珠海科技学院：《英语精读》课程教学大纲（英语精读一）

老林大字珠海学院 课程教学大纲 课程名称：英语精读（一） 适用专业：2008级英语专业 课程类别：专业基础课 制订时间：2008年10月1日 外语系制

珠海学院 课 程 教 学 大 纲 课 程 名 称： 英语精读（一） 适 用 专 业： 2008 级英语专业 课 程 类 别： 专业基础课 制 订 时 间： 2008 年 10 月 1 日 外语系 制

外语系英语专业 英语精读I课程教学大纲 (2007年制订，2008年修订) 一、课程编号： 二、前修课程：无 三、学分：8学分 四、学时：144学时 五、课程性质与任务： 1.课程性质：本课程是英语专业的专业基础课 2.课程任务： 1.Methods for gaining new information by reading: (a)Skimming(浏览) (b)Scanning(略读) (c)Close Reading(细读) (d)Summarizing(归纳) (e)Word-attack skills(猜词义) 2.Reading Differences (a)Low achievers:Usually they are in extremes.Their emphasis is whether on content or on linguistic forms.They seldom combine them together (b)High achievers:Their emphases vary in different tasks. (i)In the first two times,they do not use dictionaries,and just guess the meanings of new words,they only try to get the main idea of the whole passage. (Later (for the third or fourth times).they pay more attention to linguistic forms and the passage's deep meanings as well as the author's intentions. 3.Proper steps for reading a passage like TextA (a)Fist Time:Just scan the whole passage quickly so as to get the main idea. (b)Second Time:Read closely in order to find reading difficulties,at the same

外语系英语专业 英语精读 I 课程教学大纲 （2007 年制订，2008 年修订） 一、课程编号： 二、前修课程：无 三、学 分：8 学分 四、学 时： 144 学时 五、课程性质与任务： 1．课程性质：本课程是英语专业的专业基础课。 2．课程任务： 1. Methods for gaining new information by reading: (a) Skimming (浏览) (b) Scanning (略读) (c) Close Reading (细读) (d) Summarizing (归纳) (e) Word-attack skills (猜词义) 2. Reading Differences (a) Low achievers: Usually they are in extremes. Their emphasis is whether on content or on linguistic forms. They seldom combine them together. (b) High achievers: Their emphases vary in different tasks. (i) In the first two times, they do not use dictionaries, and just guess the meanings of new words; they only try to get the main idea of the whole passage. (ii) Later (for the third or fourth times), they pay more attention to linguistic forms and the passage’s deep meanings as well as the author’s intentions. 3. Proper steps for reading a passage like Text A (a) Fist Time: Just scan the whole passage quickly so as to get the main idea. (b) Second Time: Read closely in order to find reading difficulties; at the same

time,mark new words and unfamiliar phrases(sentence structures). then guess the meanings. (c)Third Time:Read the whole passage word by word and sentence by sentence so as to master the new linguistic forms and the content. Simultaneously use dictionaries to check your guessing in Step(b) Do the exercises if necessary. (d)Fourth Time:Closely read the whole passage again to figure out the author's intentions,attitudes,implied meanings,and ect. 4.Textbooks Vs.Outside Reading (a)Textbooks (i)Strong Points:The texts are well written and carefully selected;they use formal language,and are of wide genres.They introduce language points step by step,and their difficulties gradually increase.The texts are especially useful for building a sound basic knowledge about English. (ii)Weak Points:The texts have limited vocabulary size;only reading these texts is hard to form good reading habits. (b)Outside Reading (i)Strong Points:They can enlarge your vocabulary size and enrich your background knowledge:they are useful for forming reading habits (ii)Weak Points:This kind of training lacks systematic and gradual training. so it is not good for building up your basic knowledge (e)Our Solutions (i)Emphasize the importance of textbooks (ii)Advocate outside reading like newspapers,stories,abridged books,ect. 六、ⅡRequirements >Full Attendance; >Active Participation >Assignments(Homework;Journals:) >English-English Chinese-English Dictionaries, Facilities:Radio;Recorder,Journal

