《高级英语Ⅱ》课程设计教学大纲 一、课程基本信息 课程代码:16051902 Course Code:16051902 课程名称:高级英语 英文名称:Advanced EnglishⅡ 课程类别:专业技能课 Course Type:Specialized Skill Course 学时:32学时 Period:32 学 分:32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:基础英语、语音、听力、口语、英语语法、英语阅读、英语写作、英 语视听说 Preparatory Course:Basic English,Phonetics,Listening,Spoken English,English Grammar,English Reading.English Writing,English Audio-Visual-Oral Course 二、课程简介 《高级英语Ⅱ》是一门为翻译专业三年级学生开设的专业技能课,以训练学生综 合英语技能尤其是阅读理解、语法修辞与写作能力。课程注重培养学生对不同体裁、 不同题材、不同风格的文章的理解和欣赏能力。课程材料主要选自名家作品,内容涉 及政治、经济、社会、文化、文学、教育、哲学诸方面。通过精心阅读与分析,学生 的知识面得以扩大,对社会和人生的理解得以加深,分析理解能力及逻辑思维能力得 以升华,英语语言综合运用能力得以提高。为此,每课都配有大量的相关练习,包括 阅读理解、词汇研究、句子释义,文体分析、中英互译和写作练习等 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,帮助学生在举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 II is a specialized skill course designed for junior students majoring
1 《高级英语 II》课程设计教学大纲 一、课程基本信息 课程代码:16051902 Course Code: 16051902 课程名称:高级英语 II 英文名称:Advanced English II 课程类别: 专业技能课 Course Type: Specialized Skill Course 学 时: 32 学时 Period:32 学 分: 32 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:基础英语、语音、听力、口语、英语语法、英语阅读、英语写作、英 语视听说 Preparatory Course: Basic English, Phonetics, Listening, Spoken English, English Grammar, English Reading, English Writing, English Audio-Visual-Oral Course 二、课程简介 《高级英语 II》是一门为翻译专业三年级学生开设的专业技能课,以训练学生综 合英语技能尤其是阅读理解、语法修辞与写作能力。课程注重培养学生对不同体裁﹑ 不同题材﹑不同风格的文章的理解和欣赏能力。课程材料主要选自名家作品,内容涉 及政治﹑经济﹑社会﹑文化、文学﹑教育﹑哲学诸方面。通过精心阅读与分析,学生 的知识面得以扩大,对社会和人生的理解得以加深,分析理解能力及逻辑思维能力得 以升华,英语语言综合运用能力得以提高。为此,每课都配有大量的相关练习,包括 阅读理解、词汇研究、句子释义,文体分析、中英互译和写作练习等。 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 II is a specialized skill course designed for junior students majoring
in English to train their comprehensive English skills,especially in reading comprehension, grammar,rhetoric and writing.Great attention is paid to students'development in comprehension and appreciation of articles with various types,themes and styles.Materials are selected from a wide range of sources with strong flavor of the times and especially from some famous contemporary masters'works with respect to politics,economics, society,culture,literature,education,philosophy.etc.Students'scrupulous reading and analysis of the articles will help to broaden their knowledge.deepen their understanding of life and society.elevate their analysis and logical thinking and enhance their ability comprehensively in the application of English language.For those purposes,plenty of relevant exercises are attached to each unit for reading comprehension,word study, 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 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 traini ents'English competence.the course also aims at imperceptibly cultivating their critical lity.humanistic quality and moral sentiment 录提性质与拉学目的 《高级英语Ⅱ》是为翻译专业三年级学生第二学期所开设的学科基础课。 教学目 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》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 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
2 in English to train their comprehensive English skills, especially in reading comprehension, grammar, rhetoric and writing. Great attention is paid to students’ development in comprehension and appreciation of articles with various types, themes and styles. Materials are selected from a wide range of sources with strong flavor of the times and especially from some famous contemporary masters’ works with respect to politics, economics, society, culture, literature, education, philosophy, etc. Students’ scrupulous reading and analysis of the articles will help to broaden their knowledge, deepen their understanding of life and society, elevate their analysis and logical thinking and enhance their ability comprehensively in the application of English language. For those purposes, plenty of relevant exercises are attached to each unit for reading comprehension, word study, sentence paraphrase, style analysis, writing and Chinese-English cross-translation. 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 II》是为翻译专业三年级学生第二学期所开设的学科基础课。 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 II》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Ⅱ》是为翻译专业三年级学生第二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: (一)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 认知词汇达7000一9000个左右,且能正确而熟练地使用其中5,000个及其 最常用的搭配: (四)能熟练掌握句子之间和段落之间的各种衔接手段,如照应、省略、替代等。 能辨别词语的地位,认识什么是正式用语、非正式用语、中性词语、文学词语、口语 用语等: (五)能读懂一般英美报刊杂志上的文章、英语国家出版的有一定难度的历史传 记和文学作品: (六)了解和掌握基本的修辞手法,词义上的修辞格如明喻(simile)、暗喻 (metaphor)、借代metonyi 含蓄渲染itote 代metonyn拟人personification、小反i话(rony》专张yperbole) oron)、移前t ansferred epithet)、双关 n)、暗 tition) (para (alliteration)和拟声(onomatopoeia)等。 (七)能简单分析文章的思想观点、语篇结构、语言特点,能从文体修辞、历史 文化等专业角度对英美文学原著进行分析归纳、评论欣赏,具备一定的文学鉴赏能力: (入)初步掌握写作技 ,掌握如何开篇、收篇,如何突出中心 承上启下。在 理解的基础上,分析文章的构思、中心思想、段落大意、写作特点及文章的优缺点 通过对文章作者和时代背景的了解逐步欣赏和学握文章的体裁和文体风格。掌握各种 文体如说明文、议论文、记叙文和描述性文章的特征,并运用到自己的写作中去。 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)》第六册。该教材为十 五”普通高 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 些经典名得, 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 3
