《基础英语Ⅲ》课程教学大纲.doc

基础英语课程教学大纲The Course Syllabus of Basic English III一、课程基本信息 （Basic Course Information）课程代码：094034Course Code: 094034课程名称：基础英语IIICourse Name：Basic English III课程类别：专业技能课 Course Type: Specialized Course学 时：108Period: 108学分：4Credit: 4适用对象: 英语专业Target Students: Undergraduate Majoring in English考核方式：考试Assessment: Examination先修课程：基础英语I、基础英语II、英语语音、英语口语、英语写作、英语泛读、英语听力Preparatory Course: Basic English I, Basic English II, English Pronunciation, Spoken English, English Writing, Extensive Reading, English Listening 二、课程简介(Brief Course Introduction)基础英语III课程是英语（商务管理）专业、英语（商务翻译）专业技能必修课。其教学目的为通过系统地讲授英语基础知识，综合训练基本语言技能，提供英语学习方法指导，培养学生运用英语进行交际的能力，以达到全面发展学生的听、说、读、写、译等五项语言技能。教学重点放在对学生语言技能、尤其是口笔头运用能力的综合训练上,以便使学生能够正确地、自然而流畅地运用本课程所教授的语言知识，并能够把它们灵活地、准确地应用到实际场合中去。This course acts as an integrated course for developing students listening, speaking, reading writing and translating abilities. During the third and fourth semesters, it especially focuses on the training of students reading and writing abilities to build on the established foundation of listening and speaking. It covers a large number of original texts showing the variety of rhetorical features and it also provides a lot of vocabulary, grammar, listening, speaking reading, writing and translation exercises and more exercises for integrated skills. 三、课程性质与教学目的本课程为外国语学院英语专业技能必修课，旨在全面提高学生的听、说、读、写、译等各方面的能力，通过对学生进行全面、严格的基本技能训练，培养学生实际运用语言的能力，为进入高年级的学习打下扎实的专业基础，使学生朝着具有扎实的语言基本功、宽广的知识面、一定的相关专业知识、较强的能力和较高的素质的培养目标前进。四、教学内容及要求 综合教程基础阶段共分四册，本册为其中第三册，供英语专业二年级第一学期使用。 第三册共有16个单元，每个单元由Text I、Text II和相关的练习构成。建议使用本书的教师在一周时间内完成一个单元的教学任务。 本册所有的课文都选自第一手英文资料，除原文偏长需要删节以及极个别冷僻词语需要替换外，一律保持原文的风貌，尽最大可能给学生提供原汁原味的英语语言素材。 本册课文内容广泛，涉及文化与教育、政治与经济、战争与和平、道德与伦理、婚姻与家庭、爱情与亲情、科技与生活、知识与智慧等主题，使学生在学习英语的同时，扩展个人视野，提高人文素养。 课文的排序一方面参照语言难度，遵循循序渐进的原则，同时还尽可能考虑课文主题和教学时段之间的关系。譬如，开学伊始，本册安排了回顾大学新生心路历程的课文，引导学生总结过去、展望未来，思考大学生活的真谛；“十一”国庆节前后，研读中国题材的文章能起到爱国主义教育的功能；圣诞、新年期间，安排了有关爱心、包容、谅解等温馨主题的文章。 本册练习种类较多，目的在于采取不同的方式提高学生的理解能力和应用能力。 与Text I相关的练习包括11个部分：Pre-reading questions；Text comprehension；Structural analysis of the text；Rhetorical features of the text；Vocabulary exercises；Grammar exercises；Translation exercises；Exercises for integrated skills；Oral activities；Writing practice；Listening exercises。 Pre-reading questions与课文的话题有关但不涉及课文的具体内容，起“热身”作用，引导学生进入本单元的主题。除了课本提供的问题外，教师也可以自行增加其他类似的问题。 Text comprehension设计的问题都与课文直接有关，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。 Structural analysis of the text着重课文的总体结构分析，使学生对课文的层次、话题的展开获得比较清晰的认识，从而提高学生的篇章意识。 Rhetorical features of the text讨论的是课文中比较突出的修辞手段及其文体效果，目的在于培养学生灵活而得体地使用英语的能力。 Vocabulary exercises包含多个词汇练习，旨在通过多种练习形式帮助学生正确把握一些积极词汇的意义，拓展用法，熟练运用。 Grammar。exercises挑选课文中出现的某一突出的语法现象进行操练；此外还包括针对某一常见语法项目的练习，从而增强学生的语法识别能力和应用能力。这个部分的最后一个练习是模仿课文中的句型造句，以增强学生的语言活用能力。 Translation exercises分汉译英和英译汉两个部分。汉译英是句子翻译练习，检查学生应用所学词汇进行翻译的能力。英译汉是段落翻译，或是课文概要或和课文主题相关，以便在检查学生篇章翻译能力的同时，帮助其加深对课文的整体理解。 Exercises for integrated skills分两个部分：一是听写，综合检查学生的听力、理解、语法和拼写能力；二是填空练习，检查学生的英语搭配能力、语法能力以及对语篇的整体理解能力。 Oral activities是为学生围绕课文内容开展口语活动而设计的练习，教师也可以另行设计，关键是促使学生开口，培养他们用英语表述自己的观点和意见、和他人交流思想、进行辩论的能力。 Writing practice是有指导的写作练习，要求学生根据提示写出一定篇幅的短文。在这个练习中，应鼓励学生应用所学的词汇和句型，并鼓励学生发表自己的观点。 Listening exercises的编写是为了帮助学生提高英语听力。这个练习如何处理，可由教师灵活掌握，但应以适当的方式对学生进行检查，以免遭到忽视。 Text II是对Text I主题的扩展或深化，如果处理得好，前后两篇课文可以起到相辅相成的作用。Text II只配Questions for discussion一个练习，所提的问题多是启发式问题，旨在开拓学生思路，鼓励其就相关问题提出自己的观点和看法，培养其分析问题和解决问题的能力。Unit 1（一）教学目的与要求 1. Learning an autobiographical essay of Text I, language points, structural analysis and rhetorical features of Text I 2. Learning a short and powerful passage of Text II as a response to a toast in an honorary degree of a university, fast reading （二）教学内容第一节 Text I Fresh Start1. 主要内容This is an autobiographical essay. The writer recounts her embarrassing moments during her first days of college. With a chronologically balanced pattern of narration, the author focuses on three incidents: sitting in the wrong class, falling down in the cafeteria and witnessing the upper class football player having the same experience. 2. 基本概念和知识点2.1 In narrating these “bitter” incidents, the writer tries various methods to produce humorous effects. The apparently awkward episodes selected here are, to readers, an enjoyable pleasure, for they provoke their laughter or evoke their smile. One major source of humor is the extensive use of words or phrases which are most likely to impress readers with pictures, vivid, tangible or even funny. 