高级英语1教学大纲

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《高级英语1》教学大纲

《高级英语1》教学大纲一、课程基本信息课程代码：0310413课程中文名称：高级英语总学时数：64学分：3适用专业：英语本课程的性质、地位、作用及要达到的培养目标：《高级英语》是英语专业高年级的一门专业必修课，是在学生原有英语水平基础上，全面提高学生英语水平和综合运用能力的课程。

该课程的教学内容及题材力求多样化，使学生能接触不同文体，吸收较广泛的知识。

学生以阅读和练习为主要内容进行学习，主要包括内容理解、词汇练习，使学生更好地掌握词义及使用的练习、修辞练习，引导学生学习和欣赏课文的写作技巧、口笔头复用，使学生能对口笔两方面所学的内容灵活运用。

最终提高学生语言表达能力，能用英语解释文章中的难句、要点；提高学生逻辑思维和判断评述能力，能用英语归纳文章的主题思想，并能对文章的内同进行简单的分析、评论。

二、教学教学目的与要求1.本课程的目的、任务本课程通过选用内容及题材富有多样化，不同文体的课文，旨在提高学生的词汇运用能力、阅读理解能力、语言表达能力、英汉互译能力和作品赏析能力、吸收广泛的知识。

学生借助词典和其他工具书，通过独立工作，加深对课文的理解，提高自学能力，增加文化知识，尤其是英、美等国的背景和文化知识，使语言与文化有机结合，更好地为社会发展服务。

2.本课程的教学要求（1）学习者的学习策略能力: 通过本课程的学习学生应具有很强的自学能力，了解并掌握一定的学习策略，具备独立工作的能力。

语言运用能力: 通过高级英语课程的学习，学生应在听、说、读、写、译五个方面得到充分发展，能够从口、笔两个方面对所学内容灵活应用。

（2）思维能力:学生在通过本课程学习后，达到能用目的语进行符合交际要求的思维活动，达到高级水准的语言运用能力及认知能力，形成良好的交际能力。

三、教学内容与学时分配本课程一个学期完成，使用外语教学与研究出版社的《高级英语》第一册作为教材。

这个学期具体的教学目的和重点如下：Lesson 1 The Middle Eastern Bazaar（8学时）【本章教学目的、要求】：1、知识要求：了解不同国家的文化习俗2、能力要求：能够恰当地选择词汇进行表达【本章教学重点、难点】：本章重点：词汇选择的策略本章难点：掌握恰当选择词汇进行表达【本章节主要教学要点】：Types of WordsBackground InformationIntroduction to the passage(style, genre and structure, main idea and theme)Detailed study of the textDiscussion and appreciation(writing technique and skills rhetorical devices)ExercisesHomework: write a descriptive essay【本章节实验、实习或作业、练习、思考题】：Exercises of Word ChoiceLesson 2 Hiroshima----the ‘Liveliest’ City in Japan（8学时）【本章教学目的、要求】：1、知识要求：了解组成句子的基本要素及不同类型的句子2、能力要求：能够用语法正确，表意恰当的句子进行表达【本章教学重点、难点】：本章重点：有效的句子表达本章难点：能够用语法正确，表意恰当的句子进行表达【本章节主要教学要点】：Introduction of the background information(Hiroshima, bomb) Difference of synonyms, the use of rhetorical question/ metaphor/alliteration/simileSentence structure( long and involved sentences)【本章节实验、实习或作业、练习、思考题】：Exercises of Sentence RevisionLesson 3 Ships in the Desert（8学时）1、教学目的1．知识要求：What has happened to the environment?2．能力要求：How does Gore express his viewpoints?2、教学内容地理文化、作者写作特点。

高级英语1教学大纲

Unit7Everyday Use for Your Grandmama（10学时/课内）
To help the students know some information about the authoress and her works; to know the meaning of the text; to master some new words and expressions; to know how to use synecdoche.
理论教学课时64学时，其中：
Unit 2 Hiroshima---the “Liveliest” City in Japan（10学时/课内）
To help the students to know the background knowledge of the text;to understand the meaning of the text; to master some important words and expressions; to learn the methods on how to paraphrase a text; to knowhow to use irony.
Unit4The Trial That Rocked the World（10学时/课内）
To help the students to know some information aboutThe Bibleand some information about evolution; to learn the new words and expressions; to know some principles on the construction of words; to know how to use understatement.

《高级英语I》课程教学大纲

《高级英语I》课程教学大纲学时：96学分：6适用专业：英语专业一、教学目的、任务和要求：本课程的设置是为了使学生在基础英语学习的基础上，在阅读、理解和欣赏方面有所提高，能够充分认识到英美散文和其他文章的结构，行文和连贯等修辞技巧，从而使学生提高英语写作和翻译能力，提高逻辑思维水平。

系统地讲授有关英语文体类型、谋篇策略、修辞手段、阅读技巧等方面的基本知识，要求学生在熟练掌握英语语音、语法和词汇的基础上，学习修辞和文体的初步知识，了解英语语言的异化现象，进一步增强对文化差异的敏感性，从而培养学生阅读、分析和欣赏英语语言文学作品的能力，培养学生逻辑思维能力和综合运用英语语言的交际能力，为学生最终养成运用所学知识独立进行研究和工作的能力。

