普通高等专科英语课程(实用英语)教学大纲.docx

普通高等专科英语课程（实用英语）教学大纲（参考学时：220280学时）一、教学对象本大纲适用于普通高等专科各专业学生，他们在入学时应在听、读、说、写等方面受过初步的训练，语音语调基本正确，基本语法概念较清楚，认知英语单词16002000个。二、 教学目的培养学生掌握必需、实用的语言知识和语言技能，具有阅读和翻译与本专业相关的英文资料的初步能力，认知英语单词3500个左右，并为进一步提高英语的应用能力打好基础。三、教学要求根据普通高等专科教育的培养目标和对毕业生的要求，本课程必须在整个教学过程中突出实际应用的原则，加强语言实践能力的培养。通过本课程的学习，应使学生达到以下几方面的要求：1. 阅读能力： 掌握基本阅读技能，能看懂语言难度中等的一般题材文章、科普读物和与本专业有关的资料，阅读速度达到每分钟50词。2. 翻译能力： 掌握英译汉的基本方法和技巧，能借助工具书将与专业有关的英文资料译成汉语，译文达意，笔译速度达到每小时250词。3. 听、说、写的能力： 能听懂简单的短文；能进行简单的会话；能写简单的应用文。为达到上述各项要求，学生应掌握34003800单词以及一定量的词组（含中学所掌握的单词和词组），并具备按照基本构词法识别生词的能力。其中对2100左右的常用词，要求拼写正确，能英汉互译，并掌握它们的基本用法。还应扩大与加深基本语法知识的学习，侧重其在阅读和翻译中的应用。四、教学安排普通高等专科英语课程教学分为两个阶段。第一阶段180220学时左右，全面培养学生的听、读、说、写、译方面的基本技能，并传授获得这些技能所必需的语言知识。第二阶段4080学时左右，侧重培养学生阅读和翻译与本专业相关的英文资料的初步能力。五、教学中需注意的几个问题1 普通高等专科教育培养的是高等应用型专门人才。英语课程教学既要传授必需的语言知识，更应注重培养语言技能。为了满足学生日后实际工作中的需要，本课程应特别强调培养学生应用英语语言的能力。2 普通高等专科英语教学的最终目的是使学生能够阅读和翻译与本专业有关的英文资料，因此，必须在整个教学过程中突出实际应用、加强语言实践能力的培养。课程学分为两个阶段是打好基础、强调应用的需要。第一阶段应重视语言共核教学，培养基本的语言技能。第二阶段应结合专业，强调基本的阅读和翻译技能在本专业的实际应用。3 要重视语言学习的规律，正确处理听、说、写与阅读、翻译之间的关系。教学过程中，在重点培养阅读、翻译技能的同时也应进行必要的听、说、写训练，并达到一定的教学要求。4 要根据普通高等专科英语课程教学的要求，努力探索专科英语教学的规律。各校应按照学生的实际英语水平组织教学。教师要采用灵活的教学方法，处理好教与学两方面的关系，充分调动学生的积极性，提高教学效果。要充分利用现代化的教学手段，开展第二课堂活动，努力为学生创造良好的语言学习环境。5 对英语水平低于入学要求的学生，各校要采取有效措施，使他们在毕业时达到本课程在阅读和翻译方面的教学要求；对于入学水平较高的学生，有条件的学校，可以根据实际需要，进一步培养学生阅读、翻译或听、说、写的技能，提高学生应用英语的能力。6 为确保普通高等专科学生的英语水平不断得到提高，希望各校能采取积极措施，保持英语教学的连续性，使学生在校期间英语学习不断线。六、测试语言测试应着重考核学生实际运用语言的能力，要做到科学、客观、统一和标准化。第一阶段和第二阶段教学结束时均应安排考试。 附表一语法结构表（Grammatical Summary）说明一、本表列出了普通高等专科英语课程教学中学生需要掌握的语法知识，共40项。二、本标旨在巩固和加深学生对语法知识的理解和运用，提高学生在句子和篇章层次上的实际运用能力，因此并不要求在教学中对所列全部项目进行专题讲授。三、标有号的各个项目为教学重点。四、在制定本表过程中，主要参考了）大学英语教学大纲增订本（高等学校理工科本科用），高等教育出版社，1988。）大学英语教学大纲（高等学校文理课本科用），上海外语教育出版社，1986Symbols & Abbreviations/ ChoiceAdj AdjectiveAdv AdverbN NounPrep Preposition V VerbV-ing Present participle/gerundV-ed Past form of verbV-ed Past participle To V InfinitiveS SubjectO ObjectOi Indirect objectOd Direct objectCs Subject complementCo Object complementwh-words who, when, where, how, why, which, whether.1. Noun (名词)1.1 Classes of N :countable vs uncountable (名词的种类：可数名词与不可数名词)1.2 Conversion of uncountable into countable (不可数名词转化为可数名词)1.3 Number of N (名词的数)1.4 Irregular plurals (不规则复数)1.5 Genitive case of N (名词的所有格)1.6 Double genitive (双重所有格)e.g. a portrait of Mr Browns (cf. a portrait of Mr Brown )2. Pronoun （代词）2.1 Personal pronoun (人称代词)2.2 Possessive pronoun (物主代词)2.3 Reflexive pronoun (反身代词)2.4 Interrogative pronoun (疑问代词)2.5 Indefinite pronoun (不定代词)3. Numeral (数次)3.1 Cardinal and ordinal numbers (基数词和序数词)3.2 Percentage (百分数)3.3 Fraction (分数)3.4 Decimal (小数)3.5 Multiple (倍数)3.5.1 n times + N/Pron3.5.2 n times + as + Adj/Adv3.5.3 n times + Comparative +(than)3.5.4 V + (by) + n times 4. Determiner （限定词） *4.1 Definite, indefinite and zero articles （定冠词，不定冠词，零冠词）*4.2 Any, all, both, each, every, either, neither, no, this, etc.