专业英语 课.doc
英语专业课程
《英语词汇学》简答题:1. What is the importance of basic word stock?The basic word stock is the foundation of the vocabulary accumulated over centuries and forms the common core of the language, which has five characteristics: all national character, stability, productivity, polysemy, collocability.2. What are neologisms? Give one example to illustrate them.Neologisms are newly-created words or expressions, or words that have taken on new meanings. The examples go as follows:"They misunderestimated me." (George W. Bush, September 26, 2001)"We don't want to get dixie-chicked, or anything like that, out of the gate. We've invested tens of millions of dollars in the movie." (Dreamworks executive, 2003)dixie-chicked, to become the subject of ridicule and economic loss by alienating a constituency.sniglet: a term invented by comedian Rich Hall to characterize a "word that should be in the dictionary, but isn't." A few examples:doork, a person who always pushes on a door marked "pull" or vice versa.lotshock, the act of parking your car, walking away, and then watching it roll past you.pupkus, the moist residue left on a window after a dog presses its nose to it.daffynition: a pun coined by reinterpreting an existing word on the basis that it sounds like another word. Under the name Uxbridge English Dictionary, making up daffynitions is a game on the BBC Radio 4 comedy quiz show I'm Sorry I Haven't a Clue. A few examples:antelope, to run off with your mother’s sister.testicle, an exploratory tickle.boomerang, what you say to frighten a meringue.pasteurize, too far to see.For more than 20 years, columnist Bob Levey of The Washington Post has been inviting readers to submit new definitions for pre-existing words. Some memorable contributions:circumvent (n.), the opening in the front of boxer shorts.coffee (n.), a person who is coughed upon.flabbergasted (adj.), appalled over how much weight you have gained.Frisbeetarianism (n.), the belief that, when you die, your soul flies up onto the roof and gets stuck there.population (n.), that nice sensation you get when drinking soda.spatula (n.), a fight among vampires.testicle (n.), a humorous question on an exam.3. Why do we say" English is a heavy borrower?" Please justify it.English is a heavy borrower and has adopted words from all other major languages of the world. It is estimated that English borrowings constitute 80% of the modern English vocabulary. As is stated in Encyclopedia Americana ,"The English language has vast debts. In any dictionary some 80% of the entries are borrowed".eg. kowtou from Chinese, long time no see from haojiubujian (Chinese), the word "dream" originally meant "joy" and "music", its modern meaning was borrowed later from the Norse.4. In the Middle English Period, what made French a dominant language in England?In 1066, in the history of England, there was Norman Conquest. The French-speaking Normans were the ruling class. French was used for all state affairs and for most social and cultural matters. Therefore, those who in power spoke French, those who were literate read and wrote in French; and any young man who sought to earn his living as a scribe learned Latin or French because there was no market for such services in English. The Norman Conquest started a continual flow of French words into English.5. What happened in the mid-seventeenth century in England?England experienced the Bourgeois Revolution followed by the Industrial Revolution and rose to be a great economic power.6. What are the three main sources of new English words?Three main sources of new words are:the rapid development of modern science and technology;social, economic and political changes;the influence of other cultures and languages7. What are the differences between inflectional and derivational affixes?Affixes attaches to the end of words to indicate grammatical relationships are inflectional, thus known as inflectional morphemes. Modern English is an analytic language. Most endings are lost, leaving only a few inflectional affixes, such as plural forms of nouns-s(-es), and the comparative and superlative degree forms of adjectives: -er, -est. Derivational affixes are affixes added to other morphemes to create new words. Derivational affixes can be further divided into prefixes and suffixes.8. What are the differences between root and stem? Explain with examples.A root is the basic form of a word, which cannot be further analyzed without total loss of identity.