二、教学内容：第一课The Middle Eastern Bazaar1. 教学目的、要求了解中东市场是如何进行描写的，是空间结构还是时间结构。

本章反映的化模式，宗教信仰如何。

本章段落衔接是否合理。

2. 教学内容1）How to write description?2）How to do discourse analysis?3）How to use rhetorical devices?3. 教学难点、重点How to appreciate a description?第二课The “Liveliest” City in Japan1. 教学目的、要求了解本课的特点，文章的整体布局。

2. 教学内容：1）How to appeal to emotion?2）Comparative study with Lesson One.3）Analyze the structure of this text.3. 教学重点、难点How to create an emotional text?第三课Ships in the Desert1. 教学目的、要求：了解目前世界环保的现状和本篇文章的作者的谋篇特点2. 教学内容：1）Why is the Aral disappearing?2）What has happened to the environment?3）How does Gore express his viewpoints?3. 教学重点、难点地理文化、作者写作特点第五课The Speech On Hitler’s Invasion of U.S.S.R.1. 教学目的、要求了解二战背景，学习演讲文章的写法及其谋篇特点。

高级英语(一) 课程教学大纲

《高级英语（一）》课程教学大纲课程编号：20531102总学时数：32总学分数：2课程性质：专业任选课适用专业：旅游管理一、课程的任务和基本要求：本课程针对的是已掌握英语基础知识的高年级学生。

课文的内容及题材极具多样化，目的是让学生能接触不同的文体，吸收较广泛的知识。

每课课文后附有注释，包括作家介绍、历史背景、有关典故及一般学生使用的词典中难以查到的语言现象，因此要求学生对此不能忽略，应强化学习，拓宽视野，有利于今后更高层次的学习。

主要训练的内容有：学会查英文词典，通过独立工作加深对课文的理解；掌握较深层次的单词的构词及同义词；掌握基本的常见的各种修辞技巧，以助于提高写作水平和欣赏英文原文的能力；同时学习欣赏课文的写作技巧，并从口、笔译两方面对所学内容灵活运用，进一步扩大自己的知识和技能。

二、基本内容和要求：Unit 1:The Middle Eastern Bazaar.Basic Requirements: The very beginning lesson of this course offers a great challenge of too many new words to the students for the first time. Therefore, the students should be well-prepared to take this course. They are required to learn how to appreciate and write a detailed and well-organized article of description.Unit 2:Hiroshima----the “liveliest” city in Japan.Basic Requirements: Try to know how to appreciate and write a good report with well-organized structure and truthful description of the item to be reported. Also required is the understanding of the effects of atomic bombs, especially the vic tims’ suffering.Unit 5: Speech on Hitler’s Invasion of the USSR. As a well-known speech all over the world, this one is worth being paid great attention.Basic Requirements: The students are demanded to learn some famous paragraphs by heart. Also require d to acquire are the background of this speech and Churchill’s skill of writing.Unit 6: Blackmail. This is an excerpt of one of the novels written by Arthur Hailey, the creator of several bestsellers.Basic Requirements: This test demonstrates the writer’s talent of writing and profound exposure of the evils done by the upper-class. The students are to be encouraged to read between lines and get some information about the American society depicted in the novel.Unit 9: Mark Twain----Mirror of America. As a humorist and novelist who can never escape the study of any student in American literature, Mark Twain remains so great a topic for the students who desire to learn and know American English well.Basic Requirements: By learning the text, the students can have a general understanding of this literary giant.Unit 10: The Trial that Rocked the Earth.Basic Requirements: By learning this text, the students can understand the difficulties that the theory of Evolution met in the process of its popularization in the Christian countries, even in the democratic and open America.三、实践环节和要求：无四、教学时数分配：五、其它项目：无六、有关说明：1、教学和考核方式：该课程均为考查课，考核方式均为口试，开卷考。

高级英语1教学大纲

《高级英语Ⅰ》课程教学大纲一、课程基本信息课程名称：高级英语Ⅰ课程英文名称: Advanced EnglishⅠ课程类别: 专业基础课课程属性：必修学分：3学时：54学期共1学期考核方式：笔试＋口试二、课程性质与教学目的根据《高等学校英语专业英语教学大纲》培养目标要求，高等院校英语专业要培养具有扎实的基本功、宽广的知识面、一定的相关专业知识、有较强适应能力、应变能力、自主能力和良好身心素质的复合型英语人才。

在基础阶段的英语教学完成以后，必须继续进行更高一级的英语阅读教学。

高级英语课程是英语专业基础阶段综合英语课程在高层次上的延续，是一门训练学生阅读理解、语法修辞与写作能力的综合英语技能课程，是一门专业必修课。

顺应时代和社会的要求，我系高年级综合英语教研组在总结传统教学经验、在探索新的教学理念、学习现代教育技术的基础上，以语言教学理论和多媒体网络教学技术理论为基础，以更新教学内容和手段、重组教学结构为出发点，大力改革高级英语课堂教学模式，把课堂教学和多媒体网络技术相结合，寻求以学生为中心的互动性、协作性、个性化的高年级综合英语教学模式。

学生通过多媒体课堂教学、课后自主学习，巩固和深化语言基础知识、提高词义辨析能力，扩大词汇量，阅读和分析涉与政治、经济、社会、语言、文学、教育、哲学等方面的名家作品，扩大知识面，加深对社会和人生的理解；培养学生对名篇分析和欣赏能力，逻辑思维与独立思考能力，使学生增强对文化差异的敏感性；初步了解各种修辞手段和各种写作技巧；使学生能够熟悉常用的文学、科技等词汇；并引发学习者对社会、历史、科学和文化等重大问题的自我思考能力，全面发展学生的语言技能、思辨能力、赏析能力、解决问题的能力，从而培养学生的语言综合运用能力，提高其自主学习、持续学习的能力。