*4.3 Quantifiers （数量词）e.g. many, a piece of, etc.5. Preposition （介词）6. Adjective （形容词）6.1 Syntactic function as （形容词的句法功能为）：Attributive/Predicative/Adverb clause equivalent/N （定语，表语，副词性从句和名词）e.g. the young, the latest*6.2 Adj + Prep*6.3 Adj + to V6.4 too + Adj + to V/Adj + enough + to V/so + Adj + as + to V*6.5 be + Adj + that-clause7. Adverb （副词）7.1 Syntactic function as （副词的句法功能为）：Modifier of Adj/Adv/Prep-phrase/N-Phrase/Adverb-clause （形容词、副词、介词短语、副词性从句的修饰语）7.2 Adverbs with or without ly （带-ly和不带-ly的副词）e.g. high, highly; most, mostly7.3 Position of adverbs (副词的位置)8. The comparative and superlative degrees of Adj/Adv （形容词和副词的比较级和最高级）9. Verb classes （动词）9.1 Transitive and intransitive verbs （及物动词和不及物动词）9.2 Auxiliaries and modal auxiliaries （助动词和情态动词）*9.3 Semiauxiliaries （半助动词）e.g. appear to, be able to, etc*9.4 Phrasal verbs （短语动词）e.g. depend on, turn out, catch up with, pay attention to, take place, make sure, etc10. Tense （时态）10.1 Simple present, past, future and with modals （一般现在时，一般过去时， 一般将来时和情态助动词加动词）10.2 Present and past progressive （现在进行时和过去进行时0*10.3 Future progressive and with modals （将来进行时和情态动词加进行时）*10.4 Present and past perfect （现在完成时和过去完成时）*10.5 Future perfect and with modals （将来完成时和情态动词加完成时）*10.6 Present perfect progressive （现在完成进行时）10.7 Past perfect progressive （过去完成进行时）*11.Passive voice （被动语态）11.1 Passive voice in simple tense （被动语态的一般时态）11.2 Passive voice in perfect and progressive tenses （被动语态的完成和进行时态）11.3 Passive voice of phrasal verbs （短语动词的被动语态）12. Subjunctive mood （虚拟语气）12.1 in conditional sentences （用于条件句中）12.1.1 if + V-ed1, would + V12.1.2 if + had + had + V-ed2, would + have + V-ed2 12.1.3 if + should/were to + V, would + V12.1.4 omission of if （ if 的省略）12.2 in the following that-clause after （用于下列that从句中）：wishdemand, suggestIt + be + suggested/desirablesuggestion, recommendation12.3 in the following clauses and constructions （用于下列从句和结构中）：as if, as thoughIt is time thatwould rather/ sooner that13. To V （Infinitive 动词不定式）13.1 as subject, object and complement （用作主语，宾语和补足语）13.2 Indicating purpose/result （表示目的和结果）*13.3 Modifying adjective （修饰形容词）*13.4 as post modifier in a noun phrase （后位修饰名词）13.5 It + (be) + Adj/N + to V*13.6 V + it + Co + to V*13.7 for + N + to V*13.8 wh-words + to V(phrase) （疑问词加不定式 短语）*13.9 to be + V-ed2, to have + V-ed2, to be + V-ing （不定式的被动式，完成式和进行式）14. V-ing (Gerund 动名词)14.1 as object, subject and predicative（用作宾语，主语和表语）14.2 Prep + V-ing*14.3 It + be + + V-ing*14.4 N/Pron or their possessive + V-ing as subject and object（名词/代词或其所有格加动名词作主语和宾语）*14.5 Prep + N/Pron or their possessive + V-ing（介词加名词/代词或其所有格加动名词）*14.6 being + V-ed2, having + V-ed2, having been + V-ed2 as a noun equivalent（动名词的被动式，完成式和完成被动式起名词作用）15. V-ing and V-ed2 (Present and past participle15.1 as pre-modifier and post modifier in a noun phrase 现在分词和过去分词)15.2 as complement(作补足语)* 15.3 as an adverb clause