(What remains of a word after the removal of all affixes.) .e.g. ―internationalists‖ removing inter-, -al-, -ist, -s, leaves the root nation.A stem is a form to which affixes of any kind can be added. e.g. ―internationalists‖, nation is a root and a stem as well.A stem may consist of a single root or two roots and a root plus an affix.A stem can be a root or a form bigger than a root.9. How do you distinguish compounds from free phrases?Compounds differ from free phrases in the following three aspects.1) Phonetic features. In compounds the word stress usually occurs on the first element whereas in noun phrases the second element is generally stressed if there is only one stess.2) Semantic features. Compounds are different from free phrases in semantic unity. Every compound should express a single idea just as one word.3) Grammatical features. A compound tends to play a single grammatical role in a sentence.10. How do you explain the difference between backformation and suffixation? Give example to illustrate your point.Back-formation is a process of word-formation by which a word is created by the deletion of a supposed affix. It is considered to be the opposite process of suffixation. As we know, Suffixation is the formation of new words by adding suffixes to stems, and back-formation is therefore the method of creating words by removing the supposed suffixes. For example, -er is a noun suffix, it is added to noun base engine to produce a new word--engineer. however, people make can make verbs by dropping the endings such as -or in editor, and -er in butler. This is how we derive edit and butle. The removed suffixes are not true suffixes but inseparable pars of the words.11. What are the characteristics of associative meaning?Associative meaning is the secondary meaning supplemented to the conceptual meaning.It is open-ended and indeterminate. It is liable to the influence of such factors as culture, experience, religion, geographical region, class background, education, etc.12. Tell briefly about Martin Joos' the Five Clocks?It suggests five degrees of formality: frozen, formal, consultative, casual and intimate.13. What is the difference between lexical meaning and grammatical meaning?Unlike lexical meaning, different lexical items, which have different lexical meanings, may have the same grammatical meaning. On the other hand, the same word may have different grammatical meanings. Functional words, though having little lexical meaning, possess strong grammatical meaning whereas content words have both meanings, and lexical meaning in partial. Lexical and grammatical meanings make up the word-meaning. It is known that grammatical meaning surfaces only in use. But lexical meaning is constant in all the content words within or without context as it is related to the notion that the word conveys.14. What is the difference between the process of radiation and concatenation?In radiation，the meanings are independent of one other, but can all be traced back to the central meaning. If we give a graphic description of the meanings of face, it would look very much like a wheel of the bicycle.In concatenation，the meaning reached by the first shift may be shifted a second time, and so on until in the end the original meaning is totally lost.15. How to differentiate homonyms from polysemics?The fundamental difference lies in the fact that the former refers to different words which happen to share the same form and the latter is the one and the same word which has several distinguishable meanings. One important criterion is to see its etymology, the second is semantic relatedness.16. What are the 3 types of antonyms? Illustrate with examples.Antonyms--are words which are opposite in meaning.Types of Antonyms (according to the semantic opposition)1) Contradictory terms – these antonyms are truly represent oppositeness of meaning. They are so opposed to each other that they are mutually exclusive and admit no possibility between them. They assertion of one is the denial of the other.e.g. alive—dead, present—absent, male—female, boy—girl, true—false, same—different, imperfect—perfect2) Contrary terms---a scale running between two poles or extremes. The two opposites are gradable and one exists in comparison with the