在词汇上，通过课堂教学和其他途径认识7000－9000个词汇；且能正确而熟练地使用其中的5000个与其最常见的搭配。

掌握基本的构词法；掌握一定数量的同义词、反义词辨析。

高级英语课程教学大纲(1)

高级英语课程教学大纲（适用对象：英语专业本科三年级）一、说明（一）课程简介：本课程系英语专业高级阶段的一门训练学生英语技能尤其是阅读理解、语法修辞与写作能力的课程。

课程通过阅读和分析内容广泛的材料包括涉及政治、经济、社会、语言、文学、教育、哲学等方面的名家作品，扩大学生知识面，加深学生对社会和人生的理解，培养学生对名篇的分析和欣赏能力、逻辑思维与独立思考能力，巩固和提高学生英语语言机能。

每课课文都配有大量的相应练习，包括阅读理解、词汇研究、文体分析、中英互译和写作练习等，使学生的英语水平在质量上有较大的提高。

（二）编写依据：根据2000年教育部批准实施的《高等学校英语专业英语教学大纲》，高年级的主要教学任务是继续打好语言基本功，学习英语专业知识和相关专业知识，进一步扩大知识面，增强对文化差异的敏感性，提高综合运用英语进行交际的能力。

（三）目的任务：系统地讲授有关英语文体类型、谋篇策略、修辞手段、阅读技巧等方面的基本知识，要求学生在熟练掌握英语语音、语法和词汇的基础上，学习修辞和文体的初步知识，了解英语语言的异化现象，进一步增强对文化差异的敏感性，从而培养学生阅读、分析和欣赏英语语言文学作品的能力，培养学生逻辑思维能力和综合运用英语语言的交际能力，为学生最终养成运用所学知识独立进行研究和工作的能力。