time, mark new words and unfamiliar phrases (sentence structures), then guess the meanings. (c) Third Time: Read the whole passage word by word and sentence by sentence so as to master the new linguistic forms and the content. Simultaneously use dictionaries to check your guessing in Step (b); Do the exercises if necessary. (d) Fourth Time: Closely read the whole passage again to figure out the author’s intentions, attitudes, implied meanings, and ect. 4. Textbooks Vs. Outside Reading (a) Textbooks (i) Strong Points: The texts are well written and carefully selected; they use formal language, and are of wide genres. They introduce language points step by step, and their difficulties gradually increase. The texts are especially useful for building a sound basic knowledge about English. (ii) Weak Points: The texts have limited vocabulary size; only reading these texts is hard to form good reading habits. (b) Outside Reading (i) Strong Points: They can enlarge your vocabulary size and enrich your background knowledge; they are useful for forming reading habits. (ii) Weak Points: This kind of training lacks systematic and gradual training, so it is not good for building up your basic knowledge. (c) Our Solutions (i) Emphasize the importance of textbooks (ii) Advocate outside reading like newspapers, stories, abridged books, ect. 六、ⅡRequirements ➢ Full Attendance; ➢ Active Participation; ➢ Assignments (Homework; Journals ;) ➢ English-English & Chinese-English Dictionaries; ➢ Facilities: Radio; Recorder; Journal

七、学时分配表 教学内容() 理论学时 习题课 Lesson one Text A Halfa Day 8 Lesson two Text A Going Home 8 2 Lesson Three Text a 2 Message of the Land Lesson four Text A The Boy and the Bank Office 8 Lesson Five Text A Angels on a Pin Lesson Six TextA The Monsters are due on Maple Street 2 Lesson Seven Text A Mandela's Garden 8 2 Lesson Eight Text A My Personal Manager 8 2 Lesson Nine Text A Against all Odds 8 2 Lesson Ten Text A The Green Banana 8 2 八、课程教学基本内容： Lesson One Halfa Day 1.Teaching Objectives >Compel the studentsto make use of the reading strategies explained before; >Let the students understand the way of fiction writing; Make the pupils figure out the main idea of Text A; Help the students learn the new vocabularies in the glossary part. >Let the students acquire two word-formation skills: Verb+'-tion/ation/sion'Noun; ⑥Adjective-+y'一Adverb: >Get the students familiar with the phrasal verb"MAKE FIND";

七、学时分配表 教学内容(章) 理论学时 习题课 Lesson one Text A Half a Day 8 2 Lesson two Text A Going Home 8 2 Lesson Three Text A Message of the Land 8 2 Lesson Four Text A The Boy and the Bank Office 8 2 Lesson Five Text A Angels on a Pin 8 2 Lesson Six Text A The Monsters are due on Maple Street 8 2 Lesson Seven Text A Mandela’s Garden 8 2 Lesson Eight Text A My Personal Manager 8 2 Lesson Nine Text A Against all Odds 8 2 Lesson Ten Text A The Green Banana 8 2 八、课程教学基本内容： Lesson One Half a Day 1. Teaching Objectives ➢ Compel the students to make use of the reading strategies explained before; ➢ Let the students understand the way of fiction writing; ➢ Make the pupils figure out the main idea of Text A; ➢ Help the students learn the new vocabularies in the glossary part; ➢ Let the students acquire two word-formation skills: ○a Verb + ‘-tion/ation/sion’ Noun; ○b Adjective + ‘ly’ Adverb; ➢ Get the studentsfamiliar with the phrasal verb “MAKE & FIND”;