other.E.g. rich—(well-to-do)—poor; old—(middle-aged)—young, open—(ajar)—close, beautiful—(good-looking)—(plain)—ugly,3) Relative terms – consist of relational oppositeness. The pairs of words indicate such a social relationship that one of them can not be used without suggesting the other, the type is also reverse terms. The two words of each pair are interdependent.e.g. parent—child; husband—wife; predecessor—successor, employer—employee17. What are the extra-linguistic factors that cause changes in meaning?They are historical reason, class reason, and psychological reason.18. What are the linguistic factors that cause changes in meaning?Internal factors within the language system, and the influx of borrowing, analogy.19. Discuss the role of context in understanding word meaning.Context is a vital clue in understanding word meaning. Namely, it can eliminate ambiguity, indicate referents, and provide clues for inferring word meaning. First, a word or even a sentence without adequate context can be quite ambiguous. So it is hard to determine the exact meaning especially when the word is polysemic or the sentence structure has a different is interpretation. Second, some referents like pronouns, nouns may refer to anything or anybody, as for a pronoun or a noun, if we know what its exact meaning or referent is, we have to know it from its context. Third, context provides important clues in understanding unknown words, or inexact meanings, The clues can be: definition, explanation, example, synonymy, antonymy, hyponymy, relevant details, word structure.20. In what way can cultural background affect the meaning of words?The extra-linguistic context may extend to embrace the entire cultural background, which also affect the meaning of words. Take the word landlord for example. In Chinese cultural, landlord is usually understood as referring to someone who owned a lot of land and collected money by renting land without working. It is used to be associated with "exploitation", naturally carrying a negative overtone. In contract, the term in western countries is denotationally different and affectively neutral. The most commonly used meaning of the word is "someone who rents house for money."21. What are the characteristics of English idioms?They are characterized by semantic unity, structural stability, idioms are characterized by terseness, expressiveness and vividness.22. What are phrasal verbs and verb phrases?Phrasal verbs are idioms which are composed of a verb plus a prep and/or a particle. Verb phrases are composed of verbs plus pron/plass+n/a/pron+n/a+n/conj+n/n+v/n+inf,etc./n structure, phrasal verbs and verb phrases are different from each other, but they share one thing: their meaning are all fixed. Therefore they are idioms.23. How to use English idioms appropriately?In using English idioms exactly and rightly, we need to pay attention to the following points:1) Stylistic features of idioms. Idioms are created by people in their different work, thus acquiring a lot of stylistic features. They are colloquialisms, slangs and literary expressions. That is to say, idioms of different stylistic features are used on different occasions, you should not misuse or abuse them.2) Rhetorical features of idioms. We use idioms to achieve vividness of description, for idioms can alliteration, rhyme, reiteration, repetition and juxtaposition of antonyms. Besides, there are also simile, metaphor, metonym, synecdoche, personification and euphemism in idioms.24. Why is the study of the dictionary necessary in lexicology?A dictionary is a book which presents in alphabetical order the words of English, withinformation as to their spelling, pronunciation, meaning, usage, rules of grammar, and in some, their etymology. It is clearly related to lexicology, which deals with the sameproblem: the form, meaning, usage and origins of vocabulary units. So a good knowledge of dictionaries will certainly be of great help to us in the use of dictionaries and ultimately the use of English words.25. What are the four types of dictionaries?(1)Monolingual and bilingual dictionaries:A monolingual dictionary is a dictionary which is written in one language.A bilingual dictionary is one in which two languages are involved.(2) Linguistic and encyclopedic dictionaries:A linguistic dictionary is one which aims at defining words and explaining their usage in the language.An encyclopedic dictionary is one in which encyclopedic information is provided along with the general information as in a linguistic dictionary.An encyclopedia is a dictionary, which only provides encyclopedic information concerning each headword.