综合英语(一) 目录 前言 课程简介和开设目的 课程教学要求 三、课程教学内容 四、具体教学安排. Lesson One Half a Day I. Teaching aim I. Time allotment: IIL Cultural note 566666 IV. Pre-reading Questions: V. Detailed Study of the Text VIL. Further discussion IL. Time allotment Ill. Cultural note IV Structure of the story V Pre-reading Questions VI. Detailed Study of the Text VIl. Topics for further discussion: Lesson Three Message of the land IL. Time allotment 78888 IlL. Cultural note IV. Pre-reading Questions V Detailed Study of the Text VI. Topics for further discussion Lesson Four The boy and the bank officer L. Teachi IL. Time allotment IlL. Cultural note IV Pre-reading Questions V. Detailed Study of the Text VI. Topics for further discussion vIL Written work. Lesson Five Angels on a Pin 10 IL. Time allotment IIL. Cult IV. Pre-reading Questions V. Detailed Study of the Text VI. Topics for further discussion 10 Lesson Six The Monsters Are Due on Maple L. Activities 11 IL. Time allotment Ill. Literary Knowledge 11 V. Detailed Study of the Text 11 VI. Topics for further discussion
综合英语（一） 1 目 录 前 言............................................................................................................................................................. 3 一、课程简介和开设目的：.........................................................................................................3 二、课程教学要求：..................................................................................................................... 3 三、课程教学内容：..................................................................................................................... 5 四、 具体教学安排....................................................................................................................... 5 Lesson One Half a Day.................................................................................................................................6 I. Teaching Aim:.............................................................................................................................. 6 II. Time Allotment：....................................................................................................................... 6 III. Cultural note:............................................................................................................................. 6 IV. Pre-reading Questions:.............................................................................................................. 6 V. Detailed Study of the Text:.........................................................................................................6 VI. Summary of the Text：.............................................................................................................6 VII. Further Discussion：............................................................................................................... 6 Lesson Two Going Home.............................................................................................................................7 I. Teaching Aim:.............................................................................................................................. 7 II. Time Allotment：....................................................................................................................... 7 III. Cultural note:............................................................................................................................. 7 IV. Structure of the story:................................................................................................................7 V. Pre-reading Questions:............................................................................................................... 7 VI. Detailed Study of the Text:....................................................................................................... 7 VII. Topics for further discussion：............................................................................................... 7 Lesson Three Message of the Land..............................................................................................................8 I. Teaching Aim:.............................................................................................................................. 