Consolidate the students'understanding of some prepositions like in.a.on.etc. 2.Teaching Process 2.1 Pre-class Activities >How was your first day at college?Was it hard for you?Who went to see you off at the railway station?Who came to school with you?How do you feel about your military training experience?How doyou imagine your university life like? >Have you ever read or heard a fiction story?What was it?What are the common skills in fiction writing? What doyou think doesthe story"Halfa Day"tell us?Why? 2.2 Main Sections of the Text A Part One (P1 to P7):The boy's misgivings about school.He thought school was a punishment. >Part Two (P8 to P16):The boy's rich and colorful life in school,though disciplines and hard word are required. Part Three (P17 to P20):After school,the boy found the world has changed beyond measure;he tumned to be an old man. 2.3 New Words and Phrases Across:(a)adv,from one side to the other.Eg.The stream is two meters across (b)pre.,from one side to the other.Eg.They live just across the street from us. Across:crosing alevel suface:He walked cros the stage Over:crossing sth.high:He climbed over the fence. >Beneficial:producing favorable effectsor useful results. Eg.Those tips are beneficial to the low-achiever students. ←一Harmful. Benefit:(a)[U]profit.Eg.My holiday was not of much benefit to me. (b)[T&I]Eg.You can benefit from his advice. His advice will benefit you Convince:make(someone)completely certain about sth.persuade Eg.We finally convinced them of our innocence. that we were innocent -Convincing:adj.able to convince;certain or clear. Eg.a convincing speaker/speech;a convincing victory

➢ Consolidate the students’understanding of some prepositions like in, at, on, etc.; 2. Teaching Process 2.1 Pre-class Activities ➢ How was your first day at college? Was it hard for you? Who went to see you off at the railway station? Who came to school with you? How do you feel about your military training experience? How do you imagine your university life like? ➢ Have you ever read or heard a fiction story? What was it? What are the common skills in fiction writing? ➢ What do you think does the story “Half a Day” tell us? Why? 2.2 Main Sections of the Text A ➢ Part One (P1 to P7): The boy’s misgivings about school. He thought school was a punishment. ➢ Part Two (P8 to P16): The boy’s rich and colorful life in school, though disciplines and hard word are required. ➢ Part Three (P17 to P20): After school, the boy found the world has changed beyond measure; he turned to be an old man. 2.3 New Words and Phrases ➢ Across: (a) adv., from one side to the other. Eg. The stream is two meters across. (b) pre., from one side to the other. Eg. They live just across the street from us. Across: crossing a level surface: He walked across the stage. Over: crossing sth. high: He climbed over the fence. ➢ Beneficial: producing favorable effects or useful results. Eg. Those tips are beneficial to the low-achiever students. Harmful. Benefit: (a) [U] profit. Eg. My holiday was not of much benefit to me. (b) [T&I] Eg. You can benefit from his advice. His advice will benefit you. ➢ Convince: make (someone) completely certain about sth.; persuade. Eg. We finally convinced them of our innocence. that we were innocent. Convincing: adj. able to convince; certain or clear. Eg. a convincing speaker/speech; a convincing victory

>Create:[T]to cause toexist;produce Eg.The new project will create up to60 new jobs. Creative:adj.productive,imaginative Eg.a very creative writer/musician -Creation:[U]the act of creating Eg.a report proposing the creation of new educational institutions → Creature:[C]living beings like animals,fish,birds,etc. Eg.The monkey is a funny creature. -Creativity:[U]=creativeness;the ability to produce new and original ideas and things. Eg.We should build up an new educational system that lets children develop their own creativity →Creator:he]God 1st day:day and night;2d day:sky;3rd day:the Earth and the seas; 4th day:the sun,the moon,and the stars;5th day:sea monsters and fish;6hday:living creatures on the earth;humankind;h day:rest. >Exertion:[C.U](an)effort Eg.I was hot and tired after all my exertions. Exert:(i)[T]to use (strength,skill,etc.)to gain a desired result. apply; Eg.She couldn't open the door,even by exerting all her strength. (ii)oneself.I am exerted to learn English Observe:[T](a)(i)to see and notice Eg.Did you observe anything unusual in his behavior? (ii)to watch with careful attention Eg.The police have observed him for a long time Observable:adj.that can be seen or noticed. Eg.no observable improvements. Observant:adj.quick at noticing things. Eg.Luckily an observant passerby noticed the fire Observance:[U]behavior in accordance with a law,ceremony or custom.Eg.Strict observance tothe rules. Observation:[C/U]action of noticing or watching Eg.She is in hospital underobservation