（四）课程类别：专业必修课二、教学安排与学时分配表三、教学内容与知识点第一章第一节HIT THE NAIL ON THE HEAD知识点：1. the importance of choosing the right word for one’s purpose.2.the double function of the correct choice of words;3.semantic differences between words of the same root;4.wrong choice of words caused by failure to recognize their connotations;5.stylistic differences between synonyms;6.words of uniquely cultural load;7.the abundance of specific words in English for general notions.第二节ANALOGY and END-WEIGHT PRINCIPLE知识点：1.The linguistic feature of analogy;2.The function of analogy;3.The purpose of using analogy;4.The similarities and differences between analogy and comparison;.5.The linguistic feature of End-Weight Principle;6.The function of End-Weight Principle;7.The rhetorical significance of End-Weight Principle;第三节EXERCISES ON WORD STUDY知识点：Commonly used words to be distinguished1. smile: grin, smirk, beam, simper,2. eat: nibble, munch, devour, gulp,3. sleep: drowse, doze, slumber, hibernate, coma, rest, nap,4. make: manufacture, construct, weave, compose, compile,5. old: ancient, antique, old-fashioned, obsolete, archaic,6. hit: strike, slap, tap: strike, pat, thump, whack,第二章第一节BEW ARE THE DIRTY SEAS知识点：1.the thesis statement: The Mediterranean is the most polluted sea in the world.2.the causes and consequences of the pollution in general.3.the first main cause---sewage4.the improper treatment of sewage by many Mediterranean countries.5.the consequences: contamination of sea water and fish; greater likelihood of disease6.the second main cause—industries7.other causes of pollution--Pesticides, detergents, fertilizers and oil.8.factors that lead to the severity of the case9.Efforts made to solve the problem第二节CAUSE—EFFECT and END-FOCUS PRINCIPLE知识点：Rhetoric of the text1. Tone (or Graphic) Unit.2. End-Focus Principle:the feature of the End-Focus Principle;the rhetorical effect of the End-Focus Principle;the relationship between tone unit and graphic unit;the cases of structure governed by the End-Focus Principle in the text;3. Personification;4. Less formal structures marked with connectives or contraction第三节EXERCISES ON WORD STUDY知识点：Commonly used words to be distinguished1. proliferate, nurture, nourish, multiply, cultivate,2. amalgamate, cluster, combine, assemble, link,3. annually, yearly, periodically,4. effluent, slime, dirt, soil, earth,5. spin, whirl, rotate, revolve,6. contamination, pollution, contagion, infiltration, eruption,7. strand, coast, shore, beach,第三章第一节THE NIGHTMARE LIFE WITHOUT FUEL知识点：I. inconveniences related to individual lives:ck of means of transport for going to workck of raw materials and alternative source of energy3.the disappearance of automobiles4.some advantages of a fuel-less life5.results from the shortage of electricity6.the more disastrous conditions in the suburbsII. inconveniences related to social life:7.shortage of food8.starvation in the rest of the world9.brain damage caused by malnutritionitary forces reduced11.fall in productivity and effect on cultural life第二节INFORMAL FEATURES OF LANGUAGE知识点：I. Features of informal language:1.Syntactic contraction2.Connective used to begin a sentence3.Incomplete sentences to create emphasisII. Second-person pronoun used to create author-reader face to face dialoguesIII. Rhetorical questions to create author-reader face to face dialogues第三节EXERCISES ON WORD STUDY知识点：Commonly used words to be distinguished1. decline, decrease, diminish, drop, dwindle, lessen, reduce,2. crawl, climb, creep,3. filthy, impure, spotless, unsoiled,4. scarce, scant, sufficient, plentiful,5. stuff, swallow, glut, gorge6. despondent, desperate, hopeless, disappointed,第四章第一节GOING MY W AY知识点：I. The organization of the text:We live in an age of change and mobility, the thesis of the essay.the illustration of the thesis statement with his personal experiences.impartial assessment of the gains and losses of a life-style characterized by mobility. the dilemma the author is facing.partial solution to the problem.第二节PARALLELISM, DENOTA TION AND CONNOTATIONI. The form of Parallel structure:1. Single words2. Phrases3. SentencesII. The rhetorical effects of parallelismIII. Denotations and Connotations第三节EXERCISES ON WORD STUDY知识点：Commonly used words to be distinguished1. stimulate, arouse, incite, arise,2. increase, extend, augment, stretch,3. elemental, elementary, fundamental,4. cheer up, inspir, stimulate, excite, liven up,5. appreciate, appreciable, appreciative,6. tiring, boring, tedious, wearisome, annoying, weary, dreary,7. primary, elementary, preliminary, introductory,8. remember, memorize, recall, recollect, remind, reminisce, retain, review,第五章第一节TV AND THE AMERICAN FAMIL Y知识点：I. The organization of the text:the introduction of television into American societypositive effects as claimed in the early yearsnegative effects as perceived today. For example,the fact that two much time is spent by children on TV-watching;a general lack of communication within peer groups;a widening gap in the relations between children and their parents;traditional family concept being challenged and culture changed.the impact on children;the impact on family and family life.II. Key points for discussion:1.How the author starts his argument by the metaphorical expression used in the title.2.How unusual the author views the negative effect as against general assumptions.3.How the author paves the way from the beginning for his serious argument.第二节PEROIDICAL STRUCTURE AND LOOSE STRUCTURE知识点：I. The notion, form and rhetorical effect of Periodic structureII. The notion, form and rhetorical effect of loose structureIII. Key points for discussion:1.How to decompose long sentences for English-Chinese translation.2.How to associate the choice of syntactic structure with the author purpose of writing. 第三节EXERCISES ON WORD STUDYCommonly used wordsto be distinguished1. command, notify, inform, advise, suggest, recommend,2. extend, prolong, drag, delay,3.resist, restrict, restrain, refrain,4. lift, heighten, raise, uplift,5. pacify, reassure, induce, coax,第六章第一节MEANWHILE，HUMANS EAT PET FOOD知识点：The organization of the text:the author’s first experience.(The first time, during my youth…)his second experience. (The second time, in the summer of 1953…)his third experience. (The next time, in 1956…)his fourth experience.