《基础英语Ⅲ》课程教学大纲

《基础英语Ⅲ》课程教学大纲The Course Syllabus of Basic English III一、课程基本信息（Basic Course Information）课程代码：094034Course Code: 094034课程名称：基础英语IIICourse Name：Basic English III课程类别：专业技能课Course Type: Specialized Course学时：108Period: 108学分：4Credit: 4适用对象: 英语专业Target Students: Undergraduate Majoring in English考核方式：考试Assessment: Examination先修课程：基础英语I、基础英语II、英语语音、英语口语、英语写作、英语泛读、英语听力Preparatory Course: Basic English I, Basic English II, English Pronunciation, Spoken English, English Writing, Extensive Reading, English Listening二、课程简介(Brief Course Introduction)《基础英语III》课程是英语（商务管理）专业、英语（商务翻译）专业技能必修课。

其教学目的为通过系统地讲授英语基础知识，综合训练基本语言技能，提供英语学习方法指导，培养学生运用英语进行交际的能力，以达到全面发展学生的听、说、读、写、译等五项语言技能。

教学重点放在对学生语言技能、尤其是口笔头运用能力的综合训练上,以便使学生能够正确地、自然而流畅地运用本课程所教授的语言知识，并能够把它们灵活地、准确地应用到实际场合中去。

This course acts as an integrated course for developing students‟ listening, speaking, reading writing and translating abilities. During the third and fourth semesters, it especially focuses on the training of students‟ reading and writi ng abilities to build on the established foundation of listening and speaking. It covers a large number of original texts showing the variety of rhetorical features and it also provides a lot of vocabulary, grammar, listening, speaking reading, writing and translation exercises and more exercises for integrated skills.三、课程性质与教学目的本课程为外国语学院英语专业技能必修课，旨在全面提高学生的听、说、读、写、译等各方面的能力，通过对学生进行全面、严格的基本技能训练，培养学生实际运用语言的能力，为进入高年级的学习打下扎实的专业基础，使学生朝着具有扎实的语言基本功、宽广的知识面、一定的相关专业知识、较强的能力和较高的素质的培养目标前进。

四、教学内容及要求《综合教程》基础阶段共分四册，本册为其中第三册，供英语专业二年级第一学期使用。

第三册共有16个单元，每个单元由Text I、Text II和相关的练习构成。

建议使用本书的教师在一周时间内完成一个单元的教学任务。

本册所有的课文都选自第一手英文资料，除原文偏长需要删节以及极个别冷僻词语需要替换外，一律保持原文的风貌，尽最大可能给学生提供原汁原味的英语语言素材。

本册课文内容广泛，涉及文化与教育、政治与经济、战争与和平、道德与伦理、婚姻与家庭、爱情与亲情、科技与生活、知识与智慧等主题，使学生在学习英语的同时，扩展个人视野，提高人文素养。

课文的排序一方面参照语言难度，遵循循序渐进的原则，同时还尽可能考虑课文主题和教学时段之间的关系。

譬如，开学伊始，本册安排了回顾大学新生心路历程的课文，引导学生总结过去、展望未来，思考大学生活的真谛；“十一”国庆节前后，研读中国题材的文章能起到爱国主义教育的功能；圣诞、新年期间，安排了有关爱心、包容、谅解等温馨主题的文章。

本册练习种类较多，目的在于采取不同的方式提高学生的理解能力和应用能力。

与T ext I相关的练习包括11个部分：Pre-reading questions；Text comprehension；Structural analysis of the text；Rhetorical features of the text；V ocabulary exercises；Grammar exercises；Translation exercises；Exercises for integrated skills；Oral activities；Writing practice；Listening exercises。

Pre-reading questions与课文的话题有关但不涉及课文的具体内容，起“热身”作用，引导学生进入本单元的主题。

除了课本提供的问题外，教师也可以自行增加其他类似的问题。

Text comprehension设计的问题都与课文直接有关，其中既有对课文字面的、局部意义的理解，又有对课文的整体把握以及对内涵和寓意的理解，从而帮助学生在课文理解方面做到既见树又见林。