8 II. Time Allotment：....................................................................................................................... 8 III. Cultural note:............................................................................................................................. 8 IV. Pre-reading Questions:.............................................................................................................. 8 V. Detailed Study of the Text:.........................................................................................................8 VI. Topics for further discussion：.................................................................................................8 Lesson Four The Boy and the Bank Officer................................................................................................ 9 I. Teaching Aim:.............................................................................................................................. 9 II. Time Allotment：....................................................................................................................... 9 III. Cultural note:............................................................................................................................. 9 IV. Pre-reading Questions:.............................................................................................................. 9 V. Detailed Study of the Text:.........................................................................................................9 VI. Topics for further discussion：.................................................................................................9 VII. Written work:........................................................................................................................... 9 Lesson Five Angels on a Pin...................................................................................................................... 10 I. Teaching Aim:............................................................................................................................ 10 II. Time Allotment：..................................................................................................................... 10 III. Cultural note:........................................................................................................................... 10 IV. Pre-reading Questions:............................................................................................................10 V. Detailed Study of the Text:.......................................................................................................10 VI. Topics for further discussion：...............................................................................................10 Lesson Six The Monsters Are Due on Maple............................................................................................ 11 I. Activities:....................................................................................................................................11 II. Time Allotment：..................................................................................................................... 11 III. Literary Knowledge:................................................................................................................11 IV. Pre-reading Questions:............................................................................................................ 11 V. Detailed Study of the Text:.......................................................................................................11 VI. Topics for further discussion：...............................................................................................11
英语专业课程教学大纲 Lesson Seven Mandela's Garden 1. Teaching Aims 12 I. Time allot III Cultural note IV Pre-reading Questions V. Detailed Study of the Text: 12 for further discussion Lesson Eight My Personal Manager IL. Time Allotment Ill. Cultural note IV Pre-reading Questions V. Detailed Study of the Text VI. Topics for further discussion Lesson nine against All Odds L. Teaching aim 14 I. Time allotment III Cultural note: 14 IV. Pre-reading Questions V. Detailed Study of the Text VI. Topics for further discussion Lesson ten the green bana I. Teac IL. Time Allotment IlL. Cultural note IV Pre-reading Questions V. Detailed Study of the Text VI. TopIcs for further discussion Lesson Eleven The Midnight Visitor L. Teaching aim IL. Time allotment Ill. Literary Knowledge V Detailed Study of the Text 4445555555666666667 VI Complimentary Reading VIL. Further discussion Lesson twelve The Kindness of strangers I. Teaching aim IL. Time allotment Ill. Geographical Knowledge IV. Pre-reading Questions V. Detailed Study of the Text: VI. Further Discussion 五、测试与评估 777888 六、教学参考书