(Later, in the late 1950’s…)his later experiences. (My later experience…)his general conclusion:第二节ELLIPSIS AND RHETORICAL QUESTION知识点：I. The ellipsis mark in the titleII. Rhetorical questionIII. Key points:How do rhetorical questions contribute to the writer-reader dialogue?第三节EXERCISES ON WORD STUDY知识点：Commonly used words to be distinguished1. remit, unremitting,2. imaginable, imaginary, imaginative,第七章第一节THINGS：THE THROW-AWAY SOCIETY知识点：I. The organization of the text:the thesis: man’s relationships with things are increasingly temporarythe psychological impact of the increasing number of man-made things on man.the difference between two generations in their value judgmentsthe throw-away culture in which the younger generation are deep-rootedexamples of other industrialized countries, in which the throw-away culture has been fostered gradually since the late 50’s.example of the introduction of paper clothes products to show people’s psychological need for throw-away things and the trend to maintain a transient relationships between man and man-made objects.the spread of disposability through the society implies decreased durations in man-thing relationships.II. Key points:How does the author see the essence of the spread of disposability through theincreasing number of throw-away products?第二节FIGURES OF SPEECH AND DECOMPOSITION知识点：I. Figures of speech in the text to express the author’s perception of the throw- away culture:II. How to decompose the long and complex sentences in the text:III. How to distinguish the denotative meaning and the connotative meaning of a word.第三节EXERCISES ON WORD STUDY知识点：Commonly used words to be distinguished1. momentary, passing, temporary, transient, transitory,2. dissolution, disposal, disposition,3. process, processing, procession, progression, progress,4. admission, allowance, permit, permission,5. continuation, continuance, continuity, succession,6. permanent, perishable, temporary, momentary,第八章第一节WHY NOTHING WORKS知识点：I. The organization of the text:Definition of Murphy’s law, and its effect.quality can be independent of technology.the source of quality: it is the social relationship between producer and consumer.the device of contrast to help explaining the argument.II. Sentence complexity and rhetorical effect:III. How does the author take advantage of examples to show his point of view?第二节SYNTACTIC ANAL YSIS知识点：I. How to revise sentences for particular purposesII. How to explain the unusual syntax contextually.III. How to understand significance of the syntactic features of the language as related to the purpose of the author in the writing.第三节EXERCISES ON WORD STUDY知识点：Commonly used wordsto be distinguished1. incline, bend, bow, meander, coil, roll, waver,2. evoke, stir, arouse, rouse,3. lately, recently, formerly, currently, presently,4. unbind, untangle, tangle, unwind, unravel, ravel,第九章第一节SHOULD THE PRESS BE HUMAN？知识点：I. The organization of the text:How the author puts forward the question: should a journalist stay cold-blooded and go on reporting while people are being killed?How the author illustrates Option 1.The mentality of those who are in favor of Option 1.How the author illustrates Option 2.II. What is the rhetorical effect of the title in terms of writer-reader relationship?第二节PERSUASION AND ARGUMENTA TION知识点：I. The notion and linguistic features of persuasion and argumentationII. Accuracy and exactness of the evidenceIII. Illustrations and examplesIV. Diction and tone in argumentation第三节EXERCISES ON WORD STUDY知识点：Commonly used words to be distinguished1. callous, hard, injured, insensible, obtuse,2. relinquish, yield, cede, waive, forego, abdicate, leave, quit, forswear, desert,3. bemoan, moan, lament, bewail, bemoan, deplore,. grief, weep,4. immaculate, irreproachable, blameless, unimpeachable, unexceptionable,5. plucky, courageous, determined, cheerful, spunky, spirited,6. heinous, wicked, infamous, flagrant, atrocious, villainous, nefarious,7. enormity, monstrousness, heinousness,8. seamy, squalid, rough, coarse, nasty,9. noticeable, remarkable, prominent, outstanding, conspicuous,10. fragile, brittle, crisp,11. uninterested, disinterested,12. respectable, respected,第十章第一节GROUPING THE GIFTED：PRO知识点：author’s definition of the gifted.author’s idea of grouping the gifted.the basic opposing argument.How the author refutes the opposing argument.His further refuting of the opposing argumentHis highlighting of the responsibility of the teacherHis presentation of another opposing argument.His showing of his confidence in gifted grouping.His support of his argument.第二节INDUCTIVE ARGUMENT知识点：I. The notion and logical organization of inductive argumentII. The way to define a concept under discussion第三节EXERCISES ON WORD STUDY知识点：Commonly used words to be distinguished1. persistent, constant, compatible, consistent,2. inspection, investigation, observance, observation,3. frustrate, disappoint, hinder,4. overflow, outlet, exit,5. desire, ambition, willingness, intention,6. flare, spark, twinkle, glow,7. appreciate, assess, evaluate,8. liven up, inspire,9. commitment, engagement, obligation, duty, responsibility,10. perceive, conceive, mark, note,11. congenital, hereditary, innate,12. competent, capable, able, efficient, fit,第十一章第一节CULTIV ATING A HOBBY知识点：I. The organization of the text:How the author start with the notion of worry to pave the way for how a hobby works.How he creates an emotional image of hobby by means of metaphor.His first classification of human beings to further explain his idea.His classification of the majority of human beings into two further categories, in order to emphasize the point that hobby is necessary for all, including those who think they do not need one as a diversion from work..II. Key point for discussion:How to appreciate Churchill’s unique perspective on the understanding of the significance of cultivating a hobby.第二节METAPHOR AND SYNONYMOUS EXPRESSIONS知识点：I. The notion and features of synonymsII. The notion and features of pro-formsIII. The rhetorical effects of synonyms and pro-formsIV. Examples under discussion:1. The concept of “worry” expressed by “a spasm of the emotion”, “convulsive grasp”,“the old undue grip”, “the strain of mental effort”, or “satiation”;2. The concept of “hobby” expressed by “new form of interest”, “alternative mentalinterest”, “an alternative outlook”, “a change of atmosphere”, “a diversion of effort”, or “a means of banishing it (work) from their minds”.