3 四、教学内容及要求 教学要求 《高级英语 II》是为翻译专业三年级学生第二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)认知词汇达 7000-9000 个左右,且能正确而熟练地使用其中 5,000 个及其 最常用的搭配; (四)能熟练掌握句子之间和段落之间的各种衔接手段,如照应、省略、替代等。 能辨别词语的地位,认识什么是正式用语、非正式用语、中性词语、文学词语、口语 用语等; (五)能读懂一般英美报刊杂志上的文章、英语国家出版的有一定难度的历史传 记和文学作品; (六)了解和掌握基本的修辞手法,词义上的修辞格如明喻(simile)、暗喻 (metaphor)、借代(metonymy)、拟人(personification)、反语(irony)、夸张(hyperbole)、 含蓄渲染(litotes)、矛盾修饰(oxymoron)、移就(transferred epithet)、双关(pun)、暗引 (allusion)和隽语(paradox)等,结构上的修辞格如反复(repetition)、排比(parallelism)、对 偶(antithesis)、设问(rhetorical question)、层递(climax)等,音韵上的修辞格如头韵 (alliteration)和拟声(onomatopoeia)等。 (七)能简单分析文章的思想观点、语篇结构、语言特点,能从文体修辞、历史 文化等专业角度对英美文学原著进行分析归纳、评论欣赏,具备一定的文学鉴赏能力; (八)初步掌握写作技巧,掌握如何开篇、收篇,如何突出中心、承上启下。在 理解的基础上,分析文章的构思、中心思想、段落大意、写作特点及文章的优缺点。 通过对文章作者和时代背景的了解逐步欣赏和掌握文章的体裁和文体风格。掌握各种 文体如说明文、议论文、记叙文和描述性文章的特征,并运用到自己的写作中去。 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)》第六册。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。 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。 Wtig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 IⅡ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。 TextIⅡ配有Multiple choice questions和Questions for discussion两项练习。基本上根据 TxtIⅡ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 After learning this unit,students will be able to 4
4 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。 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 After learning this unit, students will be able to
1.grasp key words and language points; 2.understand the main idea,the organization and development of the text; 3.learn some writing strategies:creating mental picture of emotions. (二)教学内容 1.主要内容 Text I:A Class Act Text II:To Build a Kingdom of Love 1.1 Pre-reading activities 1.1.1 Warm-up questions 1.1.2 Background information 1)About the author:Florence Cartlidge 2)Discussions on education 3)Discussions on the title:AClass Act 1.2 Text Study 1.2.1 Text introduction:The first part(Paragraphs 1-3)is about the author's family and their life during the war,the second part (Paragraphs 4-7)describes the author's experience of humiliation in the school;the third part(Paragraphs 811)gives an account of how her excitement about a free photographic portrait sitting triggers her anticipation of the oncoming torment in the school;the fourth part (Paragraphs 12-15)describes what actually happened later,which was a turning point in the author's life instead of being humiliated,she was warmly praised and encouraged by a sympathetic teacher;the last part(Paragraphs 16-17)describes the immediate impact of awarm sentence"by the teacher and its everlasting influence on the author 1.2.2 Text analysis 1)Structure 2)Writing strategies:creating mental picture of emotions 1.2.3 Text comprehension 1)Gist questions 2)Detailed reading 1.3 After-readingActivities 1.3.1 Writing strategies In the passage a number of expressions and sentences are employed to indicate the ups and downs of the author's emotions and feelings.Try to understand how the author creates a vivid mental picture of her emotions. 5
5 1. grasp key words and language points; 2. understand the main idea, the organization and development of the text; 3.learn some writing strategies: creating mental picture of emotions. (二)教学内容 1. 主要内容 Text I: A Class Act Text II: To Build a Kingdom of Love 1.1 Pre-reading activities 1.1.1 Warm-up questions 1.1.2 Background information 1) About the author: Florence Cartlidge 2) Discussions on education 3) Discussions on the title: A Class Act 1.2 Text Study 1.2.1 Text introduction: The first part (Paragraphs 1–3) is about the author’s family and their life during the war; the second part (Paragraphs 4–7) describes the author’s experience of humiliation in the school; the third part (Paragraphs 8–11) gives an account of how her excitement about a free photographic portrait sitting triggers her anticipation of the oncoming torment in the school; the fourth part (Paragraphs 12–15) describes what actually happened later, which was a turning point in the author’s life — instead of being humiliated, she was warmly praised and encouraged by a sympathetic teacher; the last part (Paragraphs 16–17) describes the immediate impact of a “warm sentence” by the teacher and its everlasting influence on the author. 