英语专业课程教学大纲 2 Lesson Seven Mandela’s Garden.................................................................................................................. 12 I. Teaching Aims:...........................................................................................................................12 II. Time Allotment：..................................................................................................................... 12 III. Cultural note:........................................................................................................................... 12 IV. Pre-reading Questions:.............................................................................................................12 V. Detailed Study of the Text:.......................................................................................................12 VI. Topics for further discussion：...............................................................................................12 Lesson Eight My Personal Manager............................................................................................................. 13 I. Teaching Aim:............................................................................................................................ 13 II. Time Allotment：..................................................................................................................... 13 III. Cultural note:........................................................................................................................... 13 IV. Pre-reading Questions:............................................................................................................13 V. Detailed Study of the Text:.......................................................................................................13 VI. Topics for further discussion：...............................................................................................13 Lesson Nine Against All Odds......................................................................................................................14 I. Teaching Aim:............................................................................................................................ 14 II. Time Allotment：..................................................................................................................... 14 III. Cultural note:........................................................................................................................... 14 IV. Pre-reading Questions:............................................................................................................14 V. Detailed Study of the Text:.......................................................................................................14 VI. Topics for further discussion：...............................................................................................14 Lesson Ten The Green Banana......................................................................................................................15 I. Teaching Aim:............................................................................................................................ 15 II. Time Allotment：..................................................................................................................... 15 III. Cultural note:........................................................................................................................... 