第三节EXERCISES ON WORD STUDY知识点：Commonly used words to be distinguished1. long-lived, long-range, ever-lasting, long-standing,2. keep, hold, support, sustain, maintain,3. refer, mean, suggest, imply, insinuate, allude,4. ray, beam, light, ,5. hobby, pastime, recreation, sports,6. drudgery, labour, work, travail, job,第十二章第一节THE ROLE OF CUSTOM知识点：I. The organization of the text:The thesis statement: “The fact of first- rate importance is the predominant role that custom plays in experience and in belief, and the very great varieties it may manifest.”The development of “the predominant role that custom plays in experience and in belief”.The development of “the very great varieties it may manifest”.II. Rhetorical devices employed to explain the author’s idea:1.Definition2.Indirect quotation plus analogy3.ContrastIII. Key point:How to view different cultures impartially.第二节SYNTACTIC DEVIATION AND ITS EFFECT知识点：I. The notion and features of syntactic deviationII. The significance of syntactic deviationIII. The examples of syntactic deviation in the textIV. The parallel effect of the syntactic deviation found in the textV. The normal syntactic order of the sentence as being revised:第三节EXERCISES ON WORD STUDY知识点：Commonly used words to be distinguished1. variable, variant, varied, various, different,2. elemental, elementary, preliminary, primary,3. sophisticated, complex, complicated,4. supernatural, superficial, superfluous,5. habit, institution, tradition, custom, practice,6. assemble, amalgamate, 3. merge,7. percentage proportion, ratio,8. intelligent, intelligible, intellectual,第十三章第一节WHAT LIFE MEANS TO ME (1)知识点：I. The organization of the text:Sordidness and wretchedness Jack London experienced in his early childhood and his determination to climb.The vision of upper society London cherished in his early childhood.His early attempts to climb up.His experience of a newsboy as the first business ladder to climb up.His experience of oyster-pirating and his realization that an owner of capital was justified to exploit othersHis raid amongst the Chinese fishermen and his understanding that capitalism meant robbery.His experience as a muscle seller and his understanding that in the capitalist society the rule was for the strong to exploit the weak.His revelation that everything was a commodity.His discovery of the difference between muscle and other commodities.His discovery of the difference between a muscle seller and a brain merchant.II. Key point for discussion:What are the lexical, phonological and syntactic features of the language that can match the mentality of the author on different levels of maturity?第二节LEXICAL & SYNTACTIC FEATURES IN NARRATION知识点：I. Lexical features with highlighting effectII. Syntactic features with highlighting effectIII. Phonological features with highlighting effectIV. Figures of speech and their rhetorical functionV. Examples of figures of speech and their semantic effect found in the text.VI. Key point for discussion:What different images are created by Jack London when he uses figures of speech as shown above? What helps him to attract his readers linguistically?第三节EXERCISES ON WORD STUDY知识点：Commonly used words to be distinguished1. complaint(s), disease(s), disorder, illness, infection(s),2. look, gaze, glare, peer, leer, peep, peek, stare, glance, glimpse, gape,第十四章第一节WHAT LIFE MEANS TO ME (2)知识点：I. The organization of the text:Jack London’s pursuit of knowledge and discovery of some scientifically formulated sociological concepts.His with some socialists.His discovery of nobleness of purpose and heroism of efforts.His contact with masters of the society and their wives and daughters, and the discovery of their shocking materialism and hypocrisy.His disillusionment; he felt bored and sickened by the crime and betrayal everywhere.His resolution to join the working class in its effort to build a new world.II. Key point for discussion:Why and how does Jack London take advantage of the sense of Christianity among his readers for his purpose of criticizing the bourgeoisie and eulogizing the workingclass?第二节NARRA TION AND DESCRIPTION知识点：I. The nature of narration—to tell (by time)II. The nature of description—to show (by space)III. The nature of definition—to explain (by logic)IV. Use of Biblical allusions and according significance in the textV. Key point for discussionWhat particular effect can be produced, when Jack London, who was a socialist rather than a Christian, applies Biblical allusions in his narration?第三节EXERCISES ON WORD STUDY知识点：Commonly used words to be distinguished1. area, place, region, district, field, province,2. part, portion, component,3. alimony, subsidy, money, allowance, capital, bonus, contribution, subscription,4. bound (to do sth.), destined (to do sth.), prone (to sth.), likely (to do sth.)5. namesake, nickname, misnomer, pseudonym,6. segment, divide, sever, break,7. propriety, decency, formality,8. rebate, discount, refund, repayment,9. fulminate, curse, blame, scold, condemn,第十五章第一节I HA VE A DREAM (Part 1) DICTION & SENTENCE STRUCTURE知识点：I. Metaphorical expressions and formal repetition used in speech:1.In recalling the significance of the Emancipation Proclamation issued by Lincoln togrant justice and freedom to the blacks. The Emancipation Proclamation is compared to “a great beacon light of hope”; the blacks are said to have been “seared in the flames of withering injustice”.2.In reminding people of the tragic reality the Negro is still not free, the blacks aresaid to be “crippled by the manacles of segregation and the chains of discrimination,” and live “on a lonely island of poverty in the mist of a vast ocean of material prosperity.”The device of parallelism is also used here. The time adverbial “one hundred years later”is repeated four times. This emphatically contrasts the promise of freedom and equal rights for the black people embodied in some official documents such as the Emancipation Proclamation and the current undesirable condition in which the blacks still find themselves after the elapse of one hundred years.3.In expressing the firm determination of the blacks in the struggle for justice andfreedom. He has repeated the word now four times to reinforce the statements so that they may more easily arrest the reader’s attention. At the same time, parallelism emphasizes the four related, yet separate, goals. Here metaphorical expressions are used to impress the reader, for example, “the bank of injustice isbankrupt”, “the tranquilizing drug of gradualism”, “from the dark and desolate valley of segregation to the sunlit path of racial justice”, “the doors of opportunity”, “from the quicksands of racial injustice to the solid rock of brotherhood”.II. Key point for discussion:What are the particular effects of the metaphorical expressions each in the text?