Structural analysis of the text着重课文的总体结构分析，使学生对课文的层次、话题的展开获得比较清晰的认识，从而提高学生的篇章意识。

Rhetorical features of the text讨论的是课文中比较突出的修辞手段及其文体效果，目的在于培养学生灵活而得体地使用英语的能力。

V ocabulary exercises包含多个词汇练习，旨在通过多种练习形式帮助学生正确把握一些积极词汇的意义，拓展用法，熟练运用。

Grammar。

exercises挑选课文中出现的某一突出的语法现象进行操练；此外还包括针对某一常见语法项目的练习，从而增强学生的语法识别能力和应用能力。

这个部分的最后一个练习是模仿课文中的句型造句，以增强学生的语言活用能力。

Translation exercises分汉译英和英译汉两个部分。

汉译英是句子翻译练习，检查学生应用所学词汇进行翻译的能力。

英译汉是段落翻译，或是课文概要或和课文主题相关，以便在检查学生篇章翻译能力的同时，帮助其加深对课文的整体理解。

Exercises for integrated skills分两个部分：一是听写，综合检查学生的听力、理解、语法和拼写能力；二是填空练习，检查学生的英语搭配能力、语法能力以及对语篇的整体理解能力。

Oral activities是为学生围绕课文内容开展口语活动而设计的练习，教师也可以另行设计，关键是促使学生开口，培养他们用英语表述自己的观点和意见、和他人交流思想、进行辩论的能力。

Writing practice是有指导的写作练习，要求学生根据提示写出一定篇幅的短文。

在这个练习中，应鼓励学生应用所学的词汇和句型，并鼓励学生发表自己的观点。

Listening exercises的编写是为了帮助学生提高英语听力。

这个练习如何处理，可由教师灵活掌握，但应以适当的方式对学生进行检查，以免遭到忽视。

Text II是对Text I主题的扩展或深化，如果处理得好，前后两篇课文可以起到相辅相成的作用。

Text II只配Questions for discussion一个练习，所提的问题多是启发式问题，旨在开拓学生思路，鼓励其就相关问题提出自己的观点和看法，培养其分析问题和解决问题的能力。

