美英报刊文章阅读课程期末复习指导

《美英报刊文章阅读》课程期末复习指导

一、课程说明：本课程采用的文字教材为《美英报刊文章阅读》，由9个单

元，30课书组成。考虑到该课程教学时数的限制和教材本身所含的信息量大,学生学习负担可能偏重等因素,特规定以下15课为必学内容。这15课内容在18周内完成,平均每周1课,余下的三周用作期末复习.

15课必学内容为:Lessons1,3,4,5,6,8,13, 15, 17,19，20，21,24,28,30。其余内容供学生自学.

二、课程性质：本课程属于中央电大的统设课,省管选修课.

三、阅读美英报刊必须打好下列两项基本功：

1、新闻词语：

新闻语言与我国学生在中学和大学低年级所学课文的规范语言不完全相同。学生们以前所学的内容大多是关于学习和人生哲理的一些小故事，对新闻语言很陌生，词义面也窄，一见到run, race, juice, measure,

Speaker, gunship, establishment, take a walk, go fishing, high profile, dry, wet, He blinked和I’m a family man就容易本能地分别认为是

“跑”、“竞赛”、“汁”、“措施”、“发言人”、“炮舰”、“建立”、“散步”、“去钓鱼”、“高姿态”、“干”、“湿”、“他眨眼睛了”和“我是一个有家室的人”；而在时事英文中，这些词语很可能分别为“竞选”、“竞选”、“神通”、“议案”、“议长”、“武装直升机”、“权势集团”、“退党”、“与党离心离德”、“引人注目或公开的”、英国保守党中的“强硬派”、“温和派”、“他顶不住而退让了”

和“我是一个治家有方、治国（或治州、治市）有道的人”等词义。由此可见，初学者必须拓宽词义，逐渐掌握一定数量的新闻词语，尤其要注意一词多义，不能一见到culture, challenge, resources story等就想当然认为只是“文化”、“挑战”、“资源”和“故事”的词义。

2、国际知识：

学英语不能仅仅局限于学语言，还要注意积累各方面的知识，有了比较广泛的知识，才能收到更好的学习效果。美英报刊涉及的面极广，政治、军事、外交、经济、文化、教育等内容无所不包。如不了解背景，有些词

语和文章就难以理解。如看到Afghanistan’s，就只知道是“阿富汗主义”，至于什么是阿富汗主义，就知之甚少了，更不知道为什么多数美国总统推行“宁管天边乱，不闻眼前事”的政策或主张。实际上，Afghanistanism是“重外交、轻内政的政策或作法”，因为国内问题往往积重难返，见效慢，而外交问题举世瞩目，易出风头，在选民中易得分，以利他们竞选连任。

“9·11”事件后，美国对阿动武，推翻了塔利班政权，该词词义今后或许会有所变化。

六、平时作业：教材中的作业：该教材共分8单元，每两个单元的练习为一次作业，共4次作业。每次作业的内容不得少于12个问答题。

四、考核、考试：

《美英报刊文章阅读》课程的考核包括形成性考核和终结性考试.

1、形成性考核：

《美英报刊文章阅读》课程形成性考核占课程总成绩的30%,成绩根据学生完成作业的情况,在课堂上的综合表现以及参加小组活动和其他学习中心组织的活动的情况综合而定。每学期至少布置四次作业,应要求学生独立完成,作为形成性考核成绩的主要依据。

2、终结性考试：

本课程的终结性考试占课程总成绩的70%,考试按教学大纲的要求进行,由中央电大统一命题。考试内容应紧密结合所学教材,重点考核学生的阅读理解能力。

本课程的考试按教学大纲的要求进行,教材中的内容占50%，闭卷,120分钟。

五、试题类型及分值:

Part One: Translate the following words into Chinese (40%)

Part Two: Choose the right answer to each question (30%)

Part Three: Answer the following questions (30%)

考试由3篇文章组成,主要测试对其中关键词及词组的准确理解;对某些较长句子的翻译;回答问题,以检验是否读懂整篇文章.

六、模拟题：以下共有5篇文章供复习.

Part A;

Best Graduate Schools

True, the majority of graduate students still favor bricks-and mortar institutions (1)and

all that typically comes with them, from ivy-covered buildings to chance encounters with peers (2)and professors between classes. Yet a growing number of people are pursuing advanced degrees without stepping onto a university campus. Why the huge upsurge (3) of interest in remote learning The Internet revolution is part of the answer. The Web now provides a formerly missing ingredient in distance education(4)----quick and easy communication between students and instructors, and among classmates. In addition, demand for distance courses has burgeoned(5) thanks to the evolution of the information-based economy. "To stay employable,(6) (workers)need to keep on learning," says Kay Kohl, executive director of the University Continuing Education Association. This trend has given rise to an older pool of graduate students(7) : Today, more than half are over age 30, and nearly one quarter are over 40. Distance education is a great fit for these working adults, many of whom find it difficult to skip a child's ballet lesson or fight rush-hour traffic to get to a university campus for class.

As more people turn to distance education, a debate has flared over whether it can be a good substitute for face-to-face instruction.(8) Thomas Russell, author of a 1999 report titled "The No Significant Difference Phenomenon" which reviews more than 350 studies of distance-learning programs, argues that the two modes of instruction are equivalent as far as student learning is concerned. Rebecca Behrend, believes that distance ed is the superior choice.(9) She says that discussions between student and professor, and among peers, were more rigorous than those she experienced in the two on-campus master's programs she previously attended.

But critics vehemently disagree with Russell's point of view. "I don't think you can get any education over the Internet," says David Noble, a historian of technology at York University in Toronto. " Education requires a relationship between people because it's a process of identity formation, validation, encouragement, emulation, and inspiration. This only happens face to face (10)".

Even advocates acknowledge that distance education isn't for everyone---that it takes independence, self-discipline, and a lot of motivation to succeed.(11) Further, the quality of distance-degree programs is uneven. "A majority of universities have entered the distance-learning market rapidly and are not well prepared," says Vicky Phillips, "Students run the risk of being guinea pigs(12)" Thus it's important to consider an array of factors before choosing a school: accreditation, program history, cost, academic field, residency, and technology.

Translate the words and sentences underlined above in the passage into Chinese.

1. 2.

3. 4.

5. 6.

7 8.

9. 10.

11 . 12.

Answer questions in English:

Why are institutions engaging in distance education thought of as best graduate schools

Will the distance education substitute the traditional education Explain.

What's the advantage of remote learning

What are the factors you should consider before you choose a distance-education school

Part B:

Killing in the name of God