➢ Create: [T] to cause to exist; produce. Eg. The new project will create up to 60 new jobs. Creative: adj. productive; imaginative Eg. a very creative writer/musician. Creation: [U] the act of creating. Eg. a report proposing the creation of new educational institutions. Creature: [C] living beings like animals, fish, birds, etc. Eg. The monkey is a funny creature. Creativity: [U] = creativeness; the ability to produce new and original ideas and things. Eg. We should build up an new educational system that lets children develop their own creativity. Creator: [the] God 1 st day: day and night; 2nd day: sky; 3rd day: the Earth and the seas; 4 th day: the sun, the moon, and the stars; 5th day: sea monsters and fish; 6th day: living creatures on the earth; humankind; 7th day: rest. ➢ Exertion: [C. U] (an) effort Eg. I was hot and tired after all my exertions. Exert: (i) [T] to use (strength, skill, etc.) to gain a desired result; apply; Eg. She couldn’t open the door, even by exerting all her strength. (ii) .oneself. I am exerted to learn English. ➢ Observe: [T] (a) (i) to see and notice Eg. Did you observe anything unusual in his behavior? (ii) to watch with careful attention Eg. The police have observed him for a long time. Observable: adj. that can be seen or noticed. Eg. no observable improvements. Observant: adj. quick at noticing things. Eg. Luckily an observant passerby noticed the fire. Observance: [U] behavior in accordance with a law, ceremony or custom. Eg. Strict observance to the rules. Observation: [C/ U] action of noticing or watching. Eg. She is in hospital under observation

>Overlook:(a)to have or give a view of from above Eg.Our room/We overlooked the sea. (b)not to notice,miss(忽视) Eg.These little details are easy overlooked. (c)topretend not tosee;forgive; Eg.I will overlook your mistake this time >Revolve:Eg.The moon revolves round/about the Earth The Earth makes a revolution round the sun each year. 2.4 Understand the author's implied meaning by studying the following phrases and sentences. >Clutch/cling his hand:Fear, Be thrown into school:Unwillingly; >Why school?What have I done?Punishmen >Huge,high-walled building:Prison >Sometimes smile,oftenyell and scold:Strict; .cars invaded it,hills of rubbish:not let up:hatred of the industrial civilization 2.5 Exercises II.Vocabulary:Encourage students to find some word-formation rules,e.g. nouns to verbs and vice versa,adjectives to adverbs and vice versa;Let the students find the antonyms of Exercise 2:Make students familiar with the phrasal verb“make”. III.Grammar:Explain Exercise 2 and 4 in detail;Let the students know the correct answers of Exercise 5&6. 2.6 After-class Activities/Assignments Make the students write a short summary of Text A; Make a dictation of new words and phrases to the pupils >Make the studentstell a fiction in English the next period: Recite Paragraph 14,15 and 16. -End of the Lesson- Lesson Two Going Home 1.Teaching Objectives Train the students to form good reading habits for intensive reading:

➢ Overlook: (a) to have or give a view of from above. Eg. Our room/We overlooked the sea. (b) not to notice; miss (忽视) Eg. These little details are easy overlooked. (c) to pretend not to see; forgive; Eg. I will overlook your mistake this time. ➢ Revolve: Eg. The moon revolves round/about the Earth. The Earth makes a revolution round the sun each year. 2.4 Understand the author’s implied meaning by studying the following phrases and sentences. ➢ Clutch/cling his hand: Fear; ➢ Be thrown into school: Unwillingly; ➢ Why school? What have I done? Punishment ➢ Huge, high-walled building: Prison ➢ Sometimes smile, often yell and scold: Strict; ➢ . cars invaded it; hills of rubbish; not let up: hatred of the industrial civilization; 2.5 Exercises ➢ Ⅱ. Vocabulary: Encourage students to find some word-formation rules, e.g., nouns to verbs and vice versa, adjectives to adverbs and vice versa; Let the students find the antonyms of Exercise 2; Make students familiar with the phrasal verb “make”. ➢ Ⅲ. Grammar: Explain Exercise 2 and 4 in detail; Let the students know the correct answers of Exercise 5& 6. 2.6 After-class Activities/Assignments ➢ Make the students write a short summary of Text A; ➢ Make a dictation of new words and phrases to the pupils; ➢ Make the students tell a fiction in English the next period; ➢ Recite Paragraph 14, 15 and 16; - End of the Lesson - Lesson Two Going Home 1. Teaching Objectives ➢ Train the students to form good reading habits for intensive reading;

