《高級(jí)英語(yǔ)3》課程教學(xué)大綱

1、高級(jí)英語(yǔ)3課程教學(xué)大綱課程代碼0010021070課程名稱高級(jí)英語(yǔ)3Advanced English III課程性質(zhì)高級(jí)英語(yǔ)是英語(yǔ)專業(yè)本科教學(xué)中高年級(jí)學(xué)生的一門(mén)主干必修課程，是低年級(jí)基礎(chǔ)英語(yǔ)課程的延伸和發(fā)展。學(xué)分/學(xué)時(shí)4學(xué)分 / 64學(xué)時(shí)開(kāi)課學(xué)期第七學(xué)期開(kāi)課單位外國(guó)語(yǔ)學(xué)院適用專業(yè)英語(yǔ)先修課程高級(jí)英語(yǔ)2后續(xù)課程無(wú)教材及參考書(shū)張漢熙主編：高級(jí)英語(yǔ)（第二冊(cè)，第三版重排版），外語(yǔ)教學(xué)與研究出版社，2017年。張漢熙主編：高級(jí)英語(yǔ)教師用書(shū)（第二冊(cè)，第三版重排版），外語(yǔ)教學(xué)與研究出版社，2019年。吳克明、季天祥，高級(jí)英語(yǔ)閱讀，南京大學(xué)出版社，2010。黃源深等，英漢散文比較欣賞，高等教育出版社，2011

2、。房鈺主編：高級(jí)英語(yǔ)（大學(xué)英語(yǔ)教材全解），現(xiàn)代出版社，2019年。李正林主編：高級(jí)英語(yǔ)精讀精解，西北工業(yè)大學(xué)出版社，2019年。課程簡(jiǎn)介高級(jí)英語(yǔ)3是一門(mén)訓(xùn)練學(xué)生綜合英語(yǔ)技能尤其是閱讀理解、語(yǔ)法修辭與寫(xiě)作能力的學(xué)科基礎(chǔ)課，也是英語(yǔ)專業(yè)學(xué)生的必修課。通過(guò)閱讀和分析內(nèi)容廣泛的材料，包括政治、經(jīng)濟(jì)、社會(huì)、語(yǔ)言、文學(xué)、教育、哲學(xué)等多方面的名家作品，擴(kuò)大學(xué)生的知識(shí)面，加深學(xué)生對(duì)社會(huì)和人生的理解。同時(shí)，養(yǎng)成學(xué)生對(duì)名篇的分析和欣賞能力、邏輯思維與獨(dú)立思考能力，全面提高學(xué)生英語(yǔ)語(yǔ)言技能?？己朔绞狡綍r(shí)成績(jī) 30%期末考試 70%實(shí)驗(yàn)教學(xué)無(wú)畢業(yè)生應(yīng)具有的知識(shí)、能力、素質(zhì)1、具有較高的政治覺(jué)悟，在日常工作中認(rèn)真貫徹黨

3、和國(guó)家的各項(xiàng)方針政策；具有正確的人生觀、價(jià)值觀；具備愛(ài)國(guó)敬業(yè)、勤奮踏實(shí)、文明誠(chéng)信、吃苦耐勞、團(tuán)結(jié)協(xié)作等良好品行和忠于職守的工作責(zé)任感。2、較全面深入地掌握現(xiàn)代英語(yǔ)語(yǔ)言的基本理論和基礎(chǔ)知識(shí)，具有熟練的英語(yǔ)聽(tīng)、說(shuō)、讀、寫(xiě)、譯能力，具備良好的口頭和書(shū)面表達(dá)能力，在英語(yǔ)國(guó)家文學(xué)、文化、經(jīng)濟(jì)等多個(gè)方面有開(kāi)闊的視野，具備相當(dāng)?shù)闹R(shí)，有閱讀英語(yǔ)古籍的初步能力。3、掌握國(guó)際商務(wù)的基本知識(shí)、基本理論以及相關(guān)法律法規(guī)；具備初步的從事國(guó)際商務(wù)的實(shí)際工作能力，并具有良好的素質(zhì)，能根據(jù)社會(huì)需要和時(shí)代發(fā)展，不斷拓展專業(yè)領(lǐng)域、發(fā)展能力，并具有良好的素質(zhì)。4、能熟練地運(yùn)用現(xiàn)代信息技術(shù)，熟練掌握日語(yǔ)，有較強(qiáng)的閱讀、筆譯能力，一

