《基础英语4》课程教学大纲

1、基础英语4课程教学大纲课程名称（中文）：基础英语4课程名称（英文）：Basic English课程编号：060502014001课程类别：专业基础课程先修课程：基础英语1、基础英语2基础英语3一、课程的教学目标和教学要求.课程工作任务目标加强英语各项技能的综合训练，提高学生的逻辑思维及判断能力，培养和强化跨文化意识，使 学生能够把握英语篇章主旨、文体修辞、语言技巧，学会使用工具书获取所需信息，独立完成规定 的学习任务，在英语知识、应用技能及文化素质方面得到提高，为三、四年级的进一步学习打下坚 实的基础。.职业能力目标经过基础英语课程学习，配合英语口语、语音、语法、听力、阅读、英语国家概况等课程

2、学习， 学生应该学会英语语音、词汇、语法、句法、修辞、语篇等基本语言知识，学生逐步提高语篇阅读 理解能力，了解英语各种文体的表达方式和特点，扩大词汇量和熟悉英语常用句型，具备基本的口 头与笔头表达能力，了解英语国家文化背景差异，掌握一些跨文化交际知识与交际策略，打好坚实 的语言能力和交际能力基础。语言水平测试能到达英语专业四级水平。在听力理解方面，能听懂英语国家人士关于日常生活、社会生活和学习的演讲和会话。在口语 表达能力方面，能用英语交流，并能就某一主题进行讨论；能就日常话题与英语国家的人士进行交 谈；能就所熟悉的话题经准备后作简短发言；能在交谈中使用基本的会话策略。在阅读理解方面， 能读懂

3、英美国家出版的中等难度的英语文章和材料，能基本读懂难度相当于美国Newsweek的国际 新闻报道，掌握中心意思，理解主要事实和有关细节；能读懂工作、生活中常见的应用型问题的材 料；能在阅读中使用有效的阅读技巧和方法。在书面表达方面，能完成一般性写作任务，描述个人 经历、观感、情感和发生的事件等；能写常见的应用文；能就一般性话题或提纲在45分钟内写出 200单词左右的短文，内容完整，用词恰当，语意连贯；能掌握基本的写作技能。词汇量：掌握5000 个单词和800个词组的基本用法，并对其中2000个积极词汇能够在认知的基础上学会熟练运用。.素质目标“Langston,“ my aunt sobbed

4、.sobdraw in the breath sharply and irregularly from sorrow or pain while crying 啜泣， 呜咽More examples:“O，don ? leave me, don 1 leave me! ” She began to sob passionately.A feeling of infinite regret came over him, as he saw her lying in bed sobbing like a child. She wouldn yt have failed in the experim

5、ent if he had given her timely support.Cf.: And the little girls cried.To cry is to express grief or pain or sorrow by making mournful sounds and shedding tears.哭泣More examples:So he cried quite alone for a long time till he at last cried himself to sleep.It is no use crying over spilt milk.Cf.: Tom

6、 allowed himself to weep tears, they were tears of anger.Weep stresses the shedding of tears.The difference between weep and cry is that crying is audible and accompanied with tears, but to weep usually refers to the silent shedding of tears.More examples:She didn ft weep over the death of her son w

7、ho died a heroic death but devoted herself to the noble work that her son had been doing.Taking the boy to her breast, she rocked him in her arms, and wept silently over him.So I decided that maybe to save further trouble, Id better lie, too, and say that Jesus had come, and get up and be saved.save

8、一make unnecessary; relieve (somebody) from the need of using 免得，节省More examples:She went to the food shop to buy some cooked meat to save her time and energy / to save her cooking.Labor-saving gadgets such as potato peelers and nut-crackers save us a lot of time.Cf.: savefree (a person) from the pow

9、er or effect of evil (sin) in Christianity and some other religions 拯救Suddenly the whole room broke into a sea of shouting, as they saw me rise.break into一begin suddenly to give voice toMore examples:When the crowd saxv the prize-fighter stretched out on the canvas, they broke into shouts and cheers

10、.They broke into laughter when they saw my clownish dress.Unit 3(8 hours)Teaching objectivesHave a basic understanding of “read between the lines and write between the lines.Understand the writers logic of writing: how did the writer persuade the reader to write down in the book he is reading.Apprec

11、iate the writing techniques: Comparison, Simile and MetaphorLearn language points.Oral speaking practiceTeaching emphasisVocabulary: Mutilation; dilapidated; integral ;unblemished; receptacle:Sentence: And marking a book is literally an expression of.Writing techniques: comparison and metaphorTeachi

12、ng procedures:TEXT I Writing Between the LinesPre-reading QuestionsThe dictionary definition of read between the lines is： ”find more meaning than the words appear to express; gather more meanings from a text that are not actually stated, but implied ” . Write between the lines is not a set phrase.

