英语精读（二）课程教学大纲 (2007年制订，2008年修订) 一、课程编号：091227 二、前修课程：英语精读（一） 三、学分：8学纷 四、学时：136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 jus 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 TextA (a)First 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)英语精读（二）课程教学大纲 （2007 年制订，2008 年修订） 一、课程编号：091227 二、前修课程：英语精读（一） 三、学 分：8 学分 四、学 时：136 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) First 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)