4、般的會(huì)話和寫(xiě)作能力。5、具有基本的體育、軍事理論知識(shí)，具有健康的體魄、良好的心理素質(zhì)。課程培養(yǎng)學(xué)生的知識(shí)、能力、素質(zhì)1、充分培養(yǎng)學(xué)生的英語(yǔ)綜合運(yùn)用能力及對(duì)文體、修辭及英美文學(xué)方面的知識(shí)的閱讀欣賞能力；2、擴(kuò)大學(xué)生視野，熟悉與課文有關(guān)的自然科學(xué)、社會(huì)科學(xué)方面的基本知識(shí)以及有關(guān)作家、作品及相關(guān)時(shí)代背景的必要知識(shí)，養(yǎng)成學(xué)生對(duì)名篇的分析和欣賞能力及邏輯思維能力；3、通過(guò)每課的大量練習(xí)及課外練習(xí)，包括閱讀理解、詞匯研究、文體分析、中英互譯和寫(xiě)作練習(xí)，使學(xué)生的英語(yǔ)水平在質(zhì)量上有顯著提高。教學(xué)內(nèi)容與學(xué)時(shí)分配通過(guò)高級(jí)英語(yǔ)第二冊(cè)的學(xué)習(xí)及其它途徑，在詞匯方面，能認(rèn)知10，000-12，000個(gè)單詞，且能正確而熟練

5、的使用其中的5，000-6，000個(gè)單詞及其基本搭配。在閱讀方面，能讀懂一般英美報(bào)刊雜志上的社論和書(shū)評(píng)、英語(yǔ)國(guó)家出版的有一定難度的歷史傳記和文學(xué)作品。在寫(xiě)作方面，能寫(xiě)各種體裁的文章，做到內(nèi)容充實(shí)，語(yǔ)言通順，用詞恰當(dāng)，表達(dá)得體。寫(xiě)作速度為30分鐘300-400個(gè)單詞。在翻譯方面，能將英美報(bào)刊上的文章以及文學(xué)原著譯成漢語(yǔ)，或?qū)⑽覈?guó)報(bào)刊、雜志上的文章和一般文學(xué)作品譯成英語(yǔ)，速度為每小時(shí)250-300個(gè)英文單詞。譯文要求忠實(shí)原意，語(yǔ)言流暢。理論教學(xué)課時(shí)64學(xué)時(shí)，其中：Unit 2 Marrakech（10學(xué)時(shí)/課內(nèi)）Teaching ObjectivesTo help the students to

6、know some background knowledge about Morocco and Marrakech, to learn the new words and expressions; to know some principles on the construction of words; to analyze and appreciate the writing style of the text. Teaching ContentsTextMarrakechLanguage points1. the burying-ground is merely a huge waste

7、 of hummocky earth, like a derelict building-lot.2. All colonial empires are in reality founded upon this fact.3. They rise out of the earth, they sweat and starve for a few years, and then they sink back into the nameless mounds of the graveyard.4. A carpenter sits cross-legged at a prehistoric lat

8、he, turning chair-legs at lightning speed.5. Instantly, from the dark holes all round, there was a frenzied rush of Jews.6. every one of them looks on a cigarette as a more of less impossible luxury.7. Still, a white skin is always fairly conspicuous.8. In a tropical landscape ones eye takes in ever

9、ything except the human beings.9. No one would think of running cheap trips to the Distressed Areas.Appreciation on the textA political essay in which the writer mercilessly describes the misery and suffering of the inhabitants of Marracch.Emphases and Difficulties of This Unit1. Emphases:1) New wor

10、ds and expressions: butt, navy, Jewish quarters, warped, self-contained, square, wretched;2) What is a political essay?3) The structure of the text;4) The analysis and appreciation of the writing skill of the text.2. Difficulties:1) The analysis and appreciation of the writing skill of the text;2) H

11、ow to write a political essay?Questions and Practice1. Listening practice: listen to some programs of English broadcastings (VOA and BBC) and watch some programs of TV studios (CNN)2. Oral practice: do Exercise I in the textbook 3. Comprehensive practice: do Exercise II in the textbook; read some En

12、glish newspapers and magazines4. Translating practice: do Exercise V in the textbook and some other related practice5. Written work: do Exercise III and D in the textbook6. What was the Jewish quarter like in Marrakech? How were the Jews treated in this country?7. What does the writer describe in Pa