equivalent(作状语)* 15.4 When/while, etc. + V-ing/V-ed2 (When/While 等加现在分词或过去分词)* 15.5 (with) N + V-ing/V-ed2 ( with 名词加现在分词或过去分词 )* 15.6 Dangling V-ing as adverb clause equivalent(无归属现在分词作状语)* 15.7 being + V-ed2, having + V-ed2, having been + V-ed2 as an adverb or adjective clause equivalent(现在分词的被动式、完成式和完成被动式作状语或定语)16. Basic sentence patterns and sentence elements（基本句型和句子成份）Pattern 1: S + VPattern 2: S + V + CsPattern 3: S + V + OPattern 4: S + V + Oi + OdPattern 5: S + V + Od + Co17. Transformation of basic sentence pattern（基本句型转换）17.1 Interrogative form（疑问形式）17.2 Negative form（否定形式）17.3 Passive form（被动形式）18. There be (There be结构)181 There is/are/was/were + N + Adv*18. 2 There will (modal) be/exist(s)/seem(s) to be/appear(s) to be + N + Adv*18.3 There is/are + N + Adj/V-ing/V-ed2/to V/relative clause（定语从句)*19. Agreement（一致关系）19.1 Subject and Verb（主语和谓语动词的一致关系）19.2 Pronoun and antecedent（代词和其先行词的一致关系）20. Noun clause（名词从句)20.1 that and omission of that, which(ever), who(ever), whom, whose*20.2 when, where, why, how, how much/many/long/often*20.3 whether, if*20.4 what(ever)*20.5 what (=the thing which)21. Relative clause（定语从句)21.1 Restrictive and non-restrictive（限制性和非限制性定语从句)21.2 that, which, who, whom, when, where, why* 21.3 whose*.21.4 Omission of that/which (that/which的省略)*21.5 (N/Pron + ) Prep + which/whom/whose*21.6 the same/suchas*.21.7 that (relative adverb) and its omission（关系副词that及其省略)*21.8 which/as (with sentential antecedent) (which/as指代句子)22. Apposition (同位)22.1 Noun (phrase) in apposition（名词短语的同位语)22.2 Appositive clause（同位语从句)22.3 Noun phrase appositive to clause（名词短语作句子的同位语)e.g. an example of what we call22.4 Explicit indicators of apposition（引出同位关系的明示标识词）e.g. that is (to say), for example23. Clause of time and space（时间从句和地点从句）23.1 when(ever), while, as, after, before, since*23.2 where(ever)*23.3 until, till*23.4 once, the moment, as soon as, each time, immediately (that), no soonerthan24. Clauses of condition, concession and contrast（条件从句、让步从句和对比从句）24.1 if, unless*24.2 provided/providing (that), as/so long as, in case, on condition that, supposing24.3 thought, although, whether, even though, even if*24.4 no matter + wh-words*24.5 wh-words + -ever*24.6 whereas, while*24.7 Adj/Adv + as/though25. Clauses of cause, result and purpose（原因从句、结果从句和目的从句）25.1 because, as, since, (so)that, so(that), in order that*25.2 now (that), seeing that, considering that, in that*25.3 for fear that, lest*26. Clauses of manner and comparison（方式从句和比较从句）26.1 as, asas, not so(so)as, more than, less than, no/not more than26.2 as, just as26.3 as if, as though*27. Clauses of proportion and other types（比例从句和其它从句）27.1 the, the27.2 asso27.3 except that27.4 as-clause following a noun and functioning as a relative clause（名词后的as从句作定语）e.g. Light as it comes from the sun is*28. Coordination（并列）Coordinators: and, bothand, not onlybut(also), as well as, eitheror, neithernor, whetheror, notbut, for, etc.