论与回答问题相结合的教学方法，使用多媒体、网络等教学手段。 UNIT2 (一)目的与要求 After learning this unit,students will be able to 1.understand the main idea of the text and talk about it. 2.understand the organization and development of the text; 3.understand the writing style of the text and the rhetorical devices used in it. 4.grasp the key language and grammar points (二)教学内容 1.主要内容 Text I The Struggle to Be an All-American Girl In this poignant remembrance.the author recalls the unforgettable.sorrowful experiences of her childhood when she was forced to learn Chinese,which did not interest her.The text may be divided into four parts.The first paragraph,the first part,provides the background of the narrative text.The second part,Paragraphs 2-7,dynamically and vividly describes their forced walks to the Chinese school,the principal,the classroom,the polite formality with which lessons started,etc.Paragraphs 8-11,making up the third part, specifically and graphically depict the language gap within the extended family:between the writer and her grandmother and between her brother and mother.And in the last part,which is made up of the last three short paragraphs,the author regrets that in rejecting her Chinese identity when young she is now cut off much of her Chinese heritage. TextⅡNo Name Woman 2.语言知识点 1)Words and expressions;Notes 2)Basic features of narrative writing 3)Rhetorical devices:transferred epithet 6
6 examples to illustrate the phenomenon and explore the causes. （三）课后练习 1) Questions for text comprehension 2) Language work 3) Translation exercises 4) Writing practice （四）教学方法与手段 采取课堂讲授、讨论与回答问题相结合的教学方法，使用多媒体、网络等教学手段。 UNIT 2 (一) 目的与要求 After learning this unit, students will be able to 1. understand the main idea of the text and talk about it; 2. understand the organization and development of the text; 3. understand the writing style of the text and the rhetorical devices used in it; 4. grasp the key language and grammar points (二) 教学内容 1. 主要内容 Text I The Struggle to Be an All-American Girl In this poignant remembrance, the author recalls the unforgettable, sorrowful experiences of her childhood when she was forced to learn Chinese, which did not interest her. The text may be divided into four parts. The first paragraph, the first part, provides the background of the narrative text. The second part, Paragraphs 2-7, dynamically and vividly describes their forced walks to the Chinese school, the principal, the classroom, the polite formality with which lessons started, etc. Paragraphs 8-11, making up the third part, specifically and graphically depict the language gap within the extended family: between the writer and her grandmother and between her brother and mother. And in the last part, which is made up of the last three short paragraphs, the author regrets that in rejecting her Chinese identity when young she is now cut off much of her Chinese heritage. Text II No Name Woman 2. 语言知识点 1) Words and expressions; Notes 2) Basic features of narrative writing 3) Rhetorical devices: transferred epithet
4)Writing strategies:contrast 3.问题与应用 1)Having a discussion Mr.Gary Faye Locke(骆家辉)，former US ambassador to the People's Republic of China and a third-generation member ofa Chinese emigrant family,is referred to as a typical example of an ABC who has realized the American dream.It is said that he did not learn to speak English until he was five years old and entered school.Now imagine yourself to be an ABC and give a talk about possible hurts and sorrows as Wong's or likely success as Locke's. (三)课后练习 1)Questions for text comprehension 2)Language work 3)Translation exercises 4)Writing practice (四)教学方法与手段 采取课堂讲授、讨论与回答问题相结合的教学方法，使用多媒体、网络等教学手段。 UNIT3 (一)目的与要求 After learning this unit,students will be able to 1.understand the main idea of the text and talk about it; 2.understand the organization and development of the text 3.understand the writing style of the text and the rhetorical devices used in it, 4.grasp the key language and grammar points 教学内容 1.主要内容 TextI A Hanging The text,which is a descriptive narration,relates a true story about the execution of a condemned prisoner in Burma.The whole narrative story is made up of 22 paragraphs.The first paragraph,which is the introductory part,presents the background knowledge-the country where the story took place,the time when the story happened and the bad living conditions of the condemned men.Paragraphs 2-14 constitute the second part or the body of the story,describing how a condemned prisoner was escorted to the gallows,how he behaved and walked.What is significant here is the comments the writer makes conceming the cold- blooded destruction of a healthy,conscious man.Paragraphs 15-22 form the denouement of
7 4) Writing strategies: contrast 3. 问题与应用 1) Having a Discussion Mr. Gary Faye Locke (骆家辉), former US ambassador to the People’s Republic of China and a third-generation member of a Chinese emigrant family, is referred to as a typical example of an ABC who has realized the American dream. It is said that he did not learn to speak English until he was five years old and entered school. Now imagine yourself to be an ABC and give a talk about possible hurts and sorrows as Wong’s or likely success as Locke’s. (三) 课后练习 1) Questions for text comprehension 2) Language work 3) Translation exercises 4) Writing practice (四) 教学方法与手段 采取课堂讲授、讨论与回答问题相结合的教学方法，使用多媒体、网络等教学手段。 UNIT 3 (一) 目的与要求 After learning this unit, students will be able to 1. understand the main idea of the text and talk about it; 2. understand the organization and development of the text; 3. understand the writing style of the text and the rhetorical devices used in it; 4. grasp the key language and grammar points (二) 教学内容 1. 主要内容 Text I A Hanging The text, which is a descriptive narration, relates a true story about the execution of a condemned prisoner in Burma. The whole narrative story is made up of 22 paragraphs. The first paragraph, which is the introductory part, presents the background knowledge — the country where the story took place, the time when the story happened and the bad living conditions of the condemned men. Paragraphs 2-14 constitute the second part or the body of the story, describing how a condemned prisoner was escorted to the gallows, how he behaved and walked. What is significant here is the comments the writer makes concerning the coldblooded destruction of a healthy, conscious man. Paragraphs 15-22 form the denouement of
