綜合英語3教學(xué)大綱(修訂)

1、PAGE 18- PAGE 17 -“綜合英語3”教學(xué)大綱課程代號(hào)：0010021003學(xué)時(shí)數(shù)：96適用專業(yè)：英語一、本課程的性質(zhì)、目的和任務(wù)1、本課程的性質(zhì)綜合英語是高等學(xué)校本科四年制英語專業(yè)二年級(jí)學(xué)生的必修專業(yè)基礎(chǔ)課程，是訓(xùn)練學(xué)生英語聽、說、讀、寫、譯等綜合技能的課程。2、本課程的目的通過本課程的學(xué)習(xí)，使學(xué)生在英語聽、說、讀、寫、譯等方面的基本技能有較大提高，培養(yǎng)其對(duì)英語語言的興趣以及用英語思考的習(xí)慣，為后續(xù)的高級(jí)英語課程和專業(yè)課程的學(xué)習(xí)打下基礎(chǔ)。3、本課程的任務(wù)本課程的主要任務(wù)是傳授英語基礎(chǔ)知識(shí)，對(duì)學(xué)生進(jìn)行全面的、嚴(yán)格的基本技能訓(xùn)練，培養(yǎng)學(xué)生實(shí)際運(yùn)用語言的能力、良好的學(xué)風(fēng)和正確的學(xué)習(xí)方法

2、。掌握相關(guān)語法知識(shí)，了解英語國家的語言習(xí)慣和風(fēng)俗，能用英語進(jìn)行交流，為進(jìn)入高年級(jí)打下扎實(shí)的專業(yè)基礎(chǔ)。二、課程教學(xué)內(nèi)容和基本要求教學(xué)要求1、熟練使用英語詞典、百科全書等工具書和參考書獲取知識(shí)，獨(dú)立解決學(xué)習(xí)中遇到的語法、詞匯及語言背景知識(shí)問題。能夠正確掌握基本語法規(guī)則。詞匯方面，通過本課程的訓(xùn)練、閱讀和其它途徑，能夠認(rèn)知詞匯50005500個(gè)，正確而熟練地使用其中25003000個(gè)詞及其最基本的搭配；結(jié)合聽力課程教學(xué)，使學(xué)生基本聽懂英語國家人士關(guān)于日常生活和社會(huì)生活的談話、VOA正常速度和BBC新聞節(jié)目的主要內(nèi)容；能夠在15分鐘內(nèi)聽寫根據(jù)已學(xué)知識(shí)編寫而成或選用的詞數(shù)為175左右、語速為每分鐘110

3、個(gè)單詞的錄音材料，錯(cuò)誤率不超過9%。30分鐘內(nèi)寫出120150詞的短文或縮寫；能夠熟練使用各種和部分英漢詞典和英英詞典（如Collins Cobuild College English Dictionary 和Random House College Dictionary），獨(dú)立解決語言問題和部分知識(shí)方面的疑難問題。獨(dú)立完成課程中的翻譯練習(xí)，譯文忠實(shí)于原文，表達(dá)得當(dāng)。能讀懂難度略低于美國Newsweek的國際新聞報(bào)道；能夠閱讀難度略低于Sons and Lovers 的文學(xué)原著；閱讀速度為每分鐘120150個(gè)單詞，理解準(zhǔn)確率不低于70%；閱讀時(shí)能抓住要點(diǎn)，并能運(yùn)用正確觀點(diǎn)評(píng)價(jià)思想內(nèi)容。繼續(xù)幫助

4、學(xué)生提高文化素養(yǎng)和創(chuàng)新能力。2、掌握重點(diǎn)詞匯和句型；能夠理解各單元的課文，把握其篇章結(jié)構(gòu)，并能口頭或書面表達(dá)文章的要旨、回答與篇章內(nèi)容密切相關(guān)的問題；獨(dú)立完成教材中的各項(xiàng)練習(xí)。教學(xué)內(nèi)容Unit 1 Fresh StartTeaching Objectives1. To grasp the authors purpose of writing and make clear the structure of the whole passage through an intensive reading of Text I Fresh Start.2. To comprehend the topic

5、sentences in Text 1 thoroughly and be able to paraphrase them.3. To get a list of new words and structures and use them freely in conversation and writing.4. be aware of the cross-cultural differences in the social behavior of being a freshman in college.5. To comprehend Text II A University Stands

6、and Shines.Teaching ContentsText comprehension1. What is the theme of the essay?2. What, according to Evelyn, is one of the major differences between college and high school lives?3. How should a person take his/her college life according to Evelyn? Do you agree?Structural analysisTo conclude the ma

7、in idea of the text, identify the division of the text and give the topic sentence to each part.Rhetorical features of the textDramatizing incidents for the sake of humourGrammar practice-ing participle clause/ what-clause etc. as the subjectLinking expressionsOral activities and listening comprehen