*29. Clause with introductory it（用引导词it 的从句）29.1 Anticipatory it as subject or object*29.2 it in emphatic sentencee.g. It is/wasthat/who*30. Pro-form（替代形式）30.1 Pro-forms for noun phrases（名词短语的替代形式）30.1.1 3rd person pronouns, and plurals of the 1st and 2nd person pronouns（第三人称代词，第一、二人称代词的复数）30.1.2 indefinite pronouns（不定代词）( + of + N/Pron)30.1.3 one, ones, that, those30.1.4 the same, the former, the latter30.2 Pro-forms for adverbials（副词的替代形式）here, then, thus30.3 Pro-forms for predicate（谓语的替代形式）30.3.1 do, do so30.3.2 so do, so will30.4 Sentence/Clause reference（句子或从句的替代形式）30.4.1 this, the following30.4.2 so, note.g. A: Do you think he will come?B: Yes, I think so. (or) No, I think not.*31. Multiple modification（多级修饰）31.1 Multiple premodification（多级前位修饰）e.g. possibilities of obtaining water from under the ground31.2 Multiple postm（多级后位修饰）*32. Discontinuous modification（割裂修饰） 32.1 Separation of relative clause from its antecedent（定语从句与所修饰的名词割裂） 。32.2 Separation of V-ing/V-ed/Prep-phrase from its head noun（现在分词/过去分词/介词短语与所修饰的名词割裂）32.3 Separation of appositive(clause)from its antecedent（同位语从句与所同位的词的割裂）32.4 Separation of Prep-phrase from adjective（介词短语与形容词割裂）e.g. different techniques from those*33. Subject-verb inversion（主语与谓语倒装）33.1 Sentences beginning with neither, nor, so, etc.33.2 Sentences beginning with negative adberb expressionse.g. hardly, never, rarely, etc.33.3 Sentences beginning with adverbs of position and directione.g. here, there, down, away, etc. 33.4 Sentences beginning with a fronted predicative e.g. More important is the principle of33.5 Sentences beginning with only + Adv, not only *34. Parenthesis（插入语）e. g. actually, generally speaking, to be exact, as a result, as you see, etc.*35. Omission（省略）35.1 Omission through coordination （并列结构中的省略）e. g. Its cold in December in England, but (its cold ) in July in New Zealand.35.2 Omission in the following clauses:（下列从句中的省略）Whetheror not, whatever, as, than, the,the*36. Negation （否定）36.1 Total negation（全部否定）36.2 Partial negation （部分否定）36.3 Double negation （双重否定）35.4 Transferred negation （转移否定）e. g. I dont think it will be cold today.*37. Emphasis（强调）371 By single words or phases（用单个词或词组）e. g. only, even, just, ever, alone, must, still, too, very, a good (great) deal, (by) far, a lot etc.372 By reflexive pronouns, auxilliary verb do or emphatic it（用反身代词、助动词do或强调结构中的it）373 By inversion or competition(用倒装或重复)e.g. Hardly did I think it possible.I agree with every word you have saidevery single word.*38. Word formation(构词法)381 Affixation(词缀法)382 Conversion(转化法)383 Compounding(合成法)*39. Abbreviation(缩略法)e.g. TV, ad, smog, etc.40. Punctuation(标点)附表二 阅读技能表（Reading Skill）说明一、本表分四部分列出了普通高等专科英语课程教学中学生需要掌握的阅读技能项目。第一部分为阅读方式。第二、三部分为阅读技巧。前者主要涉及词汇、句子和段落层次上的阅读技能；后者为篇章层次上的阅读技能。第四部分为基本阅读技能。