(3) Unabridged, desk and pocket, electronic dictionaries:An unabridged dictionary is an unshortened dictionary with at least 200,000 headwords that can supply a great quantity of basic information about a word.A desk dictionary is a medium-sized one containing words ranging from 50,000 to 150,000.It is the most popular one of all.A pocket dictionary is one which has about 50,000 entries or fewer.An e-dictionary is a small handheld computer with integrated reference materials.(4) Specialized dictionaries: Focus on a particular area of language or knowledge.26. What are the major differences between British and American dictionaries?American dictionaries contain more encyclopedic information in the main body than the British, for example, names of famous people, places of historical interest and the like whereas British dictionaries, especially learner’s dictionaries, include more grammatical information.Generally speaking, one may find British usage in an American dictionary. But as for American usage, users are advised to consult American dictionaries because chances are that such words are excluded from a general British one.27. What factors should be taken into consideration in choosing a dictionary?Four factors should be taken inti account:monolingual or bilingual; general or specialized; American or English; early or latest.28. What are the contents of the dictionary?The contents of the dictionary can be made up of spelling; pronunciation; definition; usage; grammar; usage notes and language notes; etymological information; supplementary matter. Which one is most helpful depends on your interests and needs.29. What are three good general dictionaries?(1) Longman Dictionary of Contemporary English (LDCE) New Edition (1987)This dictionary has 56,000 words and entries, covering both American and British English with special emphasis on new words. It contains 83,000 meanings of words and phrases with 75,000 realistic useful examples and additional 500 new helpful illustrations. Concentrates on three major classes of words: nouns, adjectives and verbs, the dictionary has clear grammar codes (arranged by using its own system of codes and put before the main body). Verbs, for example, are divided into intransitive, transitive and linking verbs. In the usage notes, we can find discrimination between synonyms and near-synonyms, explains difficult grammar and stylistic points, differences between British and American usages, etc. The definitions contain many synonyms and antonyms printed in capital letter.(2) Collins COBUILD English Language Dictionary (CCELD) (1987)The definitions are all in full sentences. Along with the definitions, there creates an extra column, where one can find part of speech, usage instructions, synonyms, antonyms, superordinates, verb patterns and so on, which is a miniature of a grammar book.(3) A Chinese-English Dictionary (Revised Edition) (CED) (1995)30. How is a linguistic dictionary different from an encyclopedia?Linguistic dictionaries aim at defining words and explaining their usages in the language. They usually cover such areas as spelling, pronunciation, meaning, grammatical function, usage and etymology, etc.An encyclopedia is not concerned with the language per se but provides encyclopedia information concerning each headword. There, the reader can not find pronunciation or meanings or usages but other information.Encyclopedic dictionary have the characteristics of both linguistic dictionaries and encyclopedia, in such dictionaries you can find the general information as in a linguistic dictionary and limited encyclopedic information as well.。
专业英语课程介绍
专业英语课程介绍概述随着社会对于全球化的日益重视，专业英语课程已经成为了各大高校开设的重要课程之一。
专业英语课程旨在为学生提供学习英语语言及其在特定领域中的使用所需的语言技能和知识。
不同专业的学生所接受的专业英语课程内容也不尽相同，这取决于学生所学习的专业领域。
本文将重点介绍几种常见的专业英语课程，并给出相应的特点和优点。
商务英语课程商务英语课程是建立在学习英语基础上的一种专业英语课程。
商务英语课程旨在为学生提供在商业环境中使用英语所需的语言技能和知识。
商务英语课程包括口语、听力、阅读和写作技能，并涉及商务术语、商务英语文化等方面的学习。
商务英语课程的优点是帮助学生掌握商务英语文化和商业用语，使学生在商业环境中更加得心应手。
另外，商务英语课程通常是以小班授课为主，使学生在课堂上有更多的互动和讨论机会。
医学英语课程医学英语课程旨在为学生提供使用英语进行医学学习和实践所需的语言技能和知识。
医学英语课程包括口语、听力、阅读和写作技能，并涵盖了医疗术语、医学研究、诊断和治疗等方面的内容。
医学英语课程的优点是帮助学生更好地掌握医学术语和专业知识，使学生在学习和实践中更加得心应手。
此外，医学英语课程通常是由专业的医学教师授课，学生可以从他们的经验和知识中受益。
法律英语课程法律英语课程旨在为学生提供使用英语进行法律学习和实践所需的语言技能和知识。