Make the students familiar with the way of story-telling Let the students understand the main idea of Text A: >Explicitly explain the use of PASTCONTINUOUS and PASTMODALS Explain two word-formation skills: Noun+'y'Adjectives; ⑥Verb+ment'Noun Let the students understand the phrasal verb"GET; >Make the students get acquainted with the form of"Link verb +Adjective"(Eg., sound.smell,look,taste//become,come,tum,remain,prove,get,go.). Consolidate the students'knowledge of(definite/indefinite/zero)article use >Help the pupils learn the use of words in the glossary part; Explain the differences between (a)arrive reach,(b)findfind out,(c)raise rise,(d)cross&across,and differencesamong (e)attend,join,&take part in. 2.Teaching Process 2.1 Pre-class Activities Omit 2.2 Main Sections of TextA Omit 2.3 New Words and Phrases Omit 2.4Exercises Omit 2.5After-class Activities/Assignments Omit Lesson Three Messageof the Land 1.Teaching Objectives Re-strengthening students'(intensive)reading strategies, Explain the style of interviews, >Make the students re-think the changes in social values,attitudes,and life styles with the development of industrialization; >Explain two word-formation skills:Noun/Verb+'ful'Adjective ⑥Un'+Adjective→Antonym >Consolidate students'knowledge on Subjunctive Mood; Make students understand the major usages of the words in the Glossary part; Introduce some cultural differences in translation to arouse the students

➢ Make the students familiar with the way of story-telling; ➢ Let the students understand the main idea of Text A; ➢ Explicitly explain the use of PAST CONTINUOUS and PAST MODALS ➢ Explain two word-formation skills: ○a Noun + ‘y’ Adjectives; ○b Verb + ‘ment’ Noun; ➢ Let the students understand the phrasal verb “GET”; ➢ Make the students get acquainted with the form of “Link verb + Adjective” (Eg., sound, smell, look, taste// become, come, turn, remain, prove, get, go.); ➢ Consolidate the students’knowledge of (definite/indefinite/zero) article use; ➢ Help the pupils learn the use of words in the glossary part; ➢ Explain the differences between (a) arrive & reach, (b) find & find out, (c) raise & rise, (d) cross & across, and differences among (e) attend, join, & take part in. 2. Teaching Process 2.1 Pre-class Activities Omit 2.2 Main Sections of Text A Omit 2.3 New Words and Phrases Omit 2.4 Exercises Omit 2.5 After-class Activities/Assignments Omit Lesson Three Message of the Land 1. Teaching Objectives ➢ Re-strengthening students’(intensive) reading strategies; ➢ Explain the style of interviews; ➢ Make the students re-think the changes in social values, attitudes, and life styles with the development of industrialization; ➢ Explain two word-formation skills: ○a Noun/Verb + ‘ful’ Adjective ○b ‘Un’ + Adjective Antonym ➢ Consolidate students’knowledge on Subjunctive Mood; ➢ Make students understand the major usages of the words in the Glossary part; ➢ Introduce some cultural differences in translation to arouse the students’