8、sion1. Discussion: Suggestions about college life; Comparison of college life in America and China2. Listening practiceWriting practiceEssay writingText II A University Stands and Shines1. How do you understand the idea that a University is even more enduring than religions and dynasties?2. What do

9、you think are the major marks of the Humanist?3. Make an analysis of the few paragraphs and show four main points of the selection.Teaching emphases and difficulties1. Emphases: text comprehension; structural analysis; language points2. Difficulties: -ing participle clause/ what-clause etc. as the s

10、ubject; writing practiceExercises 1. Multiple choices2. Translation3. Writing practiceUnit 2 The Company ManTeaching Objectives1. To grasp the authors purpose of writing and make clear the structure of the whole passage through an intensive reading of Text I The Company Man.2. To comprehend the topi

11、c sentences in Text 1 thoroughly and be able to paraphrase them.3. To get a list of new words and structures and use them freely in conversation and writing.4. To comprehend Text II The Unhappy American Way.Teaching ContentsText comprehension1. The prevailing tone of the passage.2. What is the impli

12、cation of the ending?3. What can you learn from the story of Phil?Structural analysisTo conclude the main idea of the text, identify the division of the text and give the topic sentence to each part.Rhetorical features of the text Illustrative details for sake of general impressionGrammar practiceTe

13、nses: the Present Perfect and the Present Perfect ProgressiveOral activities and listening comprehension1. Debate: Work to live or live to work?2. Listening practiceWriting practiceEssay writing: examples to illustrate ones viewpointText II The Unhappy American Way1. What is a kind of malaise which

14、poses difficult problems for the social reformer?2. What is the major cause that prevents people from being happy as much as possible?3. How do you understand the statement that a life which is all principles is a life on rails?Teaching emphases and difficulties1. Emphases: text comprehension; struc

15、tural analysis; language points2. Difficulties: the Present Perfect and the Present Perfect Progressive; writing practiceExercises 1. Multiple choices2. Translation3. Writing practiceUnit 3 Out of StepsTeaching Objectives1. To grasp the authors purpose of writing and make clear the structure of the

16、whole passage through an intensive reading of Text I Out of Steps.2. To comprehend the topic sentences in Text 1 thoroughly and be able to paraphrase them.3. To get a list of new words and structures and use them freely in conversation and writing.4. To comprehend Text II Skylines and SkyscrapersTea

17、ching ContentsText comprehension1. The authors purpose of writing the article.2. How important is the car to average Americans?3. What is the tone of the author in the passage?Structural analysisTo conclude the main idea of the text, identify the division of the text and give the topic sentence to e

18、ach part.Rhetorical features of the text Satire, humorous self-debasementGrammar practiceTenses: the Past Perfect and the Past Perfect ProgressiveOral activities and listening comprehension1. Debate: cars or public means of transport2. Listening practiceWriting practiceLetter writing: offering advic

19、eText II Skylines and Skyscrapers1. What are those engaged in discovering America likely to notice at once about the Manhattan skyline?2. How do you understand the authors idea when he says that it would be helpful to consider the skyline in the way we might consider a lyric poem or a novel when we

20、analyze its aesthetic quality?3. How could the fluid and ever-changing unity be achieved?Teaching emphases and difficulties1. Emphases: text comprehension; structural analysis; language points2. Difficulties: the Past Perfect and the Past Perfect Progressive; writing practiceExercises 1. Multiple ch

21、oices2. Translation3. Writing practiceUnit 4 Fun, Oh Boy. Fun. You Could Die from ItTeaching Objectives1. To grasp the authors purpose of writing and make clear the structure of the whole passage through an intensive reading of Text I Fan, Oh Boy. Fun. You Could Die from It.2. To comprehend the topi

22、c sentences in Text 1 thoroughly and be able to paraphrase them.3. To get a list of new words and structures and use them freely in conversation and writing.4. To comprehend Text II The Age of Thrill.Teaching ContentsText comprehension1. The tone of the passage2. How does advertising help to cultiva

23、te our fun-seeking appetite?3. Do you agree with Jordans view about the fun fetish of modern Americans? Why or why not?Structural analysisTo conclude the main idea of the text, identify the division of the text and give the topic sentence to each part.Rhetorical features of the text Skillful use of

24、repetitionGrammar practiceComplex sentence linking expressionsOral activities and listening comprehension1. Discussion: the secret of fun2. Listening practiceWriting practiceLetter writing: offering advice on how to have fun at universityText II The Age of Thrill1. What, according to the author, is