13、The writer has invented this phrase by following the pattern of the set phrase read between the lines and replacing read with write to stress the importance of writing notes and comments in the book one is reading. In spite of the word “writing“ in the title, this essay is actually a piece of good a

14、dvice on how to “ read ” efficiently.IL The Main IdeasAnswer for reference:The writer is trying to persuade the reader to write down in the book he is reading his reactions to the text. The readers reactions may include his questions, his agreements or differences of opinion with the author, his dou

15、bts and so on. In this way the reader will be doing the most efficient kind of reading.VocabularyGuessing the meanings of wordsargue, claimdestructionbuyingownershipmove from one place to another(of books and papers) having the corners of the pages turned up or down with use so that they look like a

16、 dogs earswhole because no part has been touched or spoiltabsolutely essentialloosely joined sheets of paper (a pad) for writing notesto be treated with great respectLooking up words in a dictionaryplainly, directlyhold back (from doing something)broken and old; falling to pieceswrite hastily or car

17、elesslynot spoiled, as newpencil of soft colored chalk or wax, used for drawinga musical work for a large group of instrumentsthe arrangement, style and appearance of printed matterhumble state of minda containerTeaching Points for ReferenceFull ownership comes only when you have made it a part of y

18、ourself. = Only when you have made it a part of yourself does full ownership come.Note that when only when is used to begin a sentence, the second part of the sentence is in inverted order.More examples:People were made aware of the dangers of pollution by insecticides only when Rachel Carson publis

19、hed her book Silent Spring. -Only when . were people made aware of.You are likely to do the most efficient kind of reading only when you write between the lines. (=Only when . are you likely to.)Why is marking up a book indispensable to reading?be indispensable tobe essential to; be necessary in; be

20、 too important to live withoutMore examples:Just as water is vital to fish, air is indispensable to man.A good basic education, an insatiable curiosity in people and events, a certain tenacity of purpose, an ability to write clearly, honestly and accurately and a knowledge of state laws are the requ

21、irements indispensable to a good radio journalist.Now an ordinary piece of light fiction like, say, Gone With the Wind, does not require the most active kind of reading. But a great book rich in ideas and beauty, a book that raises and tries to answer great fundamental questions, demands the most ac

22、tive reading of which you are capable.rich in一possessing or containing a lot (of)More examples:Contrary to what some Western experts predicted, China is not deficient but rich in oil.This art gallery is rich in paintings by all types of painters; there are works of Classicism, Realism, Expressionism

23、, Abstractionism, Romanticism and Naturalism.require一needdemand-call for as necessary; require; needIn the two sentences quoted above, the two words, require and demand mean the same and can be used interchangeably. In another sense, however, demand implies asking for (something) as if ordering (som

24、ething) one has a right to, whereas require suggests a pressing, often an inherent need. More examples:The Board of Directors will meet this afternoon. Your presence at the meeting is required.The assistant at the reception desk demanded his passport when the man wanted a double room.be capable 67/h

25、ave the power or ability to doMore examples:The reconstruction of Tangshan from ashes has shown the world what the people in Tangshan are capable of.Chinese doctors working in Third-World countries and regions have trained many local experts who are now capable of doing operations using acupuncture

26、anesthesia.But dont let anybody tell you that a reader is supposed to be solely on the receiving end. he supposed to. be expected to.; be required to More examples:Peter is down with the measles and is supposed to be lying in bed but he is already up and about.In the second scene, where she was supp

27、osed to face the company in the ball-room, she did even better, causing a smile to appear on the face of the director.Presumably he knows more about the subject.Probably / It is taken for granted that he knows more about the subject.presumably一supposedly (to be true), it may be reasonable to suppose