awareness of these phenomena 2.Teaching Process 2.1Pr -class Activitie Omit 2.2 Main Sections of TextA Omit 2.3 New Words and Phrases Omit 2.4 Exercises Omit 2.5 After-class Activities/Assignments Omit Lesson Four The Boy and the Bank Officer 1.Teaching Objectives Explain some typical speech acts to students,such as compliment,acceptance refusal.request.etc. Make the students understand the styles of story-telling. Make the students figure out the implied meaning of the passage. Explain explicitly the word-formation skill"N+less"to construct antonyms:and also tell them some nouns can be used as verbs in different contexts. Explain the differences between the synonyms take/bring.possibly/probably. filsuit.as well as eachlevery. >Let the students be familiar with the uses of past continuous tense and modal verbs. Consolidate students'knowledge on article use,with zero articles in particular. 2.Teaching Process 2.1 Pre-class Activities Omit 2.2 Main Sections of TextA Omit 2.3 New Words and Phrases Omit 2.4 Exercises Omit 2.5After-class Activities/Assignments

awareness of these phenomena; 2. Teaching Process 2.1 Pre-class Activities Omit 2.2 Main Sections of Text A Omit 2.3 New Words and Phrases Omit 2.4 Exercises Omit 2.5 After-class Activities/Assignments Omit Lesson Four The Boy and the Bank Officer 1. Teaching Objectives ➢ Explain some typical speech acts to students, such as compliment, acceptance, refusal, request, etc. ➢ Make the students understand the styles of story-telling. ➢ Make the students figure out the implied meaning of the passage. ➢ Explain explicitly the word-formation skill “N+less” to construct antonyms; and also tell them some nouns can be used as verbs in different contexts. ➢ Explain the differences between the synonyms take/bring, possibly/probably, fit/suit, as well as each/every. ➢ Let the students be familiar with the uses of past continuous tense and modal verbs. ➢ Consolidate students’knowledge on article use, with zero articles in particular. 2. Teaching Process 2.1 Pre-class Activities Omit 2.2 Main Sections of Text A Omit 2.3 New Words and Phrases Omit 2.4 Exercises Omit 2.5 After-class Activities/Assignments

Omit Lesson Five Angels on a Pin 1.Teaching Objectives Make the students understand the importance of education in life and make them think about what makes a good education system; >Let the students themselves work out the rule about word formation from Adjectives to it respective nouns; Make the students understand the differences among agree on/oith,bring abouldown/in/up,and give back/in/offoulup; Let the students figure out how passive voice and modal verbs can create means in different context, The various usages of that-clause. 2.Teaching Process 2.1 Pre-class Activities Omi 2.2 Main Sections of TextA Omit 2.3 New Words and Phrases Omit 2.4Exercises Omit 2.5After-class Activities/Assignments Omit Lesson Six The Monster Are Due on Maple Street(Act I) 1.Teaching Objectives >Leam the word-formation skill of adding"-en"to adjectives and nouns to form their corresponding verbs, Leam the skill of adding"y"to nouns to form its corresponding adjectives >Consolidate students'knowledge on Attributive Clauses; >Train the students familiar to the various uses of Modal Verbs and Rhetorical

Omit Lesson Five Angels on a Pin 1. Teaching Objectives ➢ Make the students understand the importance of education in life and make them think about what makes a good education system; ➢ Let the students themselves work out the rule about word formation from Adjectives to it respective nouns; ➢ Make the students understand the differences among agree on/to/with, bring about/down/in/up, and give back/in/off/out/up; ➢ Let the students figure out how passive voice and modal verbs can create means in different context; ➢ The various usages of that-clause; 2. Teaching Process 2.1 Pre-class Activities Omit 2.2 Main Sections of Text A Omit 2.3 New Words and Phrases Omit 2.4 Exercises Omit 2.5 After-class Activities/Assignments Omit Lesson Six The Monster Are Due on Maple Street (Act I) 1. Teaching Objectives ➢ Learn the word-formation skill of adding “-en” to adjectives and nouns to form their corresponding verbs; ➢ Learn the skill of adding “-ly” to nouns to form its corresponding adjectives; ➢ Consolidate students’knowledge on Attributive Clauses; ➢ Train the students familiar to the various uses of Modal Verbs and Rhetorical