1.2.2 Text analysis 1) Structure 2) Writing strategies: creating mental picture of emotions 1.2.3 Text comprehension 1) Gist questions 2) Detailed reading 1.3 After-reading Activities 1.3.1 Writing strategies In the passage a number of expressions and sentences are employed to indicate the ups and downs of the author’s emotions and feelings. Try to understand how the author creates a vivid mental picture of her emotions
1.3.2 Exercises about vocabulary,paraphrase,error correction,translation,writing practice 1.3.3 Text II comprehension 2.基本概念和知识点 1)Key wordsand expressions 2)Writing strategies:creating mental picture of emotions 3)Elements of narration 4)Theme 3问题与应用 1)What are the differences between the work of netwriters and that of professional writers? 2)To finish exercises about vocabulary,paraphrase,error correction,translation,writing practice. 3)Text II comprehension 4)To understand the main idea of the text and be able totalk about the topic 4.思考与实践 It is universally acknowledged that adults.especially parents and teachers.have a great influence on children's development through their words and deeds.It is also widely noted that many children admire their parents for their love and resourcefulness.Tell the story of a parent who sacrificed a lot for the good of his/her child/children. (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。 UNIT2 (一)目的与要求 After learning this unit.students will be able to 1.grasp key words and language points. 2.understand the main idea,the organization and development of the text, 3.leam some writing strategies:quotations to support opinions (二)教学内容
6 1.3.2 Exercises about vocabulary, paraphrase, error correction, translation, writing practice. 1.3.3 Text II comprehension 2. 基本概念和知识点 1) Key words and expressions 2) Writing strategies: creating mental picture of emotions 3) Elements of narration 4) Theme 3. 问题与应用 1) What are the differences between the work of netwriters and that of professional writers? 2) To finish exercises about vocabulary, paraphrase, error correction, translation, writing practice. 3) Text II comprehension 4) To understand the main idea of the text and be able to talk about the topic. 4. 思考与实践 It is universally acknowledged that adults, especially parents and teachers, have a great influence on children’s development through their words and deeds. It is also widely noted that many children admire their parents for their love and resourcefulness. Tell the story of a parent who sacrificed a lot for the good of his/her child/children. (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. grasp key words and language points; 2. understand the main idea, the organization and development of the text; 3. learn some writing strategies: quotations to support opinions. (二)教学内容
Text I:Bardsof the Internet Text II:Always On 1.主要内容 1.1Pre-reading activities 1.1.1 Warm-up questions 1.1.2 Background information 1)About the author:Phillip Elmer-DeWitt 2)Discussions on the current fashion for netwriting 12 Text Study 1.2.1 Text introduction:In this essay the author describes the current fashion for net writing,explores the causes of the poor quality of writing found on the Intemet,and explains its merits and differences from published writing as well as justifications for its survival and prevalence. 1.2.2 Text analysis 1)Theme:literacy and the Internet 2)Structure 3)Writing strategies:quotations to support opinions 1.2.3 Text comprehension 1)Gist questions 2)Detailed reading 1.3 After-readingActivities 1.3.1 Writing strategies:In this passage the author uses a number of quotations in support ofhis ideas and opinions 1.3.2 Exercises about vocabulary,paraphrase,error correction,translation,writing practice. 1.3.3 Text II comprehension 2.基本概念和知识点 1)Key wordsand expressions 2)Writing strategies:quotations to support opinions 3)Phillip Elmer-Dewitt's writing style 4)Theme:literacy and the Internet 3.问题与应用 1)What are the features and qualities of netwriting? 2)To finish exercises about vocabulary,paraphrase,error correction,translation,writing practice. 7