28、 thatExample:To everyone s disappointment John was absent from the meeting. Presumably he was busy with his new project.Interaction ActivitiesThe Way I Do My ReadingSuggestions:Before starting to read:read the Contents page of the book,have a quick look at the chapter headings,have a glance at the I

29、ndex which is helpful for specific information.Skimming and scanning:Skimming is a reading skill you use when you want to get the main idea of a book-read the introduction, usually the opening paragraph of a chapter,read the conclusion, usually the final paragraph of a chapter,read very quickly, ski

30、p or leave out small portions of the material in order to get the main ideas.Scanning is a reading skill you use when you want to check quickly whether a text you are reading contains information you need一think of some key words connected with the information you need一look quickly down the page to s

31、ee if you can spot any of them; if you do, read the sentences around them to check if you information is what you need;look for chapter headings / paragraph headings; words in bold type / words underlined 一 they give you a lot of quick information about the contents of the reading matter,if the info

32、rmation you need is in a book, look at the list of contents and the indexes.Note-taking:Write down important points, the points relevant to your needs, sometimes useful expressions to help improve your language,Underline, use symbols or write between the lines, in the margins, or the end papers, or

33、on a scratch pad or in a notebook,sort out the main points, which will help to focus on the reading as well as to provide a summary.1) Textbooks: slow speed, less than 100 wpm (words per minute) for intensive reading, study and remember.Fiction: fast speed, 200-250 wpm, reading for entertainment.Non

34、-fiction: average speed, 150-200 wpm, reading for special purposes.Newspapers: fast speed, 200-250 wpm, reading for information.Magazines: fast speed, 200-250 wpm, reading for information or entertainment.Unit 4(8 hours)Teaching objectivesHave a basic understanding of Journalistic style report.Under

35、stand the writers logic of writing: How Berners-Lees life and work help him to create WWW.Appreciate the writing techniques: Journalistic style; up-dated language; technical terms; concrete information; special order of organization)Learn language pointsOral speaking PracticeTeaching emphasisVocabul

36、ary: zip off; unencumbered; nifty; noodle around; lingua franca ; debut, cobble together; cash in onUnderstand the organization of the text.Understand journalistic styleTEXT I Network Designer-Tim Berners-LeeL Pre-reading QuestionsThe students may be asked a number of questions such as the following

37、 before they make their guesses.What nationality is Tim Berners-Lee?Is he a university graduate?When did he begin to take an interest in the computer?Did he work in a research institute specializing in computer science?Was he given the assignment of designing the World Wide Web or did he hit upon th

38、e idea just by accident?What was it that made WWW a reality?IL The Main IdeasAnswers for reference:Access to the Internet which gives people information of all kinds seems a matter of course.World Wide Web, which began as a little computer program nearly 20 years ago, was the work of Tim Berners-Lee

39、 alone.Having designed a kind of “ hypertext notebook which linked various kinds of information on his own computer, Berners-Lee wanted to open it up to everyone who would like to link their stuff to his.Berners-Lee devised HTML, URL and HTTP, all of which finally brought the World Wide Web to fruit

40、ion in 1991.Brought up as a quintessential child of the computer age, Berners-Lee created a most significant global system.In spite of his Gutenbergian creation of the WWW, Berners-Lee chose the non-profit road, both for himself and for his creation.IL Teaching Points for ReferenceIt turns out you c

41、an “enquire“ about nearly anything.一 It happens that you can ask about almost anything.Turn out meaning “happen to be, or be found to be“ is usually followed by a noun or an adjective. It may also be followed by a that clause. Examples:Much to his disappointment, his experiment turned out a failure.