25、the most distinctive feature of our age?2. What is the essence of happiness? Can thrills bring us happiness?3. Should we deny ourselves entirely the excitement of thrills?Teaching emphases and difficulties1. Emphases: text comprehension; structural analysis; language points2. Difficulties: using lin

26、king expressions; writing practiceExercises 1. Multiple choices2. Translation3. Writing practiceUnit 5 The Real Truth About LiesTeaching Objectives1. To grasp the authors purpose of writing and make clear the structure of the whole passage through an intensive reading of Text I The Real Truth About

27、Lies.2. To comprehend the topic sentences in Text 1 thoroughly and be able to paraphrase them.3. To get a list of new words and structures and use them freely in conversation and writing.4. To comprehend Text II To Lie or Not to LieThe Doctors DilemmaTeaching ContentsText comprehension1. Tone of the

28、 passage.2. Will white les be well received once they are exposed?3. What is the yardstick of acceptable lies?Structural analysisTo conclude the main idea of the text, identify the division of the text and give the topic sentence to each part.Rhetorical features of the text Convincing people with ev

29、idenceGrammar practiceModal and auxiliary verbsOral activities and listening comprehension1. Role-play: an interview for a tutoring post2. Listening practiceWriting practiceEssay writingText II To Lie or Not to LieThe Doctors Dilemma1. According to the author, in what line of work is honesty sacrifi

30、ce for “greater needs”?2. What, according to some doctors, is the fundamental principle of the medical profession?3. How will the medical profession and its staff be affected by “benevolent deception”?Teaching emphases and difficulties1. Emphases: text comprehension; structural analysis; language po

31、ints2. Difficulties: using modal and auxiliary verbs properly; writing practiceExercises 1. Multiple choices2. Translation3. Writing practiceUnit 6 How to Write a Rotten Poem with Almost No EffortTeaching Objectives1. To grasp the authors purpose of writing and make clear the structure of the whole

32、passage through an intensive reading of Text I How to Write a Rotten Poem with Almost No Effort2. To comprehend the topic sentences in Text 1 thoroughly and be able to paraphrase them.3. To get a list of new words and structures and use them freely in conversation and writing.4. To comprehend Text I

33、I The Interpretation of Poetry.Teaching ContentsText comprehension1. Describe the steps of writing a poem.2. Try to understand the poems listed in the text.3. Learn to write a poem. Structural analysisTo conclude the main idea of the text, identify the division of the text and give the topic sentenc

34、e to each part.Rhetorical features of the text How to make a complex and difficult topic more accessible to the average reader. Grammar practicePositioning for sake of emphasisOral activities and listening comprehension1. Discussion: ones own experience of poetry reading or writing. 2. Listening pra

35、cticeWriting practiceEssay writingText II The Interpretation of Poetry1. What is our chief concern when we endeavor to interpret a poem?2. How does the author interpret the poem “Those Winter Sundays”?3. Why do we say that one should interpret a poem before he is able to evaluate the poem?Teaching e

36、mphases and difficulties1. Emphases: text comprehension; structural analysis; language points2. Difficulties: writing practiceExercises 1. Multiple choices2. Translation3. Writing practiceUnit 7 The ChaserTeaching Objectives1. To grasp the authors purpose of writing and make clear the structure of t

37、he whole passage through an intensive reading of Text I The Chaser.2. To comprehend the topic sentences in Text 1 thoroughly and be able to paraphrase them.3. To get a list of new words and structures and use them freely in conversation and writing.4. To comprehend Text II Love Is a Fallacy.Teaching

38、 ContentsText comprehension1. Describe in detail the effects of love potion.2. What moral lessons can be drawn from the story?3. How do the speeches of the young man and the old man differ? How does it help to build up the theme?Structural analysisTo conclude the main idea of the text, identify the

39、division of the text and give the topic sentence to each part.Rhetorical features of the text Illustrating a viewpoint with instancesGrammar practicePositioning for sake of emphasisOral activities and listening comprehension1. Discussion: essential ingredients of the “l(fā)ove potion”2. Listening practi

40、ceWriting practiceEssay writingText II Love Is a Fallacy1. How was the hero vastly different from his roommate Petey Burch?2. Why did the hero love Polly Espy?3. What have you learnt from the text?Teaching emphases and difficulties1. Emphases: text comprehension; structural analysis; language points

41、2. Difficulties: positioning to achieve emphatic effects; writing practiceExercises 1. Multiple choices2. Translation3. Writing practiceUnit 8 Knowledge and WisdomTeaching Objectives1. To grasp the authors purpose of writing and make clear the structure of the whole passage through an intensive read

42、ing of Text I Knowledge and Wisdom.2. To comprehend the topic sentences in Text 1 thoroughly and be able to paraphrase them.3. To get a list of new words and structures and use them freely in conversation and writing.4. To comprehend Text II How to Become a Man of GeniusTeaching ContentsText compreh