7 Text I: Bards of the Internet Text II: Always On 1. 主要内容 1.1 Pre-reading activities 1.1.1 Warm-up questions 1.1.2 Background information 1) About the author: Phillip Elmer-DeWitt 2) Discussions on the current fashion for netwriting 1.2 Text Study 1.2.1 Text introduction: In this essay the author describes the current fashion for net writing, explores the causes of the poor quality of writing found on the Internet, and explains its merits and differences from published writing as well as justifications for its survival and prevalence. 1.2.2 Text analysis 1) Theme: literacy and the Internet 2) Structure 3) Writing strategies: quotations to support opinions 1.2.3 Text comprehension 1) Gist questions 2) Detailed reading 1.3 After-reading Activities 1.3.1 Writing strategies: In this passage the author uses a number of quotations in support of his ideas and opinions. 1.3.2 Exercises about vocabulary, paraphrase, error correction, translation, writing practice. 1.3.3 Text II comprehension 2. 基本概念和知识点 1) Key words and expressions 2) Writing strategies: quotations to support opinions 3) Phillip Elmer-Dewitt’s writing style 4) Theme: literacy and the Internet 3. 问题与应用 1) What are the features and qualities of netwriting? 2) To finish exercises about vocabulary, paraphrase, error correction, translation, writing practice
3)Text II comprehension 4)To understand the main idea of the text and be able to talk about the topic 4.思考与实践 The Internet has provided us with a more speedy and convenient means of communication,which is called for by the quickened pace of life today.Online communication has bred a style of writing with numerous distinctive features of its own.Can you think of some examples to illustrate the differences between online writing and traditional writing? (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。 UNIT3 (一)目的与要求 After leamning this unit,students will be able to: 1.grasp key words and language points; 2.understand the main idea,the organization and development of the text: 3.learn some writing strategies:sentences of inverted sequence. (二)教学内容 Text i On reading Text II:Why We Read 1.主要内容 1.1 Pre-reading activities 1.1.1 Warm-up questions 1.1.2 Background information 1)About the author:W.Somerset Maugham 2)Discussions on classifications of reading 3)Discussions on ways of reading 1.2 Text Study 1.2.1 Text Introduction:In this essay,the author focuses his discussion exclusively on one point:Reading should be enjoyable.With neatly knitted development the author
8 3) Text II comprehension 4) To understand the main idea of the text and be able to talk about the topic 4. 思考与实践 The Internet has provided us with a more speedy and convenient means of communication, which is called for by the quickened pace of life today. Online communication has bred a style of writing with numerous distinctive features of its own. Can you think of some examples to illustrate the differences between online writing and traditional writing? (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. grasp key words and language points; 2. understand the main idea, the organization and development of the text; 3. learn some writing strategies: sentences of inverted sequence. (二)教学内容 Text I: On Reading Text II: Why We Read 1. 主要内容 1.1 Pre-reading activities 1.1.1 Warm-up questions 1.1.2 Background information 1) About the author: W. Somerset Maugham 2) Discussions on classifications of reading 3) Discussions on ways of reading 1.2 Text Study 1.2.1 Text Introduction: In this essay, the author focuses his discussion exclusively on one point: Reading should be enjoyable. With neatly knitted development the author
approaches the theme from two perspectives-what to read(from Paragraph I to Paragraph 3)and how to read(from Paragraph 4 to Paragraph 6).According to him, both should fit the reader's own fancy. 1.2.2 Text analysis 1)Structure 2)Theme:enjoyment of reading 3)Writing strategies:Sentences of inverted sequence 1.2.3 Text comprehension 1)Gist questions 2)Detailed reading 1.3 After-reading Activities 1.3.1 Writing strategies: 1)Sentences of inverted sequence and their stylistic functions 2)The author's viewpoints involved in his personal experiences 1.3.2 Exercises about vocabulary,paraphrase,error correction,translation,writing practice. 1.3.3 Text II comprehension 2.基本慨念和知识点 1)Key words and expressions 2)Writing strategies:sentences in inverted sequence 3)W.Somerset Maugham's writing style,esp.the neatly knitted development of the article 4)Theme:enjoyment of reading 3.问题与应用 1)What is literary canon? 2)To finish exercises about vocabulary,paraphrase,error correction,translation,writing practice. 3)Text II comprehension 4)To understand the main idea of the text and be able to talk about the topic. 4.思考与实践 1)How do you understand W.Somerset Maugham's statement:"To acquire the habit of reading is to construct for yourself a refuge from almost all of the miseries of life." 2)Do you have shelves full of unread books?Does it seem like you never have the time or the energy to read? (三)课后练习