2.2 Coupling narration with description, the writer gives us a detailed account of the process, the after-effect and the significant insight into herself.2.3 Language points distinct, Cf. distinctive, clutch, reserve, whereabouts, tip off, flail, rear end, somebodys heart goes out to somebody, slink, malicious, shackle 3. 能力要求 Students need to understand the structural and rhetorical features of the text and paraphrase difficult sentences from the text. 第二节 Text II A University Stands and Shines1. 主要内容This text is written by john Masefield (1878-1967), who was an Englands poet laureate, and who was granted an honorary degree by the University of Sheffield in 1946. The text was his response to a toast in his honor. He praises highly the significant role of university in illuminating human mind. A university is even more enduring than religious and dynasties in that it is a place where the undying cause of bringing thought into the world is carried out.2. 基本概念和知识点The writer uses parallel structures, topic sentences and balanced sentences structures in all the paragraphs in order to make this toast powerful and effective. The language is concise. 3. 能力要求 Students need to skim through the passage to grasp the main idea and typical sentence patterns. They should know how to make a passage concise and powerful.（三）思考与实践Text comprehension question, vocabulary exercises, grammar exercises, translation exercises, exercises for integrated skills, oral activities, listening exercises（四） 教学方法与手段In-class explanation, in-class discussion, group discussion, multi-mediaUnit 2（一）教学目的与要求 1. Learning a well-organized argumentative essay in Text I, language points, structural analysis and rhetorical features of Text I 2. Fast-reading and summarizing the main ideas in Text II （二）教学内容第一节Text I Tyranny of the Urgent1. 主要内容This is a well-organized argumentative essay. The first two paragraphs serve as an introduction in which the writer explains that the prolongation of time can not really help relieve people of the pressure. Paragraphs 3 to 5 are the main body of the essay in which the writer explains the problem of priorities and explores the cause of “tyranny of the urgent.” Para. 6 is the concluding part in which the writer comes to the conclusion that we have become slaves to the “tyranny of the urgent.”2. 基本概念和知识点 2.1 Parallelism, among other rhetoric features, is occasionally employed in the text. 2.2 Language pointstrail, haunt, exacting, dilemma, priority, misgiving, crowd out, maxim, rebuke, breach, imperious, devour, in the light of, prominence 3 . 能力要求 Students need to have a clear idea of the organization and structure of argumentative writing. They should be able to find out examples of parallelism in the passage and learn to use this rhetorical device in their own writing.第二节 Text II Time1. 主要内容 In this prose, the writer Ljudevit Vulicevic (1840-1916), one of the greatest masters of Serbian prose in the second half of the nineteenth century, gives his opinions and understanding of the topic of time. Time is eternity and men waste eternity by wasting time. Time is within us rather than outside us. It is not that we live in time but that time is defined by our existence. Time is nothing itself; it depends on our consciousness.2. 基本概念和知识点 Understanding the style of a prose, the diction and the viewpoint implied in it. 3. 能力要求 Students read through the passage quickly to grasp the main features of the language and main idea of it. Then they discuss some difficult sentences from it and exchange orally their understanding of the topic of time. （三）思考与实践Text comprehension question, vocabulary exercises, grammar exercises, translation exercises, exercises for integrated skills, oral activities, listening exercises,（四） 教学方法与手段In-class explanation, multi-mediaUnit 3 （一）教学目的与要求 1. Learning an interesting article about Chinese food, which is a familiar topic to students but is discussed by a westerner, language points in Text I, structural analysis and rhetorical features of Text I 2. Fast reading and discussion of Text II （二）教学内容第一节Text 1 Chinese Food1. 