法律英语课程包括口语、听力、阅读和写作技能，并涵盖了法律术语、法律实践和案例分析等方面的内容。
法律英语课程的优点是帮助学生更好地掌握法律术语和专业知识，使学生在法律实践中更加得心应手。
此外，法律英语课程通常是由专业的法律教师授课，学生可以从他们的经验和知识中受益。
工程英语课程工程英语课程旨在为学生提供使用英语进行工程学习和实践所需的语言技能和知识。
工程英语课程包括口语、听力、阅读和写作技能，并涵盖了工程术语、工程设计和工程管理等方面的内容。
工程英语课程的优点是帮助学生更好地掌握工程术语和专业知识，使学生在工程实践中更加得心应手。
英语专业主要课程简介
英语专业主要课程简介1E10935, 1E10905综合英语（一）(二)学分：，Integrated English I,II1E10915, 1E10925 综合英语（三）(四)学分：，Integrated English III, IV预修课程: 无内容简介:本课程是一门综合英语技能课, 通过传授系统的基础语言知识（语音、语法、词汇、篇章结构、语言功能等），对学生进行严格的基本语言技能（听、说、读、写、译）训练，培养学生初步运用英语进行交际的能力。
通过不同文体的学习，了解英语各种文体的表达方式和特点，扩大词汇量，同时指导学生学习方法，培养学生逻辑思维能力，丰富学生社会文化知识，增强学生对中西文化差异的敏感性。
教师鼓励学生积极参与课堂的各种语言交际活动以获得基本的语言交际能力，并达到新《大纲》所规定的听、说、读、写、译等技能的要求。
推荐教材: 《综合教程》（1—4册），何兆熊主编，上海外语教育出版社主要参考书:《综合教程》（1—4册，教师用书），何兆熊主编，上海外语教育出版社《英语语音语调教程》，王桂珍，高等教育出版社《College English》，周珊风、张祥保，商务印书馆《College English》，胡文仲等编着，商务印书馆《新编英语语法教程》，章振邦，上海外语教育出版社1E10854，1E10824 英语阅读(一)（二）学分：，English Reading I，II1E10834，1E10844 英语阅读(三)（四）学分：， English Reading III，IV预修课程:无内容简介:本课程主要培养学生的阅读兴趣和良好的阅读习惯，扩大词汇量，拓宽文化视野，提高人文素质。
主要内容包括通过上下文辨认理解难词和推测词义；理解句子的含义，包括句面意思，句子隐含的意思和句间关系；理解段落的意思，包括段落大意，重要信息，段落内部和段落间的关系；掌握全文的中心思想和大意，以及用以说明中心思想和大意的事实，例证和论点；了解作者的态度、观点、意图和感情等等，并对文章做出判断和推理。
专业英语(教育学)大纲
专业英语（教育学）大纲一、课程概述专业英语（教育学）是一门旨在培养学生对教育学领域英文文献的阅读、写作和翻译能力的课程。
本课程将帮助学生熟悉教育学领域的专业词汇，掌握文献检索和阅读技巧，了解国际教育趋势和实践，提升跨文化交流能力。
二、课程目标1.掌握教育学领域的基本概念、理论和实践的专业英语表达方式。
2.具备查阅和阅读教育学英文文献的能力，能准确理解文献内容。
3.提升论文写作和翻译能力，能用专业英语表达和交流教育学思想。
4.培养学生的跨文化交流能力，能适应全球化背景下的教育发展。
三、课程内容1.教育学专业词汇：介绍教育学领域的基本专业词汇，包括教育理论、教育政策、教育实践等方面的词汇。
2.文献检索与阅读：教授如何利用数据库和网络资源检索英文文献，并介绍阅读技巧，如快速阅读、重点提炼等。
3.论文写作与翻译：讲解如何撰写和翻译教育学领域的英文论文，包括论文结构、语言表达、语法和时态等方面的内容。
4.跨文化交流能力培养：通过案例分析、角色扮演等方式，培养学生的跨文化交流能力，包括沟通技巧、礼仪文化等。
5.教育学发展趋势与国际比较：介绍全球教育发展趋势和国际教育政策比较，帮助学生了解不同国家的教育制度和政策。
四、课程评价1.课堂参与度：鼓励学生积极参与课堂讨论，提问和回答问题，以及参与小组活动。
2.平时作业：布置相关阅读材料、翻译和写作作业，加强学生对课堂知识的理解和应用。
3.期末考试：通过笔试和口试相结合的方式，测试学生对课程内容的掌握程度和实际应用能力。
五、教师角色与职责1.提供清晰的学习目标和要求，确保学生了解课程内容和评价方式。
2.定期检查学生的学习进度和理解程度，及时给予反馈和建议。
3.提供学习资源和支持，包括推荐相关书籍、文章、网站等资源，为学生提供学术和情感支持。
4.鼓励学生的独立思考和创新精神，培养他们在教育学领域的知识和能力。
5.与学生保持积极沟通，解决学生在学习和生活中的问题，创造良好的学习环境。
生物科学 专业英语教学大纲.doc
《生物专业英语》教学大纲课程编号B08000081 学时36学时学分2学分一、课程的性质和任务生物专业英语是面向生物科学、技术高年级本科生开设的限选课程，本课程教学内容主要涉及普通生物、微生物学、遗传学、分子生物学、生态学等领域的专业基础知识。
通过本课程，扩大专业英语的词汇量，掌握专业英语书刊的阅读技巧、了解文献检索及写作知识。
木课程是帮助已有一定英语基础的学牛提高其阅读、翻译专业英语的能力。
旨在拓宽学生的专业词汇量和阅读量，力求将英语与专业紧密结合，了解科技论文的文体特点和写作方法，为将来的学术论文的阅读写作和交流打下坚实的基础。
二、相关课程的衔接本课程的先修课为大学英语，科技论文写作可作为后续课程。
三、教学的基本要求大学英语的学习使学生掌握了一•定的英语词汇和语法，专业英语则是重点提高专业英语的词汇量，掌握专业英语文献的阅读技巧、了解文献检索及写作知识；是今后学术论文撰写的必需前提。
四、教学方法与重点、难点本课程采用自学与讲授相结合，理论与实践相结合的教学方法。
教学屮突出以学生作为主体，运用多媒体等教学手段对其进行专业英语的学习指导。
同时为了提高学生英语听说读写的基础能力，可采取小组讨论式等灵活多样的教学形式，调动其学习积极性。
本课程重点在于向学生介绍学科专业术语和概念，进一步提高阅读、理解英语专业文献的能力；重点讲解英译汉的技巧，培养对科技文献的理解能力，使同学熟练和逐步适应书而语体的特点和表达形式，能够准确、流畅的阅读、翻译生物技术英语文献，并能熟练的掌握英语工具，获取专业所需的信息，初步具备撰写科研论文的能力。
五、建议学时分配讲授内容学时Inside the Living Cell: Structure and Function of Internal Cell Parts 2 Photosynthesis 2Cellular Reproduction: Mitosis and Meiosis 2 Foundations of Genetics 2 Discovering the Chemical Nature of the Gene 2The Origin and Diversity of Life 2Fungi: The Great Decomposers 2Animal Development 2The Origin of Species 2The ecology of population 2 Abstracts in Biological Abstracts 2The ISI web of knowledge platform 2The Handing of Plant Chromosomes 2Plant Tissue Culture Techniques 2 Introduction of biology 2专业英语电影和多媒体 2复习考试 2六、课程考核总成绩满分一百分，包括平时成绩占20% +期末考试成绩80% o七、教材及主要参考书指定教材蒋悟生主编，生物专业英语（第二版），高等教育出版社，2000年。
教学大纲专业英语
教学大纲专业英语导言：专业英语是大学英语教学中的重要内容之一，旨在培养学生的专业英语读写能力、口头表达能力和语言运用能力，使其能够在相关专业领域中自如地运用英语进行交流和沟通。
本教学大纲旨在为专业英语课程的教学和学习提供指导。
一、总体目标本课程的总体目标是提高学生的专业英语水平，使学生能够熟练运用英语进行学术研究、专业交流和相关领域的实践活动。
具体目标如下：1. 发展学生在听、说、读、写等方面的专业英语能力；2. 培养学生的专业词汇量和词汇记忆能力；3. 培养学生的阅读理解和文献综述能力；4. 培养学生的口头表达和交际能力；5. 培养学生的专业写作能力。
本课程的教学内容包括但不限于以下几个方面：1. 专业词汇与词汇记忆：通过课堂学习和课外阅读，学生将学习并记忆与专业相关的词汇。
同时，教师将引导学生掌握词汇扩展的方法和技巧，如词根词缀法等。
2. 阅读理解与文献综述：教师将通过给学生提供一系列与专业相关的英文原文进行阅读理解训练。
学生将学习阅读技巧，提高阅读理解能力，并通过撰写文献综述来培养学生的批判性思维和学术写作能力。
3. 口头表达与交际能力：通过各种口语练习活动，如角色扮演、小组讨论等，教师将培养学生的口头表达能力和交际能力。
学生将学习并练习如何流畅地表达自己的观点，有效地与他人进行专业交流。
4. 专业写作能力：通过写作练习，如摘要写作、实验报告写作等，教师将培养学生的专业写作能力。
学生将学习并掌握写作结构、语法和词汇的运用，提高自己的写作水平。
为了更好地实现教学目标，本课程将采用以下教学方法：1. 任务型教学法：通过给学生提供具体的任务，引导学生主动参与课堂学习和实践活动。
任务的设计将注重培养学生的合作意识和解决问题的能力。
2. 情景教学法：通过模拟真实的专业场景，教师将帮助学生在现实情境中使用英语进行交流。
学生将通过情景练习来提高自己的口头表达和交际能力。
3. 多媒体教学法：教师将借助各种多媒体资源，如视频、音频等，为学生提供丰富的学习材料。
医学检验本科生专业英语教学.doc
医学检验本科生专业英语教学目前教研室的医学英语专业其自身专业均为医学专业，语言方面的造诣不深。
因此，加强医学英语师资队伍建设刻不容缓。
医学检验专业医学英语教学旨在培养学生阅读英文文献、使用英语撰写科技和进行国际学术交流的能力。
主要讨论了医学检验专业英语教学的特点及教学中存在的问题，研究了提高医学检验专业英语教学质量的方法。
医学英语;英语教学;医学检验当今世界上最广泛使用的语言是英语，它也是主要的国际通用语言之一。