9 approaches the theme from two perspectives — what to read (from Paragraph 1 to Paragraph 3) and how to read (from Paragraph 4 to Paragraph 6). According to him, both should fit the reader’s own fancy. 1.2.2 Text analysis 1) Structure 2) Theme: enjoyment of reading 3) Writing strategies: Sentences of inverted sequence 1.2.3 Text comprehension 1) Gist questions 2) Detailed reading 1.3 After-reading Activities 1.3.1 Writing strategies: 1) Sentences of inverted sequence and their stylistic functions 2) The author’s viewpoints involved in his personal experiences 1.3.2 Exercises about vocabulary, paraphrase, error correction, translation, writing practice. 1.3.3 Text II comprehension 2. 基本概念和知识点 1) Key words and expressions 2) Writing strategies: sentences in inverted sequence 3) W. Somerset Maugham’s writing style, esp. the neatly knitted development of the article 4) Theme: enjoyment of reading 3. 问题与应用 1) What is literary canon? 2) To finish exercises about vocabulary, paraphrase, error correction, translation, writing practice. 3) Text II comprehension 4) To understand the main idea of the text and be able to talk about the topic. 4. 思考与实践 1) How do you understand W. Somerset Maugham’s statement: “To acquire the habit of reading is to construct for yourself a refuge from almost all of the miseries of life.”? 2) Do you have shelves full of unread books? Does it seem like you never have the time or the energy to read? (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.grasp key wordsand language points. 2.understand the main idea,the organization and development of the text; 3.leamn some writing strategies:introduce a number of subtopics (二)教学内容 Text I:Matriculation Fixation Text II:Who Needs Harvard? 1.主要内容 1.1 Pre-reading activities 1.1.1 Warm-up questions 1.1.2 Background information 1)About the author:Joe Queenan 2)Discussions on the meaning of higher education 1.2 Text Study 1.2.1 Text introduction:In the essay the author offers his advice to those parents who have college-bound children.He first criticizes those parents who boast of having got their children into select universities.He points out that a good university does not necessarily guarantee a successful career.This is supported by the example of his high school friends.Then he tells those disillusioned parents whose children are unlikely to enter prestigious universities that many people achieve huge success in this society without a degree from a prestigious university.This is supported by his own experience.Finally he reminds those parents that"life doesn't have just one act.There is often Act Two.And Act Five." 1.2.2 Text analysis 1)Theme:meaning of higher education 2)Structure 10
10 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. grasp key words and language points; 2. understand the main idea, the organization and development of the text; 3. learn some writing strategies: introduce a number of subtopics. (二) 教学内容 Text I: Matriculation Fixation Text II: Who Needs Harvard? 1. 主要内容 1.1 Pre-reading activities 1.1.1 Warm-up questions 1.1.2 Background information 1) About the author: Joe Queenan 2) Discussions on the meaning of higher education 1.2 Text Study 1.2.1 Text introduction: In the essay the author offers his advice to those parents who have college-bound children. He first criticizes those parents who boast of having got their children into select universities. He points out that a good university does not necessarily guarantee a successful career. This is supported by the example of his high school friends. Then he tells those disillusioned parents whose children are unlikely to enter prestigious universities that many people achieve huge success in this society without a degree from a prestigious university. This is supported by his own experience. Finally he reminds those parents that “... life doesn’t have just one act. There is often Act Two. And Act Five.” 1.2.2 Text analysis 1) Theme: meaning of higher education 2) Structure