主要内容This text discusses a familiar topic about Chinese food from three parts: Paragraphs1-4 are the first part. With a quotation to begin his essay, the writer goes on to discuss the contrast between the Chinese attitude and the Western one toward food. Paragraphs 5-6 are the second part in which the writer explains how Chinese food has become an international food. Paragraphs 7-9 are the last part in which the writer discusses the nature of Chinese food.2. 基本概念和知识点1.1The rhetorical device of alliteration is worth analysis. 1.2Language points derive from, ecstasy, smother, marked, assert, ubiquitous, bedeck, assert, ubiquitous, bedeck, infamous, crucial, part and parcel, average, inherent, phenomenal, fastidiously, chore, alter, conform to:3. 能力要求Students need to understand the structure and organization of the passage. They must be able to divide the passage into the right parts and summarize their main ideas. They should also paraphrase some difficult sentences from it. 第二节 Text II Say No to Western Fast Food1. 主要内容This passage discusses the introduction of Western fast food into China. The writer holds a negative view on it for quite some bad effects of Western fast food are cited. How Chinese food chains could become as successful as some Western food chains is also discussed.2. 基本概念和知识点Main problems of Western fast food are discussed, and a comparison between Western fast food and Chinese food is made.3 能力要求 Through fast-reading and discussion, students need to form their correct judgment on the two types of food discussed in the passage. They can think of other problems of good points about these two styles of food.（三）思考与实践Text comprehension question, vocabulary exercises, grammar exercises, translation exercises, exercises for integrated skills, oral activities, listening exercises,（四） 教学方法与手段In-class explanation, in-class discussion, group discussion, multi-mediaUnit 4（一）教学目的与要求 1. Learning the structure and organization of an argumentative essay, language points in Text I, structural analysis and rhetorical features of Text I 2. Fast reading and discussion of Text II （二）教学内容1 Text I Why I Want a Wife1主要内容In Paragraph 1, the writer introduces her identity and, in Paragraph 2, starts her bitter satire on those men desiring for a wife who fits ion with their ideal notions by pretending that she would like to have a wife with all possible virtues. In Paragraphs 3-7, the writer divides a wifes duties and responsibilities into various functions or services according to the ideal notions most men are likely to have for a wife. In Paragraphs 8-9, the writer states a wifes status in a family. Paragraph 10 is the last part in which the writer asks the second question in the whole passage(the first one is in the second paragraph). The essay ends with a crisp, one-sentence rhetorical question.2基本概念和知识点1.1The writer uses a simple, straightforward style. By mentioning her encounter with a male friend of hers “fresh from a recent divorce,” she introduces her major propositionwives are taken for granted. Then she supports the argument with seemingly trivial things from daily life, which are carefully arranged so as to contribute to the conclusion. The essay ends with a crisp, one-sentence rhetorical question. 1.2 Repetition is extensively employed in the essay. Repetition is used to support a certain principal idea forcefully. In addition, repetition can also be utilized to make transition smooth and natural. Besides repetition, a topic sentence in most paragraphs is used to give the reader a good understanding of the whole passage.2.3 Language pointsincidentally, ex-wife, if need be, keep track of, make sure, peer, rambling, hors doeuvres, replenish, sensitive to, clutter up, entail, adherence to, monogamy, replacewith 3 能力要求 Students grasp the typical organization and structure of an argumentative passage, learn some basic and important argumentative writing techniques.2 Text II Of Marriage and Single Life1主要内容This essay is chosen from Francis Bacon s book Essays (1597-1625), which epitomizes Bacon as the master of English prose. The essays are his best-known writings noted for their style and striking observations about life. According to Bacon, a man who has wife and children is at the mercy of his fortune. As a single man, however, can dedicate his whole life to the course of serving the public, he is more likely to achieve the greatest fame and do the best work. The biggest attraction of single life is liberty. Men