《高級英語3》課程教學大綱

1、高級英語3課程教學大綱課程代碼0010021070課程名稱高級英語3Advanced English III課程性質高級英語是英語專業(yè)本科教學中高年級學生的一門主干必修課程，是低年級基礎英語課程的延伸和發(fā)展。學分/學時4學分 / 64學時開課學期第七學期開課單位外國語學院適用專業(yè)英語先修課程高級英語2后續(xù)課程無教材及參考書張漢熙主編：高級英語（第二冊，第三版重排版），外語教學與研究出版社，2017年。張漢熙主編：高級英語教師用書（第二冊，第三版重排版），外語教學與研究出版社，2019年。吳克明、季天祥，高級英語閱讀，南京大學出版社，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：高級英語（大學英語教材全解），現代出版社，2019年。李正林主編：高級英語精讀精解，西北工業(yè)大學出版社，2019年。課程簡介高級英語3是一門訓練學生綜合英語技能尤其是閱讀理解、語法修辭與寫作能力的學科基礎課，也是英語專業(yè)學生的必修課。通過閱讀和分析內容廣泛的材料，包括政治、經濟、社會、語言、文學、教育、哲學等多方面的名家作品，擴大學生的知識面，加深學生對社會和人生的理解。同時，養(yǎng)成學生對名篇的分析和欣賞能力、邏輯思維與獨立思考能力，全面提高學生英語語言技能。考核方式平時成績 30%期末考試 70%實驗教學無畢業(yè)生應具有的知識、能力、素質1、具有較高的政治覺悟，在日常工作中認真貫徹黨

3、和國家的各項方針政策；具有正確的人生觀、價值觀；具備愛國敬業(yè)、勤奮踏實、文明誠信、吃苦耐勞、團結協(xié)作等良好品行和忠于職守的工作責任感。2、較全面深入地掌握現代英語語言的基本理論和基礎知識，具有熟練的英語聽、說、讀、寫、譯能力，具備良好的口頭和書面表達能力，在英語國家文學、文化、經濟等多個方面有開闊的視野，具備相當的知識，有閱讀英語古籍的初步能力。3、掌握國際商務的基本知識、基本理論以及相關法律法規(guī)；具備初步的從事國際商務的實際工作能力，并具有良好的素質，能根據社會需要和時代發(fā)展，不斷拓展專業(yè)領域、發(fā)展能力，并具有良好的素質。4、能熟練地運用現代信息技術，熟練掌握日語，有較強的閱讀、筆譯能力，一

4、般的會話和寫作能力。5、具有基本的體育、軍事理論知識，具有健康的體魄、良好的心理素質。課程培養(yǎng)學生的知識、能力、素質1、充分培養(yǎng)學生的英語綜合運用能力及對文體、修辭及英美文學方面的知識的閱讀欣賞能力；2、擴大學生視野，熟悉與課文有關的自然科學、社會科學方面的基本知識以及有關作家、作品及相關時代背景的必要知識，養(yǎng)成學生對名篇的分析和欣賞能力及邏輯思維能力；3、通過每課的大量練習及課外練習，包括閱讀理解、詞匯研究、文體分析、中英互譯和寫作練習，使學生的英語水平在質量上有顯著提高。教學內容與學時分配通過高級英語第二冊的學習及其它途徑，在詞匯方面，能認知10，000-12，000個單詞，且能正確而熟練

5、的使用其中的5，000-6，000個單詞及其基本搭配。在閱讀方面，能讀懂一般英美報刊雜志上的社論和書評、英語國家出版的有一定難度的歷史傳記和文學作品。在寫作方面，能寫各種體裁的文章，做到內容充實，語言通順，用詞恰當，表達得體。寫作速度為30分鐘300-400個單詞。在翻譯方面，能將英美報刊上的文章以及文學原著譯成漢語，或將我國報刊、雜志上的文章和一般文學作品譯成英語，速度為每小時250-300個英文單詞。譯文要求忠實原意，語言流暢。理論教學課時64學時，其中：Unit 2 Marrakech（10學時/課內）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學時/課內）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學時/課內）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學時/課內）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學時/課內）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學時/課內） 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