15 IV. Pre-reading Questions:............................................................................................................15 V. Detailed Study of the Text:.......................................................................................................15 VI. Topics for further discussion：...............................................................................................15 Lesson Eleven The Midnight Visitor.............................................................................................................16 I. Teaching Aim:............................................................................................................................ 16 II. Time Allotment：..................................................................................................................... 16 III. Literary Knowledge:................................................................................................................16 IV. Pre-reading Questions:............................................................................................................16 V. Detailed Study of the Text:.......................................................................................................16 VI. Complimentary Reading：..................................................................................................... 16 VII. Further Discussion：............................................................................................................. 16 Lesson Twelve The Kindness of Strangers....................................................................................................17 I. Teaching Aim:............................................................................................................................ 17 II. Time Allotment：..................................................................................................................... 17 III. Geographical Knowledge:.......................................................................................................17 IV. Pre-reading Questions:............................................................................................................17 V. Detailed Study of the Text:.......................................................................................................17 VI. Further Discussion：.............................................................................................................. 18 五、测试与评估........................................................................................................................... 18 六、教学参考书........................................................................................................................... 18
综合英语(一) 前言 课程简介和开设目的 高等学校英语专业本科四年的教学内容分为两个阶段,即:基础阶段(一年级和二年级)和高 级阶段(三年级和四年级)。基础阶段的主要教学任务是传授英语语言文化的基础知识,对学生进 行全面的、严格的基本技能训练,培养学生实际运用语言的能力、良好的学风和有效的学习方法, 为高年级的学习打下扎实的专业基础。高级阶段的主要教学任务是继续加强语言文化的基知识,把 英语专业和相关专业的知识向纵深方向发展,进一步拓宽知识面,培养学生对英语语言国家以及异 国文化进行表层和深层解读和阐释的能力。在对语言文字和文化元素的掌握和应用都有所拓宽和加 深的基础上,提高学生运用英语进行综合交际的能力。 综合英语”是高等学校英语专业本科基础阶段的一门专业必修课,为期两学年,即四个学期。 累计432学时,共计24学分。每学期为108学时,6学分。 “综合英语”是一门综合技能课程,其主要目的在于培养和提高学生综合运用英语语言的能力。 通过语言基础训练与篇章讲解分析,该课程会帮助学生逐步提髙语篇阅读理解能力,了解英语各种 文体的表达方式和特点,扩大词汇量和熟悉英语常用句型,具备基本的口头与笔头表达能力。教师 应鼓励学生积极参与课堂的各种语言交际活动以获得基本的交际技能,并达到《英语专业教学大纲》 所规定的听、说、读、写、译等技能要求,为以后高年级阶段专业课学习打好扎实的基础。另外, 学生还应该熟悉中国文化传统,具备一定的艺术修养,所谓知己才能知彼。熟悉英语语言国家的地 理、历史、发展现状、文化传统、风俗习惯等,对文化元素有宽度和深度的认识;具有一定的人文 知识和科技知识,具有较强的用英语进行口头和书面表达的能力,具有较强的创新意识和一定的创 新能力。 、课程教学要求: 根据高等学校英语专业教学大纲,英语专业本科生在入学阶段以及基础阶段第一、二学年的具 体教学要求如下: 在语音方面,学生入学阶段应该能够熟练地运用发音规则和音标准确地读岀生词:比较流利地 朗读没有生词、难度相当于高三英语课文的材料,口齿清楚,语音、语调大体正确;经过第一学年 的学习,学生应该能够自觉地模仿和纠音,正确掌握多音节单词、复合词和句子的常见重音模式, 初步掌握朗读和说话的节奏感并注意轻重变化对意义表达的影响,初步掌握语流中的语音变化规 律、连续、辅音爆破和语音同化的技巧以及陈述句、疑问句和祈使句的语调;经过第二学年的学习, 学生应该能够做到针对大部分常用词汇发音正确,较好地掌握朗读和说话的节奏感,掌握语流中的 语音变化规律、连续、辅音爆破和语音同化等技巧以及陈述句、疑问句和祈使句的语调,初步掌握 语段中语音轻重和新旧信息传递之间的关系。在语法方面,学生入学阶段应该能够识别词类,区分 名词的可数性和不可数性、可数名词的单、复数形式,基本掌握各种代词的形式与用法、基数词和 序数词、常用介词和连词、形容词和副词的句法功能、比较级和最高级的构成及基本句型、冠词的 般用法,了解动词的主要种类、时态、语态及不定式和分词的基本用法、句子种类、基本句型和 基本构词法;经过第一学年的学习,学生应该能够掌握主谓一致的关系、表语从句、宾语从句、定 语从句和状语从句等句型、直接引语和间接引语的用法、动词不定式和分词的用法、各种时态、主 动语态、被动语态和构词法;经过第二学年的学习,学生应该熟练掌握主语从句、同位语从句、倒 装句和各种条件句,初步掌握句子之间和段落之间的衔接手段。在词汇方面,学生入学阶段认知的