科技资料的85%，医学学科的前沿性文章以及国际会议的工作语言都是使用英语[1]。
因此，对于高水平人才来说，不仅需要丰富的医学专业知识，还需要很强的英语应用能力。
本科生英语教学的核心工作便是如何提高学生的医学专业英语水平，本文探讨了医学专业英语教学的特点、存在的问题和提高检验专业英语教学质量的方法。
教育部2004年颁布了大学生英语教学相关要求，《大学英语课程要求》中将大学英语教学分为一般要求、较高要求和更高要求三个层次。
关于更高要求的内容是：学生能基本听懂英语国家的广播电视节目，能听懂所学专业的讲座;能就一般或专业性话题进行较为流利、准确的对话或讨论[2]。
各高等医学院校为了这一目标，均加大英语教学改革的力度。
首都医科大学于2010开始招收检验专业本科学生，在第一届本科生教学就开展了医学英语课程。
至今已有三界毕业生，现将检验医学英语教学经验总结如下：1更新教学模式，丰富教学内容很多高校医学英语教学中老师仍然占据绝对主导地位这一老模式，教学模式陈旧，内容单一，难以适应医学生的学习需求。
教研室摒弃老套路讲授课文和练习的旧模式，将学生带入课堂，参与其中，使学生真正成为课堂的主人。
在课程开展之初，教师就将学生分成学习小组。
课前准备、课堂讨论和课后作业均按小组完成。
例如，在讲授文献阅读时，课前学生小组按要求查阅文献，并将遇到的问题进行了总结，包括有哪些文献库、如何选取关键词、如何获取全文等;课上老师和同学共同讨论解决遇到的问题，并请各组分享经验;课后小组共同总结课上内容。
《专业英语》课程教学大纲
《专业英语》课程教学大纲Professional English Course Syllabus.Course Description:This course is designed to help students develop the professional English language skills necessary for success in the workplace. Students will learn to communicate effectively in a variety of business settings, including meetings, negotiations, presentations, and written correspondence. The course will also cover cultural aspects of business communication and professional etiquette.Course Objectives:Upon successful completion of this course, studentswill be able to:Communicate effectively in a variety of business settings.Use appropriate language and tone in written and oral communication.Understand and use cultural norms in business communication.Conduct themselves professionally in the workplace.Course Content:Introduction to professional English.Business communication skills.Cultural aspects of business communication.Professional etiquette.Advanced English grammar and vocabulary.Business presentations.Business negotiations. Business correspondence. Teaching Methods:Lectures.Discussions.Role-playing.Presentations.Written assignments.Assessment:Class participation.Quizzes.Midterm exam.Final exam.Final project.Required Textbook:Professional English by John Eastwood. Grading:Class participation: 10%。
《专业英语》教学大纲
《专业英语》课程教学大纲Professional English for Educational Technology学时数：36其中：实验学时：0课外学时：0学分数： 2适用专业：教育技术学专业执笔者：梁燕葵编写日期：2005年9月一、课程的性质、目的和任务本课程是教育技术专业选修课程，通过本课程的教学，加强学生对教育技术学词汇的熟悉程度，培养学生掌握教育技术学专业的相关专业词汇及阅读、翻译、写作的技巧和方法，使学生能够熟练地查阅相关的科技文献，并能流利阅读和翻译相关的专业资料，为将来更深入地学习和从事科研工作打下坚实的英语语言基础。
本课程的基本任务是在英语学习中掌握专业知识，在专业学习的同时提升英语水平。
二、课程教学的基本要求着力帮助学生理解教育技术学的基础知识、基本理论和基本技能，了解教育技术学研究的最新进展和研究动向，同时要使学生学习用英语交流教育技术学的基本知识与基本技能（如阅读、撰写专业文献、与国内外同行用英语进行交流，这就涉及到了英语语言的读、说、听、写、译等技能），为今后进一步学习和工作服务。
三、课程的教学内容、重点和难点Chapter One The Evolution of the DefinitionSection A The Early DefinitionsSection B The AECT’s Definitions in 1994Section C Assumptions behind the AECT’s Definitions in 2005Chapter Two The History of Instructional TechnologySection A Pre-1920Section B 1920s-1940sSection C 1950s-1970sChapter Three Instructional Technology: Present andFutureSection A The Positive and Negative Trends of Instructional Technology Development Section B The Diverse Status of Instructional TechnologySection C The Professionalizing of the FieldSection D The Training of the ProfessionalsChapter Four Learning TheoriesSection A Why Theories of LearningSection B The Behaviorist Orientation to LearningSection C Cognitive Information-Processing TheorySection D ConstructivismChapter Five Communication TheoriesSection A Defining CommunicationSection B What Is Communication TheorySection C A Basic Linear ModelChapter Six Instructional TheoriesSection A Gagne’s Theory of InstructionSection B Bloom’s Taxonomy of Educational ObjectivesSection C Programmed InstructionChapter Seven Systematic TheorySection A Systems TheorySection B Systems Theory: The BasicsChapter Eight Media HistorySection A Seven Milestones in the Evolution of Human CommunicationChapter Nine New TechnologySection A Multimedia TechnologySection B Computer-Mediated CommunicationSection C Virtual RealitySection D Artificial IntelligenceSection E Jini TechnologyChapter Ten Media and LearningSection A The Medium is the MessageSection B Media ResearchSection C The Great Media DebateChapter Eleven Instructional Design and InstructionalSystem DesignSection A What’s Instructional Design?Section B Basic Principles of IDSection C Instructional System DesignChapter Twelve Models of Instructional Design Section A ID Models and Their Basic FeaturesSection B A Taxonomy of ID ModelsSection C An Introduction to Instructional Design ModelsChapter Thirteen Automating Instructional DesignSection A Purpose of Automated