the story,where thought-provoking descriptions are provided and some tragic anecdotes inserted.The whole story is full of dynamic and gruesome narrative descriptions that are impressive and unforgettable. Text II Shooting an Elephan 2.语言知识点 1)Words and expressions,Notes 2)Basic features of English descriptive narration 3)Writing strategies:dynamic description,first-person narration 3.问题与应用 1)Having a Discussion Reading the text A Hanging.we can feel acutely the helplessness of the victim and the cruelty in terminating a life.People hold sharply contradictory views about the legal killing of criminals who have committed unpardonable crimes.Capital punishment,which is strongly objected to in some countries,abolished in some others,but practiced in still others. is executed in many ways,including hanging.What is your view on this legal practice?Give your reasons. (三)课后练习 1)Questions for text comprehension 2)Language work 3)Translation exercises 4)Writing practice (四)教学方法与手段 采取课堂讲授、讨论与回答问题相结合的教学方法，使用多媒体、网络等教学手段。 UNIT4 (一)目的与要求 After learning this unit,students will be able to 1.understand the main idea of the text and talk about it; 2.understand the organization and development of the text 3.understand the writing style of the text and the rhetorical devices used in it. 4.grasp the key language and grammar points (二)教学内容 1.主要内容 Text I Force of Nature
8 the story, where thought-provoking descriptions are provided and some tragic anecdotes inserted. The whole story is full of dynamic and gruesome narrative descriptions that are impressive and unforgettable. Text II Shooting an Elephant 2. 语言知识点 1) Words and expressions; Notes 2) Basic features of English descriptive narration 3) Writing strategies: dynamic description, first-person narration 3. 问题与应用 1) Having a Discussion Reading the text A Hanging, we can feel acutely the helplessness of the victim and the cruelty in terminating a life. People hold sharply contradictory views about the legal killing of criminals who have committed unpardonable crimes. Capital punishment, which is strongly objected to in some countries, abolished in some others, but practiced in still others, is executed in many ways, including hanging. What is your view on this legal practice? Give your reasons. (三) 课后练习 1) Questions for text comprehension 2) Language work 3) Translation exercises 4) Writing practice (四) 教学方法与手段 采取课堂讲授、讨论与回答问题相结合的教学方法，使用多媒体、网络等教学手段。 UNIT 4 (一) 目的与要求 After learning this unit, students will be able to 1. understand the main idea of the text and talk about it; 2. understand the organization and development of the text; 3. understand the writing style of the text and the rhetorical devices used in it; 4. grasp the key language and grammar points (二) 教学内容 1. 主要内容 Text I Force of Nature
This narrative article is characterized by an objective and somewhat descriptive style.It may be divided into three parts.The first part,which consists of the first three paragraphs, provides us with some background knowledge,informing us why the writer idolized Marie Curie,and briefly introducing her heroine.The second part,which comprises Paragraphs 4- 13,is the body of the narrative story.This major part provides us with true,descriptive,and impressive accounts of the heroine,focusing on her experiences in life and her research work and vividly telling us the major events that happened to her.The last paragraph,the last part or the summarizing paragraph of the story,concisely points out the writer's understanding of Marie Curie's life as both glorious and tragic. Text II Her World on a String 2.语言知识点 1)Words and expressions,Notes 2)Basic features of English descriptive narration 3)Writing strategies:metaphorical language 3.问题与应用 1)Having a Discussion In our society there are quite a number of"leftover people"in terms of marriage,with more females than males.Successful as they might have been in studies.scientific research. or professional career,they have had trouble finding a satisfactory spouse.Discuss this issue with your fellow students (三)课后练习 1)Ouestions for text comprehension 2) Language work 3)Translation exercises 4)Writing practice (四)教学方法与手段 采取课堂讲授、讨论与回答问题相结合的教学方法，使用多媒体、网络等教学手段。 UNIT5 (一)目的与要求 After learning this unit,students will be able to 1.understand the main idea of the text and talk about it. 2.understand the organization and development of the text 3.understand the writing style of the text and the rhetorical devices used in it. 4.grasp the key language and grammar points