综合英语（一） 3 前 言 一、课程简介和开设目的： 高等学校英语专业本科四年的教学内容分为两个阶段，即：基础阶段（一年级和二年级）和高 级阶段（三年级和四年级）。基础阶段的主要教学任务是传授英语语言文化的基础知识，对学生进 行全面的、严格的基本技能训练，培养学生实际运用语言的能力、良好的学风和有效的学习方法， 为高年级的学习打下扎实的专业基础。高级阶段的主要教学任务是继续加强语言文化的基知识，把 英语专业和相关专业的知识向纵深方向发展，进一步拓宽知识面，培养学生对英语语言国家以及异 国文化进行表层和深层解读和阐释的能力。在对语言文字和文化元素的掌握和应用都有所拓宽和加 深的基础上，提高学生运用英语进行综合交际的能力。 “综合英语”是高等学校英语专业本科基础阶段的一门专业必修课，为期两学年，即四个学期 。 累计 432 学时，共计 24 学分。每学期为 108 学时，6 学分。 “综合英语”是一门综合技能课程，其主要目的在于培养和提高学生综合运用英语语言的能力 。 通过语言基础训练与篇章讲解分析，该课程会帮助学生逐步提高语篇阅读理解能力，了解英语各种 文体的表达方式和特点，扩大词汇量和熟悉英语常用句型，具备基本的口头与笔头表达能力。教师 应鼓励学生积极参与课堂的各种语言交际活动以获得基本的交际技能，并达到《英语专业教学大纲 》 所规定的听、说、读、写、译等技能要求，为以后高年级阶段专业课学习打好扎实的基础。另外， 学生还应该熟悉中国文化传统，具备一定的艺术修养，所谓知己才能知彼。熟悉英语语言国家的地 理、历史、发展现状、文化传统、风俗习惯等，对文化元素有宽度和深度的认识；具有一定的人文 知识和科技知识，具有较强的用英语进行口头和书面表达的能力，具有较强的创新意识和一定的创 新能力。 二、课程教学要求： 根据高等学校英语专业教学大纲，英语专业本科生在入学阶段以及基础阶段第一、二学年的具 体教学要求如下： 在语音方面，学生入学阶段应该能够熟练地运用发音规则和音标准确地读出生词；比较流利地 朗读没有生词、难度相当于高三英语课文的材料，口齿清楚，语音、语调大体正确；经过第一学年 的学习，学生应该能够自觉地模仿和纠音，正确掌握多音节单词、复合词和句子的常见重音模式， 初步掌握朗读和说话的节奏感并注意轻重变化对意义表达的影响，初步掌握语流中的语音变化规 律、连续、辅音爆破和语音同化的技巧以及陈述句、疑问句和祈使句的语调；经过第二学年的学习 ， 学生应该能够做到针对大部分常用词汇发音正确，较好地掌握朗读和说话的节奏感，掌握语流中的 语音变化规律、连续、辅音爆破和语音同化等技巧以及陈述句、疑问句和祈使句的语调，初步掌握 语段中语音轻重和新旧信息传递之间的关系。在语法方面，学生入学阶段应该能够识别词类，区分 名词的可数性和不可数性、可数名词的单、复数形式，基本掌握各种代词的形式与用法、基数词和 序数词、常用介词和连词、形容词和副词的句法功能、比较级和最高级的构成及基本句型、冠词的 一般用法，了解动词的主要种类、时态、语态及不定式和分词的基本用法、句子种类、基本句型和 基本构词法；经过第一学年的学习，学生应该能够掌握主谓一致的关系、表语从句、宾语从句、定 语从句和状语从句等句型、直接引语和间接引语的用法、动词不定式和分词的用法、各种时态、主 动语态、被动语态和构词法；经过第二学年的学习，学生应该熟练掌握主语从句、同位语从句、倒 装句和各种条件句，初步掌握句子之间和段落之间的衔接手段。在词汇方面，学生入学阶段认知的
英语专业课程教学大纲 词汇应该不少于2,000个,掌握1,200个左右的常用词和一定数量的习惯用语及固定搭配,并能 在口笔语中运用,认识740个左右的单词和一定数量的习惯用语及固定搭配,能根据上下文的提示 理解其含义;经过第一学年的学习,通过基础英语课、阅读课和其它课外阅读等途径认知词汇达4 000-5,000个(其中含中学已学的2,000个),正确而熟练地使用其中的2,000-2,500个词汇 及其最基本的搭配;经过第二学年的学习,通过基础英语课、阅读课和其他途径认知词汇5,500-6, 500个(含第二级要求的4,000-5,000个),正确而熟练地运用其中的3,000-4,000个词汇及 其最基本的搭配。在听力方面,学生入学阶段应该能够听懂教师的课堂用语以及对课文内容所作的 解释,听懂较慢语速的日常对话,听懂基本没有生词、题材熟悉、难度略低于高三所学课文的语段 理解正确率达到70%;经过第一学年的学习,学生应该能够听懂英语国家人士所作的难度不超过所 学语言知识的讲座,掌握中心大意,理解主要内容,并能辨别说话人的态度和语气,能够听懂VOA 慢速新闻广播和文化节目,抓住主要内容。能在15分钟内听写根据已学知识编写而成或选用的录 音材料(词数150个左右,朗读四遍,语速为每分钟100个单词),错误率不超过10%:经过第二 年的学习,学生应该能够听懂英语国家人士关于日常生活和社会生活的谈话,听懂中等难度(如 TOEFL中短文)的听力材料,理解大意,领会作者的态度、感情和真实意图,听懂VOA正常速度和 BBC新闻节目的主要内容。能大体辨别各种英语变体(如美国英语、英国英语、澳大利亚英语) 能在15分钟内听写根据已学知识编写或选用的词数为200个左右、语速为每分钟120个单词的录 音材料,错误率不超过8%。在口语表达方面,学生入学阶段应该能够熟练地就课文内容进行问答, 并进行简单的讨论,经过准备,能简单而连贯地复述听过的或读过的语段,能就日常生活的话题进 行初步交际,能清楚而连贯地讲述学生熟悉的题材和课文内容,长度不少于八句;经过第一学年的 学习,学生应该能够就所听到的语段进行问答和复述,能就日常生活话题进行交谈,做到正确表达 思想,语音、语调自然,无重大语法错误,语言基本得体;经过第二学年的学习,学生应该能够在 一般社交场合与英语国家人士交谈,做到正确的表达思想、语音、语调自然,无明显的语法错误 语言用词基本得体。在阅读方面,学生入学阶段应该能够以每分钟60个单词的速度阅读生词率不 超过3%的人物传记、故事、科普短文等,理解正确率达到70%,能读懂简单的应用文,能掌握所读 材料的主要内容和中心思想;经过第一学年的学习,学生应该能够阅读难度相当于 Thirty-Nine Steeps(简写本)的较为浅显的文字材料,阅读速度为每分钟70-120个单词,理解中心大意,抓住 主要情节或论点;经过第二学年的学习,学生应该能够读懂难度相当于美国 Newsweek的国际新闻 报道,能读懂难度相当于 Sons and lovers的文学原著,能在理解的基础上抓住要点,并能运用正 确观点评价思想内容,阅读速度为每分种120-180个单词,理解准确率不低于70%。能在5分钟内 速读1,000词左右、中等难度的文章,掌握文章的大意。在写作方面,学生入学阶段应该能够根 据提示,在20分钟内写出100个单词左右的短文,无严重语法错误,意义表达清楚,能改写课文 内容,能书写简单的书信、便条和通知等应用文,格式和行文无严重错误,书写规范;经过第一学 年的学习,学生应该能够在30分钟内写出长度为120-150个单词的短文,内容切题,条理清楚, 语言正确。能改写或缩写课文内容,能正确书写便条和通知等应用文;经过第二学年的学习,学生 应该能够能根据作文题目、提纲或图表、数据等,在30分钟内写出长度为150-200个单词左右的 短文,内容切题,结构严谨,条理清楚,语法正确,语言通顺,表达得体,并能根据提示在10分 钟内写出长度为60个单词左右的应用文。在翻译方面,学生入学阶段应该能够将内容不超过高 课文难度的短语和句子译成汉语,要求理解正确、语言通顺;经过第一学年的学习,学生应该能够 独立完成课程中的各种翻译练习,理解准确、语言通顺;经过第二学年的学习,学生应该能够独立 完成课程中的各种翻译练习,要求译文忠实于原文、表达流畅。在使用工具书的能力方面,学生入 学阶段应该能够比较熟练地使用中小型英汉词典,掌握词语的正确发音、意义和基本用法;经过第 一学年的学习,学生应该能够熟练地使用《英汉大词典》等英汉词典和简易的英英词典(如 Oxford
英语专业课程教学大纲 4 词汇应该不少于 2，000 个，掌握 1，200 个左右的常用词和一定数量的习惯用语及固定搭配，并能 在口笔语中运用，认识 740 个左右的单词和一定数量的习惯用语及固定搭配，能根据上下文的提示 理解其含义；经过第一学年的学习，通过基础英语课、阅读课和其它课外阅读等途径认知词汇达 4， 000-5，000 个（其中含中学已学的 2，000 个），正确而熟练地使用其中的 2，000-2，500 个词汇 及其最基本的搭配；经过第二学年的学习，通过基础英语课、阅读课和其他途径认知词汇 5，500-6， 500 个（含第二级要求的 4，000-5，000 个），正确而熟练地运用其中的 3，000-4，000 个词汇及 其最基本的搭配。在听力方面，学生入学阶段应该能够听懂教师的课堂用语以及对课文内容所作的 解释，听懂较慢语速的日常对话，听懂基本没有生词、题材熟悉、难度略低于高三所学课文的语段 ， 理解正确率达到 70%；经过第一学年的学习，学生应该能够听懂英语国家人士所作的难度不超过所 学语言知识的讲座，掌握中心大意，理解主要内容，并能辨别说话人的态度和语气，能够听懂 VOA 慢速新闻广播和文化节目，抓住主要内容。能在 15 分钟内听写根据已学知识编写而成或选用的录 音材料（词数 150 个左右，朗读四遍，语速为每分钟 100 个单词），错误率不超过 10%；经过第二 年的学习，学生应该能够听懂英语国家人士关于日常生活和社会生活的谈话，听懂中等难度（如 TOEFL 中短文）的听力材料，理解大意，领会作者的态度、感情和真实意图，听懂 VOA 正常速度和 BBC 新闻节目的主要内容。能大体辨别各种英语变体（如美国英语、英国英语、澳大利亚英语）， 能在 15 分钟内听写根据已学知识编写或选用的词数为 200 个左右、语速为每分钟 120 个单词的录 音材料，错误率不超过 8%。在口语表达方面，学生入学阶段应该能够熟练地就课文内容进行问答， 并进行简单的讨论，经过准备，能简单而连贯地复述听过的或读过的语段，能就日常生活的话题进 行初步交际，能清楚而连贯地讲述学生熟悉的题材和课文内容，长度不少于八句；经过第一学年的 学习，学生应该能够就所听到的语段进行问答和复述，能就日常生活话题进行交谈，做到正确表达 思想，语音、语调自然，无重大语法错误，语言基本得体；经过第二学年的学习，学生应该能够在 一般社交场合与英语国家人士交谈，做到正确的表达思想、语音、语调自然，无明显的语法错误， 语言用词基本得体。在阅读方面，学生入学阶段应该能够以每分钟 60 个单词的速度阅读生词率不 超过 3%的人物传记、故事、科普短文等，理解正确率达到 70%，能读懂简单的应用文，能掌握所读 材料的主要内容和中心思想；经过第一学年的学习，学生应该能够阅读难度相当于 Thirty-Nine Steeps(简写本)的较为浅显的文字材料，阅读速度为每分钟 70-120 个单词，理解中心大意，抓住 主要情节或论点；经过第二学年的学习，学生应该能够读懂难度相当于美国 Newsweek 的国际新闻 报道，能读懂难度相当于 Sons and Lovers 的文学原著，能在理解的基础上抓住要点，并能运用正 确观点评价思想内容，阅读速度为每分种 120-180 个单词，理解准确率不低于 70%。能在 5 分钟内 速读 1，000 词左右、中等难度的文章，掌握文章的大意。在写作方面，学生入学阶段应该能够根 据提示，在 20 分钟内写出 100 个单词左右的短文，无严重语法错误，意义表达清楚，能改写课文 内容，能书写简单的书信、便条和通知等应用文，格式和行文无严重错误，书写规范；经过第一学 年的学习，学生应该能够在 30 分钟内写出长度为 120-150 个单词的短文，内容切题，条理清楚， 语言正确。能改写或缩写课文内容，能正确书写便条和通知等应用文；经过第二学年的学习，学生 应该能够能根据作文题目、提纲或图表、数据等，在 30 分钟内写出长度为 150-200 个单词左右的 短文，内容切题，结构严谨，条理清楚，语法正确，语言通顺，表达得体，并能根据提示在 10 分 钟内写出长度为 60 个单词左右的应用文。在翻译方面，学生入学阶段应该能够将内容不超过高三 课文难度的短语和句子译成汉语，要求理解正确、语言通顺；经过第一学年的学习，学生应该能够 独立完成课程中的各种翻译练习，理解准确、语言通顺；经过第二学年的学习，学生应该能够独立 完成课程中的各种翻译练习，要求译文忠实于原文、表达流畅。在使用工具书的能力方面，学生入 学阶段应该能够比较熟练地使用中小型英汉词典，掌握词语的正确发音、意义和基本用法；经过第 一学年的学习，学生应该能够熟练地使用《英汉大词典》等英汉词典和简易的英英词典（如 Oxford