with grave natures, led by social customs, can make faithful and loving husbands such as Ulysses. Wives are “young mens mistresses; companions for middle age; and old mens nurses.” A mans wife plays different roles at different stages of his life. Bad husbands usually have good wives either because their goodness seems more precious compared with their badness or because the wives take pride in their patience. Once a good woman marries a bad man of hr own choice, she will make every effort to make a better man of him. 2基本概念和知识点The qualities of a good husband and good wife should have.3能力要求Students understand a well-written prose by a very important English philosopher, essayist and statesman, Francis Bacon. The language is not completely easy for occasionally there are some old English words in it. （三）思考与实践Text comprehension question, vocabulary exercises, grammar exercises, translation exercises, exercises for integrated skills, oral activities, listening exercises,（四） 教学方法与手段In-class explanation, in-class discussion, group discussion, multi-mediaUnit 5（一）教学目的与要求 1. Appreciating an ironic and sad story in Text I written by Ellen Goodman (1941- ), journalist and columnist who won a Pulitzer Prize in 1980 for commentary, language points, structural analysis and rhetorical features of Text I 2. Fast reading and discussion of Text II （二）教学内容1 Text I The Company Man1 主要内容In a colloquial style, the author paints an ironic picture of the cutthroat life of a company man and his family. The man was a workaholic who died of a heart attack, which surprised no one. His wife lost him years ago to his work, and his children did not know him well. Paragraph 1 is the introductory part. Paragraphs 2-6 report how devoted the man was to his work. Paragraphs 7-13 describe Phils role in his family. Paragraphs 14-16 restate the cause of Phils death and report the company presidents inquiry for his successor.2 基本概念和知识点2.1 In a colloquial style, the author paints an ironic picture of the cutthroat life of a company man and his family. The author uses repetition and parallelism. Besides, she deliberately varies the length of the sentences. Besides, she deliberately varies the length of the sentences. 2.2 One of the most obvious techniques to make this story successful, among others such as the repetition of some key sentences, some key phrases and key words, is the employment of details2.3 language pointsprecisely, overweight, C.f. fat, obese, fleshy, stout, pudgy, plump, chubby, survive, marketable, widow, straighten out, inquiry3 能力要求Students understand and appreciate an ironic and sad story. They should analyze how irony is used in language and in juxtapositions of image, and why the story ends with the question the company president asked.2 Text II The Unhappy American Way1主要内容This essay is written by Bertrand Russell (1872-1970), British philosopher and mathematician. According to the writer, people are troubled by a feeling of boredom and discontent, so they seem to yearn for something that may help to boost their spirits. The rich often feel depressed and professional men often feel hopelessly thwarted. Most people act on some principles rather than on impulse. They believe in a general theory on how to make one happy, but the theory is basically false. 2基本概念和知识点The causes that prevent people from being as happy as one might expect and the major cause that prevents people from being happy as much as possible.3能力要求Students comment on the causes the writer gives that stop people from being happy as much as possible, and discuss causes that may make one happy. （三）思考与实践Text comprehension question, vocabulary exercises, grammar exercises, translation exercises, exercises for integrated skills, oral activities, listening exercises,（四） 教学方法与手段In-class explanation, in-class discussion, group discussion, multi-media Unit 6（一）教学目的与要求 1. Learning an excerpt from an essay in Text I written by Bertrand Russell (1872-1970), British philosopher and mathematician, language points, structural analysis and rhetorical features of Text I 2. Understanding the ironic meaning Text II （二）教学内容第一节Text I Knowledge and Wisdom (abridged) 1主要内容 The text is just the first part of the essaywhat contributes to wisdomis included in this excerpt. Yet it is neatly structured, with the first paragraph introdu