Unit 1（一）教学目的与要求1. Learning an autobiographical essay of Text I, language points, structuralanalysis and rhetorical features of Text I2. Learning a short and powerful passage of Text II as a response to a toast inan honorary degree of a university, fast reading（二）教学内容第一节Text I Fresh Start1. 主要内容This is an autobiographical essay. The writer recounts herembarrassing moments during her first days of college. With achronologically balanced pattern of narration, the author focuses onthree incidents: sitting in the wrong class, falling down in thecafeteria and witnessing the upper class football player having thesame experience.2. 基本概念和知识点2.1 In narrating these “bitter” incidents, the writer tries variousmethods to produce humorous effects. The apparently awkwardepisodes selected here are, to readers, an enjoyable pleasure, forthey provoke their laughter or evoke their smile. One majorsource of humor is the extensive use of words or phrases whichare most likely to impress readers with pictures, vivid, tangible oreven funny.2.2 Coupling narration with description, the writer gives us a detailedaccount of the process, the after-effect and the significant insightinto herself.2.3 Language pointsdistinct, Cf. distinctive, clutch, reserve, whereabouts, tip off, flail,rear end, somebody‟s heart goes out to somebody, slink, malicious,shackle3.能力要求Students need to understand the structural and rhetorical features ofthe text and paraphrase difficult sentences from the text.第二节Text II A University Stands and Shines1.主要内容This text is written by john Masefield (1878-1967), who was anEngl and‟s poet laureate, and who was granted an honorary degreeby the University of Sheffield in 1946. The text was his response toa toast in his honor. He praises highly the significant role ofuniversity in illuminating human mind. A university is even moreenduring than religious and dynasties in that it is a place where theundying cause of bringing thought into the world is carried out.2. 基本概念和知识点The writer uses parallel structures, topic sentences and balancedsentences structures in all the paragraphs in order to make this toastpowerful and effective. The language is concise.3.能力要求Students need to skim through the passage to grasp the main ideaand typical sentence patterns. They should know how to make apassage concise and powerful.（三）思考与实践Text comprehension question, vocabulary exercises, grammar exercises, translation exercises, exercises for integrated skills, oral activities, listening exercises（四）教学方法与手段In-class explanation, in-class discussion, group discussion, multi-mediaUnit 2（一）教学目的与要求1. Learning a well-organized argumentative essay in Text I, language points,structural analysis and rhetorical features of Text I2. Fast-reading and summarizing the main ideas in Text II（二）教学内容第一节Text I Tyranny of the Urgent1. 主要内容This is a well-organized argumentative essay. The first two paragraphsserve as an introduction in which the writer explains that theprolongation of time can not really help relieve people of the pressure.Paragraphs 3 to 5 are the main body of the essay in which the writerexplains the problem of priorities and explores the cause of “tyranny ofthe urgent.” Para. 6 is the concluding part in which the writer comes tothe conclusion that we have become slaves to the “tyranny of theurgent.”2. 基本概念和知识点2.1 Parallelism, among other rhetoric features, is occasionallyemployed in the text.2.2 Language pointstrail, haunt, exacting, dilemma, priority, misgiving, crowd out, maxim,rebuke, breach, imperious, devour, in the light of, prominence3 . 能力要求Students need to have a clear idea of the organization and structure ofargumentative writing. They should be able to find out examples ofparallelism in the passage and learn to use this rhetorical device in theirown writing.第二节Text II Time1.主要内容In this prose, the writer Ljudevit Vulicevic (1840-1916), one of thegreatest masters of Serbian prose in the second half of the nineteenthcentury, gives his opinions and understanding of the topic of time.Time is eternity and men waste eternity by wasting time. Time iswithin us rather than outside us. It is not that we live in time but thattime is defined by our existence. Time is nothing itself; it depends onour consciousness.2.基本概念和知识点Understanding the style of a prose, the diction and the viewpointimplied in it..3.能力要求Students read through the passage quickly to grasp the main features ofthe language and main idea of it. Then they discuss some difficultsentences from it and exchange orally their understanding of the topicof time.