9 This narrative article is characterized by an objective and somewhat descriptive style. It may be divided into three parts. The first part, which consists of the first three paragraphs, provides us with some background knowledge, informing us why the writer idolized Marie Curie, and briefly introducing her heroine. The second part, which comprises Paragraphs 4- 13, is the body of the narrative story. This major part provides us with true, descriptive, and impressive accounts of the heroine, focusing on her experiences in life and her research work， and vividly telling us the major events that happened to her. The last paragraph, the last part or the summarizing paragraph of the story, concisely points out the writer’s understanding of Marie Curie’s life as both glorious and tragic. Text II Her World on a String 2. 语言知识点 1) Words and expressions; Notes 2) Basic features of English descriptive narration 3) Writing strategies: metaphorical language 3. 问题与应用 1) Having a Discussion In our society there are quite a number of “leftover people” in terms of marriage, with more females than males. Successful as they might have been in studies, scientific research, or professional career, they have had trouble finding a satisfactory spouse. Discuss this issue with your fellow students. (三) 课后练习 1) Questions for text comprehension 2) Language work 3) Translation exercises 4) Writing practice (四) 教学方法与手段 采取课堂讲授、讨论与回答问题相结合的教学方法，使用多媒体、网络等教学手段。 UNIT 5 (一) 目的与要求 After learning this unit, students will be able to 1. understand the main idea of the text and talk about it; 2. understand the organization and development of the text; 3. understand the writing style of the text and the rhetorical devices used in it; 4. grasp the key language and grammar points
(二)教学内容 1.主要内容 Text I Give Me Liberty or Give Me Death This text is a forceful argumentative essay.which conveys the speaker's viewpoints and sentiments clearly,convincingly and impressively.The text can be divided into four parts The first paragraph,the beginning part,presents some background information,telling us about the orator's motive for his speech.The second part,Paragraphs 2-4.points out the cruel truth about reality:the British ministry has not acted in a benevolent manner.Rather,Britain is accumulating navies and armies so as to force the Americans into submission.The orator advises the house to know the whole truth,to know the worst and to provide for it.The third part.Paragraphs 5-7,expresses the speaker's sentiments eloquently or persuasively.The orator makes it clear that it is no use further arguing about the subject and resorting to entreaty and humble supplication,and that it is futile to indulge in the fond hope of peace and reconciliation.The orator also criticizes the groundless viewpoint that the Americans are weak-unable to cope with so formidable an adversary.Meanwhile,he argues for the belief that the Americans are able to actually win the battle.The last paragraph,the fourth part, vividly draws attention to the actual situation and urgently calls on the American people to fight for freedom.The last sentence,which has now become a famous and frequently-quoted saying throughout the world,declares the speaker's attitude toward life and freedom TextⅡI Have a dream 2.语言知识点 1)Words and expressions;Notes 2)Speak persuasively:tips for public speaker 3)Rhetorical devices:metaphor,allusion;rhetorical question;repetition:paralleled structure 3.问题与应用 1)Having a Discussion Only by remembering the days when our own nation was once subjected to oppression and deprivation of freedom can we realize that people in the world today are by no means willing to tolerate the bullying and abuses by foreign invaders.Now discuss with your fellow students Patrick Henry's statement:"The battle is not to the strong alone,it is to the vigilant, the active,the brave." (三)课后练习 1)Questions for text comprehension 2)Language work 10
10 (二) 教学内容 1. 主要内容 Text I Give Me Liberty or Give Me Death This text is a forceful argumentative essay, which conveys the speaker’s viewpoints and sentiments clearly, convincingly and impressively. The text can be divided into four parts. The first paragraph，the beginning part, presents some background information, telling us about the orator’s motive for his speech. The second part, Paragraphs 2-4, points out the cruel truth about reality: the British ministry has not acted in a benevolent manner. Rather, Britain is accumulating navies and armies so as to force the Americans into submission. The orator advises the house to know the whole truth, to know the worst and to provide for it. The third part, Paragraphs 5-7, expresses the speaker’s sentiments eloquently or persuasively. The orator makes it clear that it is no use further arguing about the subject and resorting to entreaty and humble supplication, and that it is futile to indulge in the fond hope of peace and reconciliation. The orator also criticizes the groundless viewpoint that the Americans are weak — unable to cope with so formidable an adversary. Meanwhile, he argues for the belief that the Americans are able to actually win the battle. The last paragraph, the fourth part, vividly draws attention to the actual situation and urgently calls on the American people to fight for freedom. The last sentence, which has now become a famous and frequently-quoted saying throughout the world, declares the speaker’s attitude toward life and freedom. Text II I Have a Dream 2. 语言知识点 1) Words and expressions; Notes 2) Speak persuasively: tips for public speaker 3) Rhetorical devices: metaphor; allusion; rhetorical question; repetition; paralleled structure 3. 问题与应用 1) Having a Discussion Only by remembering the days when our own nation was once subjected to oppression and deprivation of freedom can we realize that people in the world today are by no means willing to tolerate the bullying and abuses by foreign invaders. Now discuss with your fellow students Patrick Henry’s statement: “The battle is not to the strong alone, it is to the vigilant, the active, the brave.” (三) 课后练习 1) Questions for text comprehension 2) Language work