Instructional Design ToolsSection B Wha t’s AID?Chapter Fourteen The Overview of ICTSection A The Information AgeSection B Fours Goals for Technology in SchoolsSection C The Effect of ICT in EdcuationChapter Fifteen Introduction of ICT CurriculumSection A Aims of ICT in EdcuationSection B How to Teach ICTSection C How to Design ICTChapter Sixteen The Study and Practice to FacilitateLearning with ICTSection A The Cycles of Technology IntegrationSection B The Market Power of E-LearningSection C The Critical Attributions of WebQuestChapter Seventeen Definitions and History of DistanceEducationSection A Definitions of Distance Education According to the AECTSection B History of Distance EducationSection C What is Distance Education?Chapter Eighteen Theories of Distance EducationSection A The Industrial Model of Distance EducationSection B European Theory of Independent StudySection C The Need of TheoryChapter Nineteen The Platforms of Distance EducationSection A WebCTSection B Leadership in E-LearningChapter Twenty Institute and Successful Cases of DistanceEducationSection A The Open University of Hong Kong (OUHK)Section B The Open University (United Kingdom)Section C What Is the Commonwealth of Learning (COL)?Chapter Twenty-One An Overview of InstructionalTechnology ResearchSection A Scientific MethodsSection B Purposes of Educational ResearchSection C Two Research ParadigmsSection D Quantitative ResearchSection E Qualitative ResearchChapter Twenty-Two A Research Report of Research onInstructional Technology四、课程各教学环节要求（一）教与学模式以任务驱动为主线，采用多媒体演播教学或基于网络环境下的自主学习、协作学习、问题探究、资源检索、在线讨论等多种教与学模式。
《专业英语》授课教案
《专业英语》授课教案一、教学目标：1. 让学生掌握专业英语的基本词汇和语法。
2. 培养学生阅读和理解专业英语文章的能力。
二、教学内容：1. 专业英语词汇和短语的学习和运用。
2. 专业英语文章的阅读和理解。
3. 专业英语写作技巧和语法。
4. 专业英语口语交流和表达能力。
三、教学方法：1. 采用讲授法，讲解专业英语的基本词汇和语法。
2. 采用案例分析法，分析专业英语文章的阅读和理解。
3. 采用实践教学法，培养学生的专业英语写作和口语交流能力。
四、教学步骤：1. 导入：介绍专业英语的重要性和学习目标。
2. 讲解：讲解专业英语的基本词汇和语法。
3. 阅读：分析专业英语文章的阅读和理解。
4. 写作：培养学生的专业英语写作能力。
5. 口语：培养学生的专业英语口语交流能力。
五、教学评估：1. 定期进行课堂测试，检查学生对专业英语词汇和语法的掌握情况。
2. 布置课后作业，要求学生阅读和专业英语文章并进行分析。
3. 组织写作和口语交流活动，评估学生的实际运用能力。
4. 期末进行统一考试，全面评估学生的学习成果。
教学反思：在授课过程中，要注重学生的参与和互动，鼓励他们积极提问和表达自己的观点。
要根据学生的实际情况，调整教学内容和教学方法，确保教学效果的达到。
六、教学资源：1. 专业英语教材和参考书。
2. 网络资源，如在线词典、专业英语文章和视频教程。
3. 多媒体教学设备，如投影仪和电脑。
七、教学环境：1. 教室应保持干净、整洁，有利于学生集中注意力。
2. 教室应配备必要的教学设备，如投影仪和电脑。
3. 鼓励学生使用个人电脑或平板设备，以便于课堂互动和自主学习。
八、教学拓展：1. 组织学生参加专业英语讲座和研讨会，提高他们的学术素养。
2. 鼓励学生参与专业英语写作和口语比赛，提高他们的实际应用能力。
3. 推荐学生参加在线英语学习平台，扩大他们的英语学习资源。
九、教学进度安排：1. 每周安排两节理论课，分别讲解专业英语词汇和语法，阅读和理解，写作和口语交流技巧。
关于英语专业主要课程有哪些
关于英语专业主要课程有哪些英语专业主要课程有哪些主干课程：精读、泛读、听力、口语、写作、翻译等。
主干学科：英语语言文学主要课程：英语精读、英语泛读、英语听力、英语语法、英语口语、英语写作、综合英语、高级英语、英语笔译、英语口译、语言学概论、英美文学、英语国家概况。
许多学校还开设了第二外语，大二下学期开始选修，共上四个学期。
可选日语、西语、德语、法语和俄语。
详细的据学校具体情况而定。
英语专业就业前景近几年的高考招生情况可以看出，外语专业或外语院校的报考热度不减。
由于中国融入全球经济一体化步伐的加快，国家对外语类人才的需求逐年攀升，特别是作为全世界通用的语言英语。
英语专业毕业生就业前景乐观，市场人才需求依旧旺盛，毕业生就业形势良好。
学生们在选择的专业的时候，推荐使用《蝶变志愿》进行模拟填报，蝶变志愿不仅可以根据考生自己喜欢的专业进行模拟填报，还可以将考生和家长心仪的大学添加进备选库，在填报时直接从备选库内添加，节约时间。
英语专业好就业吗英语专业好就业。
如果英语足够好的话，可以从事国际贸易的外贸工作，可以考取一个资格证书会更具有竞争力(例如考取一个资格证书报关员证就可以的)。
另外，外贸是主要和世界各国进行贸易往来，英语是必不可少的工具，也是外贸工作人员的一个门面，所以英语好从事外贸工作也是不错的。
当外交官，从事外交工作。
例如驻外大使馆的工作人员都需要很好的英语水平，也是外交工作生活必备工具。
从事旅游业工作，国际导游及国际领队都需要很专业流利的英语，才能和世界各地的游客及商户进行顺畅的沟通，以便更好的工作与服务。
从事翻译的工作，翻译包括口译与笔译两种，根据自己的强弱项来进行选择。
可以在翻译公司工作或是去外事翻译部门单位当翻译都可以的。
学生们在选择的专业的时候，推荐使用《蝶变志愿》进行模拟填报，蝶变志愿不仅可以根据考生自己喜欢的专业进行模拟填报，还可以将考生和家长心仪的大学添加进备选库，在填报时直接从备选库内添加，节约时间。
课程标准(英语视听说1).doc
《英语视听说1》课程标准1.课程基本信息课程代码： A130318 适用专业：英语教育学时数： 52 学分：3先修课程：无后续课程：《英语视听说2》、《中级综合英语》等2.课程性质本课程是英语教育专业的专业核心课程。
《英语视听说》是专门培养学生“听”和“说”的能力的一门课程，旨在使学生通过收看一些三分钟的英文视频，收听一些100字以内的英文录音（包括英文对话，英文短文），提高学生对英语语言的理解，增强对语言的敏感性、灵活性。
切实培养学生的英语听力能力以及对语言的运用能力。
通过学习，使学生能听懂英文录音的主要内容，回答和录音内容相关的问题；能复述英文视频的主要内容，模拟视频中的情景对话。
它是进一步学习《英语视听说2》、《中级综合英语》、等课程的基础，也是学生今后从事小学英语教育必不可少的基础。
3.课程教学目标3.1 能力目标A1. 能在10分钟内（听两遍）听懂100字以内的英文材料的主要内容；A2. 能复述听力材料中关键的单词和句子；A3. 能回答和听力材料相关的问题；A4. 能看懂3分钟左右的英文短片的大意并且能表述短片的大意；A5. 能模拟视频中的情景对话或演讲；A6. 能够较流畅地用英语进行日常情景交际；3.2知识目标K1. 掌握图形法、缩略法等听力速记的方法和技巧；K2. 了解100字左右的听力英语材料中的常用词汇和句式；K3. 掌握问候、打招呼、问路等日常生活情景下英语的基本表达方法；K4. 熟悉自我介绍、信息交流等口语表达法。
3.3素质目标Q1. 培养团队协作精神。
Q2. 培养良好的跨文化交际意识。
Q3. 培养良好的人文素质。
4.课程设置与设计思路4.1该门课程设置课程目标、课程内容确定的依据目标：本专业主要培养小学英语教师，本课程针对三年制大专的学生的英语听说能力进行系统的锻炼，教授学生听力及口语表达方法和技巧，从中西文化差别的独特视角进行教学设计，培养学生良好的英语学习习惯以及人文素养，为其他课程奠定基础，同时也为毕业之后的小学英语教学工作打下坚实的基础。
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pollution：n. 污染，污染物 penetrate：v. 穿透，渗透，看穿 stem：n. 茎，干，柄，船首 vi. 起源于 viscous：adj. 粘的，粘性的 efficient：adj. 效率高的，胜任的 viscosity：n. 粘度，粘性 partial：adj. 部分的，偏袒的，偏爱的 consume：v. 消耗，花费，挥霍 illuminate：vt. 照明，阐释，说明 conference：n. 会议，会谈，讨论会，协商会 electric current： 电流 control system： 控制系统 light-emitting diode：发光二极管 ultraviolet light：紫外线光 battery：电池 sensor：传感器