（三）思考与实践Text comprehension question, vocabulary exercises, grammar exercises, translation exercises, exercises for integrated skills, oral activities, listening exercises,（四）教学方法与手段In-class explanation, multi-mediaUnit 3（一）教学目的与要求1. Learning an interesting article about Chinese food, which is a familiar topicto students but is discussed by a westerner, language points in Text I, structural analysis and rhetorical features of Text I2. Fast reading and discussion of Text II（二）教学内容第一节Text 1 Chinese Food1.主要内容This text discusses a familiar topic about Chinese food from three parts:Paragraphs1-4 are the first part. With a quotation to begin his essay, thewriter goes on to discuss the contrast between the Chinese attitude andthe Western one toward food. Paragraphs 5-6 are the second part in whichthe writer explains how Chinese food has become an international food.Paragraphs 7-9 are the last part in which the writer discusses the nature ofChinese food.2.基本概念和知识点1.1 The rhetorical device of alliteration is worth analysis.1.2 Language pointsderive from, ecstasy, smother, marked, assert, ubiquitous, bedeck, assert,ubiquitous, bedeck, infamous, crucial, part and parcel, average, inherent,phenomenal, fastidiously, chore, alter, conform to:3.能力要求Students need to understand the structure and organization of thepassage. They must be able to divide the passage into the right parts andsummarize their main ideas. They should also paraphrase some difficultsentences from it.第二节Text II Say No to Western Fast Food1.主要内容This passage discusses the introduction of Western fast food into China.The writer holds a negative view on it for quite some bad effects ofWestern fast food are cited. How Chinese food chains could become assuccessful as some Western food chains is also discussed.2.基本概念和知识点Main problems of Western fast food are discussed, and a comparisonbetween Western fast food and Chinese food is made.3．能力要求Through fast-reading and discussion, students need to form their correctjudgment on the two types of food discussed in the passage. They canthink of other problems of good points about these two styles of food. （三）思考与实践Text comprehension question, vocabulary exercises, grammar exercises,translation exercises, exercises for integrated skills, oral activities,listening exercises,（四）教学方法与手段In-class explanation, in-class discussion, group discussion, multi-mediaUnit 4（一）教学目的与要求1. Learning the structure and organization of an argumentative essay, languagepoints in Text I, structural analysis and rhetorical features of Text I2. Fast reading and discussion of Text II（二）教学内容1Text I Why I Want a Wife1．主要内容In Paragraph 1, the writer introduces her identity and, in Paragraph 2,starts her bitter satire on those men desiring for a wife who fits ion withtheir ideal notions by pretending that she would like to have a wife withall possible virtues. In Paragraphs 3-7, the writer divides a wife‟s dutiesand responsibilities into various functions or services according to the ideal notions most men are likely to have for a wife. In Paragraphs 8-9, the writer states a wife‟s status in a family. Paragraph 10 is the last part in which the writer asks the second question in the whole passage(the first one is in the second paragraph). The essay ends with a crisp, one-sentence rhetorical question.2．基本概念和知识点1.1 The writer uses a simple, straightforward style. By mentioning herencounter with a male friend of hers “fresh from a recent divorce,” she introduces her major proposition─wives are taken for granted. Then she supports the argument with seemingly trivial things from daily life, which are carefully arranged so as to contribute to the conclusion. The essay ends with a crisp, one-sentence rhetorical question.1.2 Repetition is extensively employed in the essay. Repetition is used tosupport a certain principal idea forcefully. In addition, repetition can also be utilized to make transition smooth and natural. Besides repetition, a topic sentence in most paragraphs is used to give the readera good understanding of the whole passage.2.3 Language pointsincidentally, ex-wife, if need be, keep track of, make sure, peer, rambling, hors d‟oeuvres, replenish, sensitive to, clutter up, entail, adherence to, monogamy, replace…wi th3．能力要求Students grasp the typical organization and structure of an argumentative passage, learn some basic and important argumentative writing techniques.2Text II Of Marriage and Single Life1．主要内容This essay is chosen from Francis Bacon …s boo k Essays (1597-1625),which epitomizes Bacon as the master of English prose. The essaysare his best-known writings noted for their style and strikingobservations about life. According to Bacon, a man who has wifeand children is at the mercy of his fortune. As a single man, however,can dedicate his whole life to the course of serving the public, he ismore likely to achieve the greatest fame and do the best work. Thebiggest attraction of single life is liberty. Men with grave natures, ledby social customs, can make faithful and loving husbands such asUlysses. Wives are “young men‟s mistresses; companions for middleage; and old men‟s nurses.” A man‟s wife plays different roles atdifferent stages of his life. Bad husbands usually have good wiveseither because their goodness seems more precious compared withtheir badness or because the wives take pride in their patience. Oncea good woman marries a bad man of hr own choice, she will makeevery effort to make a better man of him.2．