第二节I HA VE A DREAM (Part 2) DICTION & SENTENCE STRUCTURE知识点：I. Metaphorical expressions and formal repetitions used in speech:1.In warning against the danger of overlooking the determination of the blacks: “Thissweltering summer of the Negro’s legitimate discontent”, “an invigorating autumn of freedom and equality”, and “The whirlwinds of revolt”.2.In highlighting the principle of non-violent struggle for justice and freedom and theimportance of working together with the white brothers: “stand on the warm threshold which leads into the palace of justice”, “satisfy our thirst for freedom by drinking from the cup of bitterness and hatred”.3.In giving examples to show the conditions the blacks are not satisfied with:“unspeakable horrors of police brutality”; “our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of highways and the hotels of the cities”;“the basic mobility is from a small ghetto to a larger one”; “cannot vote”.4.In calling on the blacks who have suffered untold misery in the struggle for justiceand freedom to continue their holy work: “battered by the storm of persecution and staggered by the winds of police brutality”. He makes another effective use of repetition (“Go back to…,)5.In expressing his dream of America as a land of freedom, equality and fraternity,with conditions that awaken the longing of the blacks: “a desert state sweltering with the heat of injustice and oppression, will be transformed into an oasis of freedom and justice”, and “hew out of the mountain of despair a stone of hope”.II. The use of common religious belief of the blacks by referring to God and by quoting an old Negro spiritual.III. Key points for discussion:1.How significant is “Let freedom ring from…” repeated more than ten times in theconclusion?2.How does King’s principle of non-violent struggle go well with the healthydevelopment of history?第三节EXERCISES ON WORD STUDY知识点：Commonly used words to be distinguished1. self-effacing, self-centred, self-conscious, self-evident,2. jostle, agitate, jerk:,3. shrink, dry, wither, parch, fade,4. discard, disallow, abandon, desert, dismiss,5. delete, mutilate, erase, deface,6. veer, steer, turn, direct,7. yearn, crave, long, hunger,8. inflict, invade, infect, infest, intrude,9. contract, shrink, squeeze, wither, compress,10. degenerate, degrade, deteriorate, deform,11. crouch, nest, perch,12. imprisonment, captivity, servitude, bondage, confinement,13. ablaze, blaze, char, flame, glow, scorch, singe, smoulder,第十六章第一节VESUVIUS ERUPTS知识点：1.the background of the story, the purpose of writing, and organization of the text.2.about the author and his epistolary style3.Pliny the Younger (62-113) — Roman official, distinguished both for his literaryaccomplishments and for his oratorical ability. One of the masters of the epistolary style.4.About Mt. Vesuvius and its eruption;5.About Homer and his “Iliad”, “Odyssey”; Virgil and his “Aneid” ( the quoted sentence in paragraph 1);第二节知识点：Description in Narrationanization and development of the text (narrative, time-indicators);2.Description in narration;3.About how the author succeeded in conveying to his readers the shocking and frighteningexperience.4.Purpose of writing5.detailed study of the text:1. the hazards I had to face when left at Misenum: when I was left2. I broke off at the beginning of this part of my story: stopped3. I…dozed fitfully for a while: restlessly4. there had been earth tremors: shaking moments of the ground5. whether I should call this courage or folly: foolishness6. I called for a volume of Livy: collected7. he scolded…me for my foolhardiness: taking useless risk8. the light was still dim and faint: lacking brightness9. The buildings round us were already tottering: moving in an unsteady way from side to side as if about to fall10.to be in real and imminent danger: approaching11.They finally decided us to leave the town: caused us to make a choice12.to act on someone else's decision in preference to their own: rather than13.fear looks like prudence: self-possession14.who hurried us on our way by pressing hard behind : pressed hard behind so that we had to hurry on our way15.quantities of sea creatures: plenty16.were left stranded on dry sand: in a helpless position17.a fearful black cloud was rent by…bursts of flame: split18.my uncle's friend from Spain spoke up still more urgently: spoke more loudly19.it had already blotted out Capri: covered20.my mother implored, entreated, and commanded me to escape: asked in a begging manner, begged humbly21.we shall be knocked down and trampled underfoot: crushed under the feet22.the wailing of infants: long cry suggesting grief23.People bewailed their own fate: wept to express deep sorrow for24.who prayed for death in their terror of dying: wished to die sooner25.Many besought the aid of the gods: asked anxiously26.who added to the real perils: increased27.by inventing fictitious dangers: untrue28.A gleam of light returned: sudden flash29.not a groan or cry of fear escaped me in these perils: was made unconsciously by30.had I not derived some consolation in my mortal lot from the belief that the whole world was dying with me and I with it: because I got some comfort in my dying fate, as I believed31.we attended to our physical needs: satisfied ourselves with food and shelter第三节EXERCISES ON WORD STUDY知识点：COMMONL Y USED WORDS OR PHRASES TO BE DISTINGUISHED:1.put it out, take it in, put it by, lay it in;2.grasp, pinch, scratch, seize;3.delay, intervals, gaps, interruptions;4.shorten, reduce shrink, lessen;5.quiver, vibrate, move, shake;6.alternative, successive, separate, alternate;7.sink, lower, reduce, withdraw8.crowded, assembled, blocked, wedged;9.cru, shriek, yell, shout;10.level, even, smooth, horizontal;11.dangled, sagged, drooped, stooped;12.faint, shrink, darken, fade;13.recede, return, reverse, retire;14.disperse, scatter, organize, order15.outrage, outcome, outbreak, output;16.promontory, straits, outpost, channel;17.classic, deranged, fanciful, ludicrous第十七章第一节THE FINE ART OF PUTTING THINGS OFF知识点：I. Some allusions and historical events mentioned in the text(some see notes to the text)—。