综合英语(一) Advanced English Dictionary以及 Longman Dictionary of Contemporary English),独立解 决语言问题;经过第二学年的学习,学生应该能够熟练地使用各种英汉词典和部分英英词典(如 Collins Cobuild College English Dictionary F Random House College Dictionary ) 3hZ 解决语言问题和部分知识方面的疑难问题。在文化素养方面,学生入学阶段应该对中国文化有一定 的了解,有较扎实的汉语基本功,对英美等英语国家的地理、历史和发展现状有一定的了解,掌握 基本的数理化知识;经过两年的学习,学生应该熟悉中国文化传统,具有一定的艺术修养,熟悉英 语国家的地理、历史、发展现状、文化传统、风俗习惯,具有一定的人文知识和科技知识,具有较 强的汉语和英语的口头和书面表达能力,具有较强的创新意识和一定的创新能力 三、课程教学内容: 授课教师根据以上英语专业本科生的入学阶段以及本科基础阶段第一、二学年的具体教学要 求,系统的组织“综合英语”课程的教学内容和活动,确保学生全面、系统地掌握英语语音、词汇 和语法、听力、口语、阅读、写作和翻译等语言知识和技能,帮助学生学会使用各种高级工具书, 同时要比较全面地介绍中西文化以提高学生的文化素养。 课程所用教材:杨立民主编《现代大学英语》精读1-4册,外语教学研究出版社,2001。综 合英语课程Ⅰ、II、III、ⅣV使用的教材分别为高等学校英语专业用书《现代大学英语》1-4册。 每册书共有十五课。每课由课文A( TEXT A)、课文B( TEXT B)、练习( More Work on the text) 三大部分组成。练习( More Work on the text)包括 Oral Work, Vocabulary, Grammar和 Written 本课程以教材一课为单元,每单元大概用时8学时。每单元具体教学环节大致如下: 1、课文A和课文B,其中以课文( TEXT A)为主,课堂教学设计为: Warm up, Text explanat Vocabulary Study和quiz四个部分;课文B( TEXT B)和练习( More Work on the text)为学生 自学,教师统一课堂答疑解决学生学习问题。 本环节学时分配大约为:6课时。 2、补充阅读和听力材料:这些材料应该适合学生现阶段语言程度,有关课文A( TEXT A)的 主题,或者有助于学生掌握各种学习技能和听说读写译等语言技能,也可以是有关英语国家的人文 和科技知识的材料。这些材料在题材和体裁方面,应该具有生动性、多样性和实用性。可用作课文 A( TEXT A)环节的补充材料,也可用作组织课堂语言活动的材料,还可以用作课外阅读作业。 本环节学时分配大约为:1课时 3、各种课堂语言活动。综合英语课程作为综合语言技能课,应该精心设计和组织一些单一或 综合的听说读写译的课堂语言活动,以便培养学生的实际综合应用语言的能力。 本环节学时分配为:1课时 4、作业。 四、具体教学安排 综合英语(一)(第1学期)
综合英语（一） 5 Advanced English Dictionary 以及 Longman Dictionary of Contemporary English），独立解 决语言问题；经过第二学年的学习，学生应该能够熟练地使用各种英汉词典和部分英英词典（如 Collins Cobuild College English Dictionary 和 Random House College Dictionary），独立 解决语言问题和部分知识方面的疑难问题。在文化素养方面，学生入学阶段应该对中国文化有一定 的了解，有较扎实的汉语基本功，对英美等英语国家的地理、历史和发展现状有一定的了解，掌握 基本的数理化知识；经过两年的学习，学生应该熟悉中国文化传统，具有一定的艺术修养，熟悉英 语国家的地理、历史、发展现状、文化传统、风俗习惯，具有一定的人文知识和科技知识，具有较 强的汉语和英语的口头和书面表达能力，具有较强的创新意识和一定的创新能力。 三、课程教学内容： 授课教师根据以上英语专业本科生的入学阶段以及本科基础阶段第一、二学年的具体教学要 求，系统的组织“综合英语”课程的教学内容和活动，确保学生全面、系统地掌握英语语音、词汇 和语法、听力、口语、阅读、写作和翻译等语言知识和技能，帮助学生学会使用各种高级工具书， 同时要比较全面地介绍中西文化以提高学生的文化素养。 课程所用教材：杨立民主编 《现代大学英语》精读 1-4 册，外语教学研究出版社，2001。综 合英语课程 I、II、III、IV 使用的教材分别为高等学校英语专业用书《现代大学英语》1-4 册 。 每册书共有十五课。每课由课文 A（TEXT A）、课文 B（TEXT B）、练习（More Work on the Text） 三大部分组成。练习（More Work on the Text）包括 Oral Work，Vocabulary，Grammar 和 Written Work。 本课程以教材一课为单元，每单元大概用时 8 学时。每单元具体教学环节大致如下： 1、课文 A 和课文 B，其中以课文 A（TEXT A）为主，课堂教学设计为：Warm up，Text explanation， Vocabulary Study 和 Quiz 四个部分；课文 B（TEXT B）和练习（More Work on the Text）为学生 自学，教师统一课堂答疑解决学生学习问题。 本环节学时分配大约为：6 课时。 2、补充阅读和听力材料：这些材料应该适合学生现阶段语言程度，有关课文 A（TEXT A）的 主题，或者有助于学生掌握各种学习技能和听说读写译等语言技能，也可以是有关英语国家的人文 和科技知识的材料。这些材料在题材和体裁方面，应该具有生动性、多样性和实用性。可用作课文 A（TEXT A）环节的补充材料，也可用作组织课堂语言活动的材料，还可以用作课外阅读作业。 本环节学时分配大约为：1 课时。 3、各种课堂语言活动。综合英语课程作为综合语言技能课，应该精心设计和组织一些单一或 综合的听说读写译的课堂语言活动，以便培养学生的实际综合应用语言的能力。 本环节学时分配为：1 课时。 4、作业。 四、 具体教学安排 综合英语（一）（第 1 学期）
英语专业课程教学大纲 WEEK3- esson One Half a Day L. Teaching aim To introduce some strategies commonly used in fiction riting and help them divide the story into ng the setting, plot and etc To help them to develop their personal thinkings on the message of the story ⅡL. Time allotment: Text-6 hours Exercises-2 hours IlL. Cultural note the creator of the universe(Para 1 IV Pre-reading Questions 1. Was it hard for you to leave home for the first time in your life? 2. Did you feel you were a stranger the first day you arrived? 3. Did you find the university just as you had imagined? In what way it was, and in 4. 4. what way it wasnt?(Were you disappointed when you found it wasn't as good as you had imagined?) V Detailed Study of the Text VI Summary of the Text Let the students have a discussion and summarize the text within 200 words in class VIL. Further discussion 1. What do you think is the main message of the text? 2. Can you recall your first day's experience at primary school?