基本概念和知识点The qualities of a good husband and good wife should have.3．能力要求Students understand a well-written prose by a very important Englishphilosopher, essayist and statesman, Francis Bacon. The language isnot completely easy for occasionally there are some old Englishwords in it.（三）思考与实践Text comprehension question, vocabulary exercises, grammar exercises, translation exercises, exercises for integrated skills, oral activities, listening exercises,（四）教学方法与手段In-class explanation, in-class discussion, group discussion, multi-mediaUnit 5（一）教学目的与要求1. Appreciating an ironic and sad story in Text I written by Ellen Goodman(1941- ), journalist and columnist who won a Pulitzer Prize in 1980 forcommentary, language points, structural analysis and rhetorical featuresof Text I2. Fast reading and discussion of Text II（二）教学内容1Text I The Company Man1．主要内容In a colloquial style, the author paints an ironic picture of the cutthroatlife of a company man and his family. The man was a workaholic whodied of a heart attack, which surprised no one. His wife lost him yearsago to his work, and his children did not know him well. Paragraph 1 isthe introductory part. Paragraphs 2-6 report how devoted the man wasto his work. Paragraphs 7-13 describe Phil‟s role in his family.Paragraphs 14-16 restate the cause of Phil‟s death and report thecompany president‟s inquiry for his successor.2基本概念和知识点2.1 In a colloquial style, the author paints an ironic picture of thecutthroat life of a company man and his family. The author usesrepetition and parallelism. Besides, she deliberately varies thelength of the sentences. Besides, she deliberately varies the lengthof the sentences.2.2 One of the most obvious techniques to make this story successful,among others such as the repetition of some key sentences, somekey phrases and key words, is the employment of details2.3 language pointsprecisely, overweight, C.f. fat, obese, fleshy, stout, pudgy, plump,chubby, survive, marketable, widow, straighten out, inquiry 3能力要求Students understand and appreciate an ironic and sad story. Theyshould analyze how irony is used in language and in juxtapositions ofimage, and why the story ends with the question the companypresident asked.2Text II The Unhappy American Way1．主要内容This essay is written by Bertrand Russell (1872-1970), Britishphilosopher and mathematician. According to the writer, peopleare troubled by a feeling of boredom and discontent, so they seemto yearn for something that may help to boost their spirits. The richoften feel depressed and professional men often feel hopelesslythwarted. Most people act on some principles rather than onimpulse. They believe in a general theory on how to make onehappy, but the theory is basically false.2．基本概念和知识点The causes that prevent people from being as happy as one mightexpect and the major cause that prevents people from being happyas much as possible.3．能力要求Students comment on the causes the writer gives that stop peoplefrom being happy as much as possible, and discuss causes thatmay make one happy.（三）思考与实践Text comprehension question, vocabulary exercises, grammar exercises,translation exercises, exercises for integrated skills, oral activities, listening exercises,（四）教学方法与手段In-class explanation, in-class discussion, group discussion, multi-mediaUnit 6（一）教学目的与要求1. Learning an excerpt from an essay in Text I written by Bertrand Russell(1872-1970), British philosopher and mathematician, language points,structural analysis and rhetorical features of Text I2. Understanding the ironic meaning Text II（二）教学内容第一节Text I Knowledge and Wisdom (abridged)1．主要内容The text is just the first part of the essay—what contributes to wisdom─is included in this excerpt. Yet it is neatly structured, with the firstparagraph introducing the topic and the other four paragraphs elaboratingon it. Each of the four paragraphs discusses one factor that contributes towisdom.2．基本概念和知识点2.1 A typical rhetorical device in this essay is parallelism, which makesthe language more forceful. Parallelism can also be used to conveyone‟s ideas more clearly and create a sense of order and proportion..2.2 Language pointssurpass, cease, means, contribute to, take account of, attach due weightto, due, be engaged in, succeed in, populous, spectacular, pursuit,eminent, 1ack, inculcate, standard-bearer, emancipation from, Even anend which it would be noble to pursue if it were attainable may bepursued unwisely, devote．．．