二、本表旨在加强学生对所列各个技能项目的理解和灵活运用，从而最终提高学生的实际阅读能力，因此在教学中应精讲多练，突出应用，避免只强调对某些技能知识的传授，而忽视对这些技能运用能力的培养。三、在制定本表的过程中，主要参考了：1、大学英语教学大纲增订本（高等学校理工科本科用），高等教育出版社，1998大学英语教学大纲（高等学校文理科本科用），上海外语教育出版社，19861. Reading Strategies(阅读策略)1.1 Skimming (略读)1.2 Scanning(查阅)1.3 Study reading (细读)Understanding words, sentences and texts(对词汇、句子及文章的理解)2. Reading techniques（阅读技巧）2.1 Guess unknown words through（通过猜测生词词义）2.1.1 Understanding word formation（利用构词法知识）2.1.2 Using contextual clues（利用上下文的提示）eg. What he said was just flattery, for he praised me so much that I am sure he did not mean what he said.2.2 Understanding relations within the sentence ,especially the following.(理解句内关系，下列特别要掌握)2.2.1 Basic sentence patters and sentence elements（基本句型和句子成份）2.2.2 Transformation of basic sentence patterns（基本句型的转换）2.2.3 Modification and emphasis structures（修饰及强调结构）2.2.4 Complex embedding（复杂包孕结构）However great joy with which he welcomed a new discovery in some theoretical science whose practical application perhaps it was as yet quite impossible to envisage , he experienced quite another kind of joy when the discovery involved immediate revolutionary changes in industry , and in historical development in general. 2.3 Understanding relations between parts of a text through lexical cohesion devices of the following(通过下列词汇连接手段理解文章各部分之间的关系)2.3.1 repetition and apposition(从复及同位)2.3.2 synonym and antonym (同义关系及反义关系)2.3.3 hyponomy and general words(下义关系及总括词)e.g. Hyponomy: Corrosion attacks all engineering materials. The rusting of iron is only one example of corrosion.General words: Light travels in straight lines. This phenomenon is known to all.2.4 Understanding relations between parts of a text through grammatical cohesion devices of the following(通过下列语法连接手段理解文章各部分之间的关系)2.4.1 anaphoric and cataphoric reference/pro-forms(后位和前位照应/替代形式)e.g. The story goes like this(cataphoric). The rain has stopped, but he doesnt notice it (anaphoric).2.4.2 ellipsis(省略)2.4.3 logical connectors(逻辑承接语)e.g. and, but, therefore, for example, etc.2.5 Understanding specific information in a piece of discourse through paragraphs of (通过下述段落类型理解某一语篇中具体信息)2.5.1 chronological order（时间型）2.5.2 spatial order（空间位置型）2.5.3 classification（分类型）2.5.4 examplification（举例型）2.5.5 definition（定义型）2.5.6 process（程序型）2.5.7 cause and effect（因果型）2.5.8 comparison and contrast（比较对比型）2.5.9 inference（推理型）2.6 Recognizing indicators in discourse (识别表示语篇结构各部分的标识语)2.6.1 introducing a viewpoint(引入观点)e.g. In considering /dealing with the first point, I want to begin withThe first thing I want to say is 2.6.2 developing a viewpoint(展开观点)e.g. besides, furthermore, etc.2.6.3 transition to another viewpoint（过渡到另一观点）e.g. On the other hand There is one other point of viewThese are not the only factors to be considered, howeverAnother thing is 2.6.4 concluding a viewpoint(总结观点)e.g. to sum up, so much for2.6.5 emphasizing a viewpoint(强调某个观点)e.g. The point / question / emphasis isWhat is needed is2.6.6 explanation or clarification of a viewpoint already made（解释或澄清提到的观点）e.g. It means thatThe point is thatFor example, 2.6.7 anticipating an objection or contrary view（期待相反的关点出现）e.g. however, but, on the contrary, instead, in spite of, conversely, May I differ from you in?1. Reading Techniques (II) (阅读技巧 II) 3.1 Recognizing facts(辨认事实)e.g. Since its beginning, life has relied upon the sun to sustain a good climate on Earth. Now, the use of solar energy is starting to be viewed as a source of heat. The principle that a black surface exposed to the sun will absorb solar energy is the basis of several million domestic hot water heaters used in a dozen countries, including Japan and Israel. A more advanced system could be applied to home heating and cooling. If solar energy someday replaces oil and coal, we will enjoy more power, cleaner air, and better heath.Important facts obtained:1) Solar energy is (non-polluting)2) I t is possible that solar energy (may replace oil and coal)3) The rays of the sun(are easily absorbed by a black surface)4) The three advantages of using solar energy are(more power, cleaner air, and better health)3.2 Determining the main idea（确定中心思想）3.1.1 Through topic sentences（含有主题句）3.1.2 without topic sentence（没有主题句）e.g. People who talk and sing to plants are not crazy, according to Arnold Braymar, a government agriculture expert. “In fact, singing and talking to plants makes them grow better,” says Gramar. The reason is quite simplewhen we sing or talk to plants, we exhale carbon dioxide which plants need to survive and thrive. Plants absorb the carbon dioxide through their pores during the sunlight hours and produce oxygen which people need to survive. Singing and talking is effective, however, only during the daytime. Bedtime lullabies will not help plants to sleep better or to grow faster.The main idea of the passage:Talking to plants in the daytime will make them grow better.3.3 Drawing logical conclusions(得出合乎逻辑的结论)e.g. Much publicity and discussion have, in recent years, surrounded various ways and special courses designed to help people increase their reading speed. So much depends on definition. Even among experts there is no complete agreement as to exactly what we mean when we speak of “reading” a page of print. For some, it is attention to, and interpretation of most of the words on the page. Other seem to mean simply “dealing with large groups of words” by speeding through them and picking out highlights. Most reading experts stress the importance of increasing the level of comprehensionthe rate at which words and ideas they stand for can be truly understood. They believe that there has been overemphasis on the “number game” of increasing the number of words a person can “run through” per minute.The reader may conclude from the paragraph that:1.