英语专业课程教学大纲 6 WEEK 3—4 Lesson One Half a Day I. Teaching Aim: To introduce some strategies commonly used in fiction writing and help them divide the story into parts, considering the setting, plot and etc. To help them to develop their personal thinkings on the message of the story. II. Time Allotment： Text—6 hours Exercises—2 hours III. Cultural note: the creator creator creator creator of the universe universe universe universe (Para 14) IV. Pre-reading Questions: 1. Was it hard for you to leave home for the first time in your life? 2. Did you feel you were a stranger the first day you arrived? 3. Did you find the university just as you had imagined? In what way it was, and in 4. 4. what way it wasn’t? (Were you disappointed when you found it wasn’t as good as you had imagined?) V. Detailed Study of the Text: VI. Summary of the Text： Let the students have a discussion and summarize the text within 200 words in class. VII. Further Discussion： 1. What do you think is the main message of the text? 2. Can you recall your first day’s experience at primary school?
综合英语(一) WEEK4-5 Lesson Two Going Home L. Teaching aim Besides the language points, students are supposed to understand some writing techniques such as king contrast, the use of informal questions and symbols, etc Ⅱl. Time allotment: Exercises-2 hours Ill. Cultural note the yellow ribbon and other ribbons well-known(red and white)and their symbolic meanings IV. Structure of the story 4 the introduction and the setting 5-9: the main body: where Vingo was going and what for and how the young people got interested in what was going 10-12: the result: Vingo was forgiven and welcomed home V Pre-reading Questions 1. Do you find it a touching story? Why or why not? 2. what do you know about 1960s and 1970s as a historical time for American people? 3. do you agree the yellow ribbon is a symbol? What does it symbolize? VI. Detailed Study of the Text VIl. Topics for further discussion What kind of person do you think Vingo's wife is? Why didn't she write to Vingo when he was in 2. what lessons have you learnt from his story? 3. what do you think of importance of the ability to forgive and forget in human relationship?
综合英语（一） 7 WEEK 4-5 Lesson Two Going Home I. Teaching Aim: Besides the language points, students are supposed to understand some writing techniques such as making contrast, the use of informal questions and symbols, etc. II. Time Allotment： Text—6 hours Exercises—2 hours III. Cultural note: the yellow ribbon and other ribbons well-known(red and white) and their symbolic meanings IV. Structure of the story: 1—4: the introduction and the setting 5—9: the main body: where Vingo was going and what for and how the young people got interested in what was going to happen. 10—12: the result: Vingo was forgiven and welcomed home V. Pre-reading Questions: 1. Do you find it a touching story? Why or why not? 2. what do you know about 1960s and 1970s as a historical time for American people? 3. do you agree the yellow ribbon is a symbol? What does it symbolize? VI. Detailed Study of the Text: VII. Topics for further discussion： 1. What kind of person do you think Vingo’s wife is? Why didn’t she write to Vingo when he was in prison? 2. what lessons have you learnt from his story? 3. what do you think of importance of the ability to forgive and forget in human relationship?
英语专业课程教学大纲 WEEK5-6 Lesson Three Message of the land L. Teaching aim 1. General comprehension 2. Word study 3. Cultural note: Thai culture 4. Analysis of ideas 5. Rhetorical devices IL. Time allotment Ill. Cultural note Cultural note: Thai culture IV Pre-reading Questions In this text, there is a wife and a husband. Which country are they living in? Do they have any children? Where are they now? What is/are the point(s)are they making in their talk? 2. Are they similar to your own parents in some way? Do you identify with them? V. Detailed Study of the Text VI. Topics for further discussion 1. What is the traditional social values of Thiland? Or the ongoing social changes in thiland? 2. What would you say about the possible conflicts between different generations? 3. How do you understand the message of the land?