13、ragraph 10?8. What did the Arabs and poorer Europeans think of the Jews? How does the writer respond to the remarks about the Jews?9. What kind of people, according to Orwell, are partly invisible? Why does he stress this point?Unit 3 Inaugural Address（10學(xué)時(shí)/課內(nèi)）Teaching ObjectivesTo help the students

14、 to know the life experiences of John F Kennedy; to learn some new words and expressions, to master the structure of the text; to analyze the writing style of the text and try to appreciate it. Teaching ContentsTextInaugural AddressLanguage points1. And yet the same revolutionary belief for which ou

15、r forebears fought is still at issue around the glove.2. This much we pledge-and more.3. United, there is little we cannot do in a host of cooperative ventures.4. But this peaceful revolution of hope cannot become the prey of hostile powers.5. Our last best hope in an age where the instruments of wa

16、r have far outpaced the instruments of peace.6. To enlarge the area in which its writ may run.7. Before the dark powers of destruction unleashed by science engulf all humanity in planned or accidental self-destruction.8. Yet both racing to alter that uncertain balance of terror that stays the hand o

17、f mankinds final war.9. So let us begin a new, remembering on both sides that civility is not a sign of weakness.Appreciation on the textA political essay.Emphases and Difficulties of This Unit1. Emphases:1) New words and expressions: prescribe, mortal, at issue, committed, at odds, iron tyranny, bo

18、nds of, invective;2) Some special sentences;3) The understanding of text; 4) Analysis and appreciation of the text.2. Difficulties:1) Some special sentences;2) The understanding of text; 3) Analysis and appreciation of the text.Questions and Practice1. Listening practice: listen to some programs of

19、English broadcastings (VOA and BBC) and watch some programs of TV studios (CNN)2. Oral practice: do Exercise I in the textbook 3. Comprehensive practice: do Exercise II in the textbook; read some English newspapers and magazines4. Translating practice: do Exercise V in the textbook and some other re

20、lated practice5. Written work: do Exercise III and D in the textbook6. Do you agree with Kennedy that the world is very different now? What difference does he have in mind? Do you agree with him? Give your reasons.7. What belief is still at issue around the globe? Do you agree with him?8. Name some

21、old allies of the U.S. whose cultural and spiritual origins the U.S. share.9. What is his message to his fellow citizens? What does he mean by “a long twilight struggle”?Unit 4 Love is a Fallacy（10學(xué)時(shí)/課內(nèi)）Teaching ObjectivesTo help the students to know some basic information about the author; to learn

22、 new words and expressions; to know the method of paraphrasing a text; to know the humor of the text; to know how to analyze and appreciate the text.Teaching ContentsTextLove is a FallacyLanguage points 1. that logic, far from being a dry, pedantic discipline2. my brain was as powerful as a dynamo3.

23、 pausing in my flight 4. when the Charleston came back 5. They shed6. Dont you want to be in the swim?7. I would be out in practice8. She was not yet of pin-up9. She already had the makings10. She had an erectness of carriage, an ease of bearing11.are you going steady12.I deposited her at the girls

24、dormitoryAppreciation on the textA piece of narration of light, humorous satire.Emphases and Difficulties of This Unit1. Emphases:1) New words and expressions: discipline, dynamo, flight, Charleston, shed, in the swim, pin-up, makings, go steady, deposit, let-up;2) The structure of the text;3) The h

25、umor of the text;4) The understanding of text; 5) The analysis and appreciation of the text.2. Difficulties:1) The humor of the text;2) The analysis and appreciation of the text.Questions and Practice1. Listening practice: listen to some programs of English broadcastings (VOA and BBC) and watch some

26、 programs of TV studios (CNN)2. Oral practice: do Exercise I in the textbook 3. Comprehensive practice: do Exercise II in the textbook; read some English newspapers and magazines4. Translating practice: do Exercise V in the textbook and some other related practice5. Written work: do Exercise III and

27、 D in the textbook6. What does the writer say about his own essay? Is he serious in his remark?7. What, according to the writer, is the purpose of this essay? Do you agree?8. Why does the narrator consider Petey Burch dumb as an ox?9. Define and give an example of each of the logical fallacies discu