to, confer(upon), search for, as it was,appalling, instill, be bound up with, impartiality3．能力要求Students need to identify the topic sentences of Paragraph 2-5 and thefour factors that constitute wisdom, and comment on them. They shouldalso find out some examples of parallelism in the passage.第二节Text II How to Become a Man of Genius1．主要内容In this essay, Bertrand Russell aims at D. H. Lawrence, Englishnovelist, poet, and essayist, as his target of criticism. Russellstands for the rational and intellectual side while Lawrence for theemotional and physical side. Russell despises Lawrence for hisprimitive man‟s understanding of the relationship between manand women and his reliance on passion and desire foremancipation. And Lawrence criticizes the cold and impotentnature of nationality. Each of them is just the opposite o f theother.2.基本概念和知识点The current passage can serve as an excellent example of arhetorical device—irony. Irony is saying the opposite of what onemeans. The use knows the true meaning will be understood by thereader or listener.3.能力要求Students need to understand the ironic meaning of the writer in thepassage.（三）思考与实践Text comprehension question, vocabulary exercises, grammar exercises, translation exercises, exercises for integrated skills, oral activities, listening exercises,（四）教学方法与手段In-class explanation, multi-mediaUnit 7（一）教学目的与要求1. Appreciating a short story in Text I, which is built almost entirely throughdialogue , structural analysis and rhetorical features of Text I2. Fast reading of another short story in Text II（二）教学内容1Text I The Chaser1．主要内容This is a short story about a young man, Alan Austen, who is deeply in love and wants to possess his lover entirely, and an unnamed oldman who believes in a life free of romantic involvement. As thestory develops, Austen‟s attitude towards the potion changes fromskeptical and hesitant to excited and overwhelmed. Paragraph 1introduces the protagonist, Alan Austen. In Paragraphs 2-12, the oldman is trying to sell his mixture. Paragraphs 13-45 are mainlydeveloped through the dialogue between the old man and AlanAusten. Austen got to know about the love potion and in the endbought it.2．基本概念和知识点2.1 This short story, which combines elements of horror and love, is builtalmost entirely through dialogue between a young man and anunnamed old man. The dialogue between them reveals their essentialdifferences, one being green and passionate and the other beingexperienced and profound. One of the effective techniques employedhere to present the image of the old man as an experienced andprofound man is that he sounds somewhat philosophical, hither andthither in his talks. By analyzing and generalizing some specificincident to discover the fundamental truth, the old man impressesone as a wise and sophisticated man.2.2 Language pointspeer, make somebody‟s acquaintance, imperceptible, apprehensive,oblige, substitute, rapture, overwhelm, fervently, be better off, 3．能力要求Students learn to appreciate a satirical short story built upon dialogueand draw some moral lessons from the story, e.g., anything precious,love included, is most likely to have an end.2Text II Love Is a Fallacy4．主要内容The hero in the short story is a highly intelligent man as his brain isextremely powerful, precise and penetrating while his roommate PeteyBurch is a very dumb man as he is emotional, unstable, impressionableand, worst of all, crazy about the fashion. Polly Espy, a beautiful andgracious girl, almost the right kind of wife in promoting a lawyer‟scareer, which is what the hero desires to pursue as his profession in thefuture, chooses Petey as her lover instead of the smart hero.5．基本概念和知识点One of the very important lessons contained in the story is that oneshould not be too calculated in everything, particularly in love which isthe result of natural affection developed over a long period of time.6．能力要求Students skim-through the story to understand the personalities of the three characters and try to learn some moral lessons from the story.（三）思考与实践Text comprehension question, vocabulary exercises, grammar exercises,translation exercises, exercises for integrated skills, oral activities, listening exercises,（四）教学方法与手段In-class explanation, in-class discussion, group discussion, multi-mediaUnit 8（一）教学目的与要求1. Learning an essay in Text I written by an American female columnist andwriter, language points, structural analysis and rhetorical features of Text I2. Appreciating an essay written by a British essayist in Text II（二）教学内容第一节Text I Fun, Oh Boy. Fun. You could die from it.1. 