43、ension1. What message does the writer try to convey with the example of technicians?2. How can wisdom help one in his/her pursuit of a life-long career?3. What, according to Russell, is the essence of wisdom? How can one acquire the very essence?Structural analysisTo conclude the main idea of the te

44、xt, identify the division of the text and give the topic sentence to each part.Rhetorical features of the text ParallelismGrammar practiceSubordination: conjunctionsOral activities and listening comprehension1. Role-play: a scientists and a philosophers interests and responsibilities2. Listening pra

45、cticeWriting practiceEssay writing: A Man of WisdomText II How to Become a Man of Genius1. What is the warning offered to youth by the author in the second paragraph?2. What is Russells opinion about some peoples technique of criticism?3. What is the major conflict between Russells and Lawrences phi

46、losophies as is exemplified by the text?Teaching emphases and difficulties1. Emphases: text comprehension; structural analysis; language points2. Difficulties: complex sentences-conjunctions; writing practiceExercises 1. Multiple choices2. Translation3. Writing practiceUnit 9 Chinese FoodTeaching Ob

47、jectives1. To grasp the authors purpose of writing and make clear the structure of the whole passage through an intensive reading of Text I Chinese Food.2. To comprehend the topic sentences in Text 1 thoroughly and be able to paraphrase them.3. To get a list of new words and structures and use them

48、freely in conversation and writing.4. To be aware of the cross-cultural differences of food5. To comprehend Text II Say No to Western Fast Food.Teaching ContentsText comprehension1. How important is food and eating according to the author?2. Why does the author compare a proper Chinese meal to a rel

49、igious ceremony?3. What is the prevailing tone of the passage? Does the author try to promote Chinese food to the reader?Structural analysisTo conclude the main idea of the text, identify the division of the text and give the topic sentence to each part.Rhetorical features of the text AlliterationGr

50、ammar practiceAppositionOral activities and listening comprehension1. Debate: The skill of cooking Chinese dishes will (not) be lost.2. Listening practiceWriting practiceWriting a letter in reply to complaintText II Say No to Western Fast Food1. What relative merits does the Chinese food have?2. In

51、your opinion, why is the fast food getting popular?3. What should(nt) we learn fromTeaching emphases and difficulties1. Emphases: text comprehension; structural analysis; language points2. Difficulties: appositives; writing practiceExercises 1. Multiple choices2. Translation3. Writing practiceUnit 1

52、0 The TransactionTeaching Objectives1. To grasp the authors purpose of writing and make clear the structure of the whole passage through an intensive reading of Text I The Transaction.2. To comprehend the topic sentences in Text I thoroughly and be able to paraphrase them.3. To get a list of new wor

53、ds and structures and use them freely in conversation and writing.4. To comprehend Text II Some Self-analysis.Teaching ContentsText comprehension1. Where do you think the insurmountable difficulty of writing fiction or non-fiction or poetry rests?2. What do you think are the essential qualities that

54、 make a successful writer?3. Purpose of the essayStructural analysisTo conclude the main idea of the text, identify the division of the text and give the topic sentence to each part.Rhetorical features of the text Presentation of pairs of oppositesGrammar practiceInfinitives and ing participles as t

55、he subjectOral activities and listening comprehension1. Discussion: how to write essays and term papers2. Listening practiceWriting practiceEssay writingText II Some Self-analysis1. What expectations does the author have towards the course?2. What are the authors most obvious merits in writing in co

56、mparison with many other people?3. What did his mother insist on?Teaching emphases and difficulties1. Emphases: text comprehension; structural analysis; language points2. Difficulties: Infinitives and ing participles as the subject; writing practiceExercises 1. Multiple choices2. Translation3. Writi

57、ng practiceUnit 11 On Becoming a Better StudentTeaching Objectives1. To grasp the authors purpose of writing and make clear the structure of the whole passage through an intensive reading of Text I On Becoming a Better Student.2. To comprehend the topic sentences in Text 1 thoroughly and be able to

58、paraphrase them.3. To get a list of new words and structures and use them freely in conversation and writing.4. To comprehend Text II The Art of Acknowledgement.Teaching ContentsText comprehension1. What does he author mean by saying “it is really not possible to teach”?2. How important is disciplin

59、e for studies?3. Purpose of the essayStructural analysisTo conclude the main idea of the text, identify the division of the text and give the topic sentence to each part.Rhetorical features of the text Absolutely definite presentation of points; metaphorGrammar practiceInfinitives and ing participle

60、s as the subjectOral activities and listening comprehension1. Discussion: education in the future2. Listening practiceWriting practiceEssay writingText II The Art of Acknowledgement1. Why does the author say that when hubris rises, nemesis falls?2. What is the major difference between a bright show-