28、ssed in this essay.Unit 5 The Sad Young Men（10學(xué)時(shí)/課內(nèi)）Teaching ObjectivesTo help the students to know some basic background knowledge of “The Lost Generation”; to learn new words and expressions; to know the method of paraphrasing a text; to know how to analyze and appreciate the text.Teaching Content

29、sTextThe Sad Young MenLanguage points1. The slightest mention of the decade brings nostalgic recollections to the middle-aged2. The rejection of Victorian gentility was, in any case, inevitable3. The war acted merely as a catalytic agent in this breakdown of the Victorian social structure4. Prohibit

30、ion afforded the young the additional opportunity of making their pleasures illicit5. our young men began to enlist under foreign flags6. Each town had its “fast” set which prided itself on its unconventionalityAppreciation on the textA piece of expository writing explaining a certain era and a spec

31、ial writers group in American literary history.Emphases and Difficulties of This Unit1. Emphases:1) New words and expressions: flapper, provincial, code, prohibition, agent, orgy, Greenwich Village, draft, distinction, whip up;2) The understanding of the text;3) The structure of the text;4) The real

32、 meaning of “The Lost Generation”;5) The analysis and appreciation of the writing style.2. Difficulties:1) The style of Greenwich Village;2) How to comment “The Lost Generation”?3) The analysis and appreciation of the writing style.Questions and Practice1. Listening practice: listen to some programs

33、 of English broadcastings (VOA and BBC) and watch some programs of TV studios (CNN)2. Oral practice: do Exercise I in the textbook 3. Comprehensive practice: do Exercise II in the textbook; read some English newspapers and magazines4. Translating practice: do Exercise V in the textbook and some othe

34、r related practice5. Written work: do Exercise III and D in the textbook6. Why were the younger generation of the 1920s thought to be wild?7. Why was the revolt logical and inevitable?8. How did World War I affect the younger generation?9. Why did young intellectuals of this period emigrate to Europ

35、e?Unit 6 Loving and Hating New York（10學(xué)時(shí)/課內(nèi)）Teaching ObjectivesTo help the students to know some basic information about the author; to learn some new words and expressions, to paraphrase the text, to analyze and appreciate the writing style of the text. Teaching ContentsTextLoving and Hating New Yo

36、rkLanguage points1. Nowadays New York is out of phrase with American taste2. New York even prides itself on being a holdout from prevailing American trends3. sitcoms cloned and canned in Hollywood, and the Johnny Carson show live, pre-empt the airwaves from California4. it is making something of a c

37、omeback as a tourist attraction5. To win in New York is to be uneasy6. those who are writing ambitious novels sustain themselves on the magazines7. The place constantly exasperates, at times exhilaratesAppreciation on the text A piece of expository writing using the technique of emotional descriptio

38、n.Emphases and Difficulties of This Unit1. Emphases:1) New words and expressions: holdout, live, put-down, foothold, measure up, jingle, expense-account, commercial, high-rise, mean;2) The understanding of the text;3) The analysis and appreciation of the text.2. Difficulties:1) The understanding of

39、the text;2) The analysis and appreciation of the text.Questions and Practice1. Listening practice: listen to some programs of English broadcastings (VOA and BBC) and watch some programs of TV studios (CNN)2. Oral practice: do Exercise I in the textbook 3. Comprehensive practice: do Exercise II in th

40、e textbook; read some English newspapers and magazines4. Translating practice: do Exercise V in the textbook and some other related practice5. Written work: do Exercise III and D in the textbook6. What is the main theme of this article? Where is it specifically stated?7. What is the topic sentence o

41、f Paragraph 8? How is the paragraph developed?8. How many paragraphs would you regard as being the introductory paragraphs? Why?9. What technique does the writer use to develop his main theme? Is the technique effective? Cite examples.10. Why is New York called an international metropolis?Unit 7 The

42、 Ones Who Walk Away from Omelas（10學(xué)時(shí)/課內(nèi)） Teaching ObjectivesTo help the students to know the basic information about the author and allegorical story; to learn some new words and expressions, to paraphrase the text, to analyze and appreciate the writing style of the text. Teaching ContentsText The O

43、nes Who Walk Away from OmelasLanguage1. With a clamor of bells that set the swallows soaring, the Festival of Summer came to the city Omelas2. their high calls rising like the swallows crossing flight s over the music and the singing.3. excised their restive horses before the race.4. Given a description such as this one tends to make certain assumptions.5. This is the treason of the artist: a refusal to admit the banality of evil and the terrible bor