《高级英语3》课程教学大纲

1、高级英语3课程教学大纲课程代码0010021070课程名称高级英语3Advanced English III课程性质高级英语是英语专业本科教学中高年级学生的一门主干必修课程，是低年级基础英语课程的延伸和发展。学分/学时4学分 / 64学时开课学期第七学期开课单位外国语学院适用专业英语先修课程高级英语2后续课程无教材及参考书张汉熙主编：高级英语（第二册，第三版重排版），外语教学与研究出版社，2017年。张汉熙主编：高级英语教师用书（第二册，第三版重排版），外语教学与研究出版社，2019年。吴克明、季天祥，高级英语阅读，南京大学出版社，2010。黄源深等，英汉散文比较欣赏，高等教育出版社，2011

2、。房钰主编：高级英语（大学英语教材全解），现代出版社，2019年。李正林主编：高级英语精读精解，西北工业大学出版社，2019年。课程简介高级英语3是一门训练学生综合英语技能尤其是阅读理解、语法修辞与写作能力的学科基础课，也是英语专业学生的必修课。通过阅读和分析内容广泛的材料，包括政治、经济、社会、语言、文学、教育、哲学等多方面的名家作品，扩大学生的知识面，加深学生对社会和人生的理解。同时，养成学生对名篇的分析和欣赏能力、逻辑思维与独立思考能力，全面提高学生英语语言技能。考核方式平时成绩 30%期末考试 70%实验教学无毕业生应具有的知识、能力、素质1、具有较高的政治觉悟，在日常工作中认真贯彻党

3、和国家的各项方针政策；具有正确的人生观、价值观；具备爱国敬业、勤奋踏实、文明诚信、吃苦耐劳、团结协作等良好品行和忠于职守的工作责任感。2、较全面深入地掌握现代英语语言的基本理论和基础知识，具有熟练的英语听、说、读、写、译能力，具备良好的口头和书面表达能力，在英语国家文学、文化、经济等多个方面有开阔的视野，具备相当的知识，有阅读英语古籍的初步能力。3、掌握国际商务的基本知识、基本理论以及相关法律法规；具备初步的从事国际商务的实际工作能力，并具有良好的素质，能根据社会需要和时代发展，不断拓展专业领域、发展能力，并具有良好的素质。4、能熟练地运用现代信息技术，熟练掌握日语，有较强的阅读、笔译能力，一

4、般的会话和写作能力。5、具有基本的体育、军事理论知识，具有健康的体魄、良好的心理素质。课程培养学生的知识、能力、素质1、充分培养学生的英语综合运用能力及对文体、修辞及英美文学方面的知识的阅读欣赏能力；2、扩大学生视野，熟悉与课文有关的自然科学、社会科学方面的基本知识以及有关作家、作品及相关时代背景的必要知识，养成学生对名篇的分析和欣赏能力及逻辑思维能力；3、通过每课的大量练习及课外练习，包括阅读理解、词汇研究、文体分析、中英互译和写作练习，使学生的英语水平在质量上有显著提高。教学内容与学时分配通过高级英语第二册的学习及其它途径，在词汇方面，能认知10，000-12，000个单词，且能正确而熟练

5、的使用其中的5，000-6，000个单词及其基本搭配。在阅读方面，能读懂一般英美报刊杂志上的社论和书评、英语国家出版的有一定难度的历史传记和文学作品。在写作方面，能写各种体裁的文章，做到内容充实，语言通顺，用词恰当，表达得体。写作速度为30分钟300-400个单词。在翻译方面，能将英美报刊上的文章以及文学原著译成汉语，或将我国报刊、杂志上的文章和一般文学作品译成英语，速度为每小时250-300个英文单词。译文要求忠实原意，语言流畅。理论教学课时64学时，其中：Unit 2 Marrakech（10学时/课内）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学时/课内）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学时/课内）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学时/课内）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学时/课内）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学时/课内） 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