42、After a long spell of rain, it turned out to be fine and sunny on the day of our sports meet.It turned out that the unexpected visitor was one of my mother s former studentsaccess to the Internetthe opportunity to use the Internet. Access meaning “the means or opportunity or right to use or see some

43、thing “ is followed by the preposition to.Examples:In a university library, we have access to large numbers of academic books.In our country every child has access to education.Thomas Edison got credit for the light bulbThomas Edison received recognition for the light bulb. Credit for something is t

44、he recognition or respect or praise given to someone because of something they have done or achieved. Examples:We gave Wang credit for his remarkable achievements in biotechnology.Tim Berners-Lee should be given credit for the creation of WWW.Credit should go to Frank for the team s success.It start

45、ed, of all places, in the Swiss Alps.Of all places, of all things, or of all people are used to suggest that a particular place, thing, or person seems surprising or unlikely when there are many other places where something might happen, many other things which might be expected to be done, or many

46、other people who might be present or be doing something. Examples:Of all places, they went vacationing in an unknown village.Of all things, she bought an ordinary bowl as a souvenir.I can ft understand why she, of all people, should speak to us about how to use the computer that dealt with informati

47、on in a “brain-like” way that handled information in the way as the brain does. Deal with is used in different ways with different meanings.Examples:Mark is very smart. He can deal with (handle) all kinds of difficult situations.Recently I read an article which dealt with (concerned / was concerned

48、with) the latest developments in computer science.Be cautious about what kind of business firms you deal with (do business with).keep track /all the random associations one comes across.Keep track qf means “ keep oneself informed about something ” or “ pay attention to something so thatone knows wha

49、t is happening.v Example:We read newspapers every day to keep track of current events.The opposite of keep track ofs lose track of. Example:We e lost track of him since he left Shanghai for home.Random means “ unplanned, unintentional, aimless, purposeless, etc. Examples:While everyone was discussin

50、g the question seriously, John made a few random remarks now and then.He was whiling away his time by putting down some random thoughts on paper.At random is used adverbially. Examples:He put the books on the bookshelves at random (ie, without putting them in any order).She chose a number of books a

51、t random to lend to her neighbor.The rest of the world may be trying to cash in on the Webs phenomenal growth.Other people may be trying to take advantage of or make a profit from the unusually fast development of the Web. Cash in on means “ take advantage of or make a profit from a situation in a w

52、ay that is unfair.v Example:The only shop in that out-of-the-way village cashed in on the shortage of everyday necessities by putting up prices.Oral WorkRole-playDiscussing Plans after GraduationSample role cards:Wei Ping: You are a second-year student in the English Department of Pujiang University

53、. You have come home for the weekend. Your father / mother is a teacher of English in a secondary school. He / She wants you to be a teacher like him / her after graduation. You have never thought of being a teacher. What you have in your mind is becoming an information analyst working on the Intern

54、et. You give your reasons for your preference. Your father / mother tries to persuade you. Finally you say its too early for you to decide.Parent: You are Wei Pings parent. You have been teaching English in a secondary school for more than twenty years and you love your work. You think your son / da

55、ughter would be a good teacher after graduation. You tell him / her this and give your reasons. When your son / daughter disagrees and tells you his / her idea of working in the information industry, you think differently. You insist on your own opinion and try to persuade him / her.Interaction Acti

56、vitiesParents and ChildSuggestions:Expressions that might be used to answer the questions in the grid.have the permissive attitudelet the child do whatever he wants to give up their authority over. think that the younger generation knows best一they being better educatedthink that the older generation

57、 knows best一more experiencedfly into a fury keep silent criticize severelypunish physicallyfeel proud / self-satisfied / complacentpraiseremind.to be modesthelp.outgive encouragement / advice / guidance“ Failure is the mother of success.v “ Success comes after many failures.n 5. never quarrel in fro

58、nt of childrenUnit 5(7 hours)Teaching objectivesHave a basic understanding of Antarctic facts.Understand the writers logic of writing: appearance of Antarctic, Features of Antarctic; differences between Antarctic and Arctic.Appreciate the wiring style: expository piece of writingLearn language point

59、sOral speaking practiceTeaching emphasisVocabulary: precipitation; habitation; obscure; tempestuous: haul; gust; tenureSentences: Seen from space . the most distinctive feature of our planet is the ice sheet of Antarctica .Understand main idea of the textTeaching procedures:TEXT IAntarcticaL Pre-rea

60、ding QuestionLet the students air their views freely:For further reference, consult relevant issues of Beijing Review, China Today, China Daily, etc.IL The Main IdeasAnswers for reference:great isolation from other landnot inhabited by humanshardly any plant or animal lifeno human child ever born th