英语专业课程教学大纲 8 WEEK 5-6 Lesson Three Message of the Land I. Teaching Aim: 1. General comprehension 2. Word study 3. Cultural note: Thai culture 4. Analysis of ideas 5. Rhetorical devices II. Time Allotment： Text—6hours Exercises—2 hours III. Cultural note: Cultural Cultural Cultural Cultural note: Thai culture culture culture culture IV. Pre-reading Questions: 1. In this text, there is a wife and a husband. Which country are they living in? Do they have any children? Where are they now? What is/are the point(s) are they making in their talk? 2. Are they similar to your own parents in some way? Do you identify with them? V. Detailed Study of the Text: VI. Topics for further discussion： 1. What is the traditional social values of Thiland? Or the ongoing social changes in Thiland? 2. What would you say about the possible conflicts between different generations? 3. How do you understand the message of the land?
综合英语(一) WEEK7-8 Lesson four the boy and the bank officer L. Teaching aim 1. General comprehension 2. Cultural notes/background information 3. Word study 4. Language characteristics ⅡL. Time allotment: Text-6 hours Exercises-2 hours Ill. Cultural note 1. The role of the church in the west 2. School Bullying-a general discussion IV Pre-reading Questions 1. Have you ever been to a bank? What kind of a bank do you normally choose to go to? The Construction Bank? The Merchants Bank? The Industrial and Commercial Bank? The Agricultural Bank The bank of china? Or the bank of communications? 2. Which kind of bank account do you have? Is it a savings account or a checking account? 3. Do you go there to deposit money or withdraw money? Or you go there to pay the bills? 4. What are the bank procedures? Could you tell us any of your experiences there? Do you also appen to use an ATM? 5. What do you think of the bank clerks there? Are they friendly/hostile to you? 6. Have you ever heard of/experienced school bullying? V Detailed Study of the Text VI. Topics for further discussion 1. How much do you know about the banking system in China? Could you name some frequently VIL Written work a summary of the story
综合英语（一） 9 WEEK 7-8 Lesson Four The Boy and the Bank Officer I. Teaching Aim: 1. General comprehension 2. Cultural notes/background information 3. Word study 4. Language characteristics. II. Time Allotment： Text—6 hours Exercises—2 hours III. Cultural note: 1. The role of the church in the West 2. School Bullying Bullying Bullying Bullying—a general general general general discussion discussion discussion discussion IV. Pre-reading Questions: 1. Have you ever been to a bank? What kind of a bank do you normally choose to go to? The Construction Bank? The Merchants Bank? The Industrial and Commercial Bank? The Agricultural Bank? The Bank of China? Or the Bank of Communications? 2. Which kind of bank account do you have? Is it a savings account or a checking account? 3. Do you go there to deposit money or withdraw money? Or you go there to pay the bills? 4. What are the bank procedures? Could you tell us any of your experiences there? Do you also happen to use an ATM? 5. What do you think of the bank clerks there? Are they friendly/hostile to you? 6. Have you ever heard of/experienced school bullying? V. Detailed Study of the Text: VI. Topics for further discussion： 1.How much do you know about the banking system in China? Could you name some frequently used terms in banking? 2. do you prefer to go to bank or ATM to draw a not very large sum of money? VII. Written work: A summary summary summary summary of the story
WEEK8-9 Lesson Five Angels on a Pin L. Teaching air 1. The original end of the article and a comment 2. People's views on the issue"angles on a pin 3. A few things about angels 4. Russian Sputniks influe 5. An article on education 6. Examination system reform in China II. Time Allotment Text-6 hours Exel IlL. Cultural note ng on the Head ora上n Do you think the student is a good student or a bad one? 2. Have you had any classmate like him? 3. How do you like a teacher like the narrator? 4. What is a perfect teacher in your mind? 5. Do you have any idea about the differences between the education system in China and What do you think of the differences? V. Detailed Study of the te VI. Topics for further discussion Would you like to study abroad? Why? Where? What do you think of the American education system and/or features 3. What would you do with China's education and examination system if you were the minister of Education? 4. Debate: China should follow American education pattern VS China should not follow American education patter
英语专业课程教学大纲 10 WEEK 8-9 Lesson Five Angels on a Pin I. Teaching Aim: 1. The original end of the article and a comment 2. People’s views on the issue “angles on a pin” 3. A few things about angels 4. Russian Sputnik’s influence on American education 5. An article on education 6. Examination system reform in China II. Time Allotment： Text—6 hours Exercises—2 hours III. Cultural note: Angels Dancing Dancing Dancing Dancing on the Head of a Pin IV. Pre-reading Questions: 1. Do you think the student is a good student or a bad one? 2. Have you had any classmate like him? 3. How do you like a teacher like the narrator? 4. What is a perfect teacher in your mind? 5. Do you have any idea about the differences between the education system in China and in US? What do you think of the differences? V. Detailed Study of the Text: VI. Topics for further discussion： 1. Would you like to study abroad? Why? Where? 2. What do you think of the American education system and/or features 3. What would you do with China’s education and examination system if you were the Minister of Education? 4. Debate: China should follow American education pattern VS China should not follow American education patter