全文翻译
在人们望着花园，草原或者森林时，常常会忽略一点几乎所有生长于斯的植物的身体中有一半都长 于地下。茎干，叶片和花朵都很美丽，但是既不露面又不好看的根部却很可能是植物身上最有智慧的 部分。它们在土壤中成长，并搜集土壤的物理性质及化学组分的信息，然后决定新的生长方向。它们 只耗用一点能量便能在土地中钻行，仅相当于蠕虫，鼹鼠或人造钻机所耗能量的一小部分。因此植物 的根可说是地下勘探中最有效率的系统。 但或许这个名头保持不了多久了。 参与植物机器人计划的研究人员想要开发出至少与真正的根不相上下的机器根， 该计划的负责人是意大利理工学院的芭芭拉· 玛佐莱。在开发过程中，研究人员不仅要设法了解真正 的根是如何工作的，还力图设计处可以监测土壤污染，勘探矿物及寻找水源的设备。 玛佐莱博士计划在7月29日于伦敦自然历史博物馆召开的会议上演示植物机器人非完全体原型，该机 器人有一条主干，里面有一个装有液态塑料的储液囊，这种液态塑料受到紫外线照射时将会凝固。主 干上分出六条柱状根，液态塑料从储液囊中流过这些柱状根，直至其顶端。和真的根一样，柱状根的 顶端是一种特别的结构。两者都是圆锥结构，不过前者里面有一个分生组织，而后者里面是电机，发 光二极管和电池各一个。电机将液态塑料吸入根部再将之推至圆锥体表层。液态塑料到达该位置后马 上会因二极管发出的紫外线照射凝固，使圆柱体增长，促使锥体在土壤中更进一步。对真正的根来说， 由根部生长带来的和缓但从不间断的压力足以使之在土壤中前进，一次能前进几丝米。研究人员希望 自己的机器根原型最多可穿透1米深的真正土壤。生长方向是由一种叫做电力流变液的物质控制的， 该物质也储存在圆锥中。当有电流通过时，该液体会变得更加粘稠，通过电池提供的电流改变根部一 侧的粘稠度，而另一侧不变，从而改变生长的方向。 该原型中缺少一套可以对根的外部环境产生响应的控制系统。计划是在下一代的圆锥体中装上传感器， 用以根据机器根的设计目的进行勘探，并相应地控制其生长方向。要为这些传感器编写软件，先得弄 明白真正的根的工作原理。 据玛佐莱博士称，第一个论及此事的人是查尔斯· 达尔文。达尔文没有找到答案，130年以后也还没人 能找到这个答案。
The plantoid, of which Dr Mazzolai plans to demonstrate a partial prototype on July 29th at a conference at the Natural History Museum in London, will have a central stem containing a reservoir of liquid plastic of a sort that can be frozen by ultraviolet light. Half a dozen cylindrical roots will branch off this stem, and the plastic will flow through these from the reservoir to the tip. As in a real root, the tip will be a specialised structure.Instead of being a cone containing a meristem （分生组织）it will be a cone containing a motor, a lightemitting diode and a battery.
But not, perhaps, for much longer.
Researchers working on the Plantoid project, led by Barbara Mazzolai of the Italian Institute of Technology, in Pontedera（地名：意大利蓬泰代 拉）,hope to develop robot plant roots that will be as good as the real things, if not better.In doing so, they seek to understand how real roots w ork and also to devise machines that might monitor soil pollution, prospect for minerals and look for water.
The Economist 2013 08 13th
Robot plants （植物机器人）model （模型）penetrate（ 穿透，渗透） stem （ 茎，干，柄，船首）control system （控制系统） electric current （电流） sensor（传感器）
People often forget, when looking at a garden, meadow or forest, that half of almost every plant in it is underground.Stems, leaves and flowers are pretty.But plants' roots, though ugly and invisible, are probably their smartest parts.They collect information on the physical properties and chemical composition of the soil they are growing through and use that to decide in which direction to continue growing.They can pierce the ground employing only the a fraction of energy that worms, moles （鼹鼠）or man-made drills consume.Plant roots are thus the most efficient systems known for underground exploration.
THANKtor will suck liquid plastic through the root and push it to the periphery（表层边缘） of the cone.Once there, the liquid will be solidified by ultraviolet rays from the diode, extending the cylinder and forcing the cone farther into the soil.As in real life, the gentle but relentless pressure of the root's growth should be enough to make it advance through the soil, fractions of a millimetre at a time.The researchers expect their prototypical robotic roots to be able to penetrate up to a metre of real soil.The direction of growth is controlled by a material known as an electro—rheological fluid（电力流变液）, whichis also stored in the cone.Such fluids become more viscous when an electric current is applied to them, and changing the viscosity on one side of a root but not the other, using currentfrom the battery, causes the direction of growth to vary.
Science and technology
Robot plants Putting down roots
—A robotic model of what plants get up to under the surface 模仿植物根部工作的机器人模型
201215927 黎强
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One thing missing from the prototypes is a control system that responds to the root's environment.The plan is to fit the next generation of cones with sensors that look for whatever the root is designed to find, and control its growth accordingly. Writing the software for these sensors may illuminate how real roots work.According to Dr Mazzolai, the first person to ask about th at was Charles Darwin（查尔斯 达尔文）He couldnot come up with an answer, and 130 years later no one else has either.