主要内容This essay evaluates the “fun” side of the American culture in an ironicway. Paragraphs 1-5 are the introductory part, which provide a stipulativedefinition of “fun.” Paragraphs 6-11 are the main body in which thewriter gives an extended definition of it by negation. Paragraphs 12-15are the concluding part with an anecdote that further explains what fun is.2. 基本概念和知识点2.1 To develop the definition of fun, a number of methods have beenemployed, among which are narration, comparison and contrast. Theeffective use of repetition adds a lot to the essay‟s strength. Paragraph 12is the turning point where the writer switches from negation toaffirmation. With the last 3 paragraphs presented mostly affirmative, thewriter‟s tone is thus turned from irony to matter-of-fact.2.2 One of the greatest strengths of this essay stems from the author‟sskillful use of repetition, particularly the repetition of certain patterns.1.3 Language pointsovershadow, flunk, traipse, epitome, damper, blaspheme, malted milk,chunky, scan3.能力要求Students should understand what techniques the writer employs in orderto define the notion of “fun”, especially the writer‟s switch from anironic to an affirmative view. They could form their own definition offun.第二节Text II The Age of Thrills1. 主要内容Our age, according to the writer, is the age of thrills. It generates manymore thrills than any of the previous ages did and people in our ageexpect to be thrilled as continuously as people in no other ages did. We,as human beings, can enjoy thrills occasionally, for various forms ofthrills can serve as a kind of spice in life, but what is important is thatwe should learn to derive our pleasures from simple things in life sp asto feel truly happy. In addition, if we learn how to bear a certain degreeof boredom, we may enjoy life more intensely.2. 基本概念和知识点The writer discusses the essence of happiness, the difference betweengreat books and thrilling books.3. 能力要求Students skim-through the essay to sum up the writer‟s understanding ofhappiness and other major points in it.（三）思考与实践Text comprehension question, vocabulary exercises, grammar exercises, translation exercises, exercises for integrated skills, oral activities, listening exercises,（四）教学方法与手段In-class explanation, multi-mediaUnit 9（一）教学目的与要求1. Learning an abridged argumentative passage in Text I, language points,structural analysis and rhetorical features of Text I2. Fast reading of Text II（二）教学内容第一节Text I On Becoming a Better Student (abridged)1. 主要内容Paragraphs 1-2 state what the writer expects from her students—learnhow to learn by themselves. In the main body (Paragraphs 3-9) the writerdiscusses the qualities good students have. In Paragraph 10 the writergives more tips for the aspiring student.2. 基本概念和知识点2.1 This article presents a snapshot of major qualities of a good students and tipsfor an aspiring student in a clear and concise way. One of the most visible features in this article is the absolutely definite presentation of either each quality or each tip. In addition, metaphor is effectively employed. For instance, when the author expresses the idea that without persistence,consistency and discipline, their learning, though it looks pleasant, results in nothing by using the metaphor “our learning is but froth without substance”(Paragraph 5).2.2 Language pointspartake, at will, to feel weighted, discipline, compare discrete with discreet, 1ive up to, approach, precedence, prior, pitfall, complacency, correspondence, go out of one‟s way(to do something), badger3. 能力要求Students understand the clear organization and structure of this argumentative passage, and grasp the metaphorical use of the language in it. 第二节The Art of Acknowledgement1.主要内容In this argumentation, the writer discusses why acknowledgement is an art form because it is based on deep psychological reciprocity and shows the skill of mutual transformation.2. 基本概念和知识点The writer claims that when hubris rises, nemesis falls. The writer considers Dr. Jacob Taubes considered as the most brilliant and exciting teacher she ever experienced. She also explains the major difference between a bright show-off and a serious student.3. 能力要求Students skim-through the passage to find out the major ideas the writer discusses.（三）思考与实践Text comprehension question, vocabulary exercises, grammar exercises, translation exercises, exercises for integrated skills, oral activities, listening exercises,（四）教学方法与手段In-class explanation, in-class discussion, group discussion, multi-mediaUnit 10（一）教学目的与要求1. Learning an abridged story about the author‟s past experience in Text I,language points, structural analysis and rhetorical features of Text I2. Fast reading and discussion of Text II（二）教学内容第一节Text I The Wonderful Lousy Poems (abridged)1.主要内容This story is about the author‟s past experience: he wrote his first poem when he was eight or nine years old. His mother gave an affirmative response to。