高级英语I教学大纲

《高级英语I》教学大纲课程英文名：Advanced English I课程代码：15940006 学分：2总学时：36课程性质：理论课考核方式：考试课程类别：必修课开课单位：外语系先修课程：综合英语I、II、III、IV适用专业：商务英语一、教学目标《高级英语I》是综合性大学英语专业高年级阶段的一门必修课程。

本课程教学设计旨在全面提高学生的综合语言知识水平和实践运用能力，掌握英语学习高级阶段的听、说、读、写、译技能，获取英语语言文学专业综合批评鉴赏能力。

二、教学要求该课程使学生在预习的环节掌握独立阅读、查找资料以及建立笔记的技巧；在课堂教学环节准确掌握课文内容；逐步提升对英语篇章结构的分析能力；培养对英语写作技巧和修辞手段的欣赏能力；在课后练习环节学生开始练习词语释义，即用英语解释英语短语或句型转换。

逐步培养对语言与文化之间的关系的敏感性。

此外，加强构词法的学习以及同义词的辨析三、学时分配四、教学方法本课程采用课堂教学和课后练习相结合的方法。

课堂教学方法：教师讲解、课堂讨论、小组讨论等。

课堂授课以精讲多练为原则，以启发、诱导的方式培养学生独立解决问题的能力，提高语言表达的精确性和流利性。

课前预习，要求学生做好以下准备：1. Pre-reading questions 让学生课前思考相关问题，熟悉文章涉及的话题。

2. Dictionary work 安排学生自己先做好词汇工作，为教师课堂讲解做准备。

3. Library work 让学生从相关的文献资料中寻找相关的知识，以便进一步拓展他们的知识面，并培养他们自我学习的能力。

课后练习形式包括阅读理解、词汇练习、文体分析和写作练习。

五、参考书目教材：张汉熙，《高级英语》（Advanced English）第1、2册，（修订版），北京，外语教学与研究出版社，1999。

参考书1. 张鑫友，《高级英语学习指南》，第1册，第2册，湖北人民出版社，20002. 史正永主编，高级英语导读与欣赏，世图音像电子出版社，20053. 朱嫣华，《高校英语专业八级考试指南》，上海外语教育出版社，19994. 茅风华，钟利平，《英语专业八级全真模拟试卷》，世图音像电子出版社，20045. 《高校英语专业八级考试大纲》，上海外语教育出版社，20006. Webster’s Third New International Dictionary, G&C, Merriam Co., 19817. Oxford Advanced Learner’s English-Chinese Dictionary, 4th Edition, 商务印书馆/牛津大学出版社，19988. 冯翠华，《英语修辞大全》，外语教学与研究出版社，19959. 秦秀白，《英语语体与文体要略》，上海外语教育出版社，200210. 秦秀白，《英语简史》，湖南教育出版社，198411. 连淑能，《英汉对比研究》，高等教育出版社，199312. 徐有志，《现代英语文体学》，河南大学出版社，开封，199213. 胡文仲，《英美文化辞典》，外语教育与研究出版社，199514. 邓炎昌，刘润清，《语言与文化》，外语教育与研究出版社，198915. 黄任，《英语修辞与写作》，上海外语教育出版社，199616. 黄源深，《漫谈外国文学作品欣赏》，上海外语教育出版社，199617. 杨自伍，《英国散文名篇欣赏》，上海外语教育出版社，199518. 刘启云等编译，《诺贝尔奖金获得者演说词精粹》，中国大百科全书出版社，199519. 肖惠云主编《当代英国概况》上海外语教育出版社出版，199620. 余志远主编《英语国家概况》外语教学与研究出版社，199621. 王虹编著《英国文学阅读与欣赏》华南理工大学出版社，200022. 张伯香主编“Selected Readings in English & American Literatures”(《英美文学选读》)外语教学与研究出版社，199823. 彭宣维，《英汉语篇综合对比》，上海外语教育出版社，2000六、大纲内容第一章The Middle Eastern Bazaar（6课时）【教学目标与要求】1. Know the background of “Middle Eastern Bazaar”2. Grasp the main idea and the theme of this essay3. Master the language used in a special way in the essay4. Appreciate the description writing skills in advanced level5. Conduct a series of discussing, analyzing, presenting activities related to the theme of this essay.【重点难点】1. Paraphrasing some long sentences2. Translating some paragraphs3. Identifying figures of speech4. Know the backgrounds of “Middle Eastern Bazaar”5. Learn rhetorical Devices：Simile，metaphor，assonance，onomatopoeia【教学内容】1、Background Information (pictures and description)(1). Middle Eastern Countries(2). Architecture of Gothic Style2、Pre-reading Questions(1).What is a bazaar in your mind?(2). Can you name some of the Middle Eastern countries and in which such bazaars are likely to be found?3、Detailed Study of the Text( difficult sentences and language points )(1). penetrate(2). muted(3). Sepulchral(4). fade(5). follow suit(6). peculiarity(7).The shop-keepers speak in a slow, measured tone, and the buyers, overwhelmed by the sepulchral atmosphere, follow suit.(8). Bargaining is the order of the day(9). It is a point of honor with the customer not to let the shopkeeper guess what it is she really likes and wants until the last moment.(10). The seller, on the other hand, makes a point of protesting that the price he is charging is depriving him of all profit, and that he is sacrificing this because of his personal regard for the customer.(11). at regular intervals(12). bold(13). pungent(14). honey comb(15). accessory of the apparatus mentioned in the article(16). different sounds in this article(17). shovel sth into/onto4、Effective Writing Skills and Rhetorical Devices(1). making effective use of specific verbs(2). using adjectives accurately(3).using five human senses---hearing, smelling, seeing, tasting and touching to make the description vivid(4).using rhetorical devices properly(5).using rhetorical ( simile \metaphor \ assonance \onomatopoeia ) devices properly .- -Findrelative sentences of those rhetorical devices．．．？5、Oral Work on Class(1). Summary of the Text(2).What scene do you find most picturesque in the bazaar? Why?6、Written Work after Class(1).Describe the shopping mall you have ever been to.第二章Hiroshima---“the Liveliest” City in Japan（6课时）【教学目标与要求】1. Know the background of “The City of Hiroshima”2. Grasp the main idea and the theme of this essay3. Master the language used in a special way in the essay4. Conduct a series of discussing, analyzing, presenting activities related to the theme of this essay【重点难点】1. Characteristics of radio report2. Rhetorical Devices Metaphor，anti-climax3. Paraphrasing some sentences【教学内容】1、Background Information (pictures and description)(1). Hiroshima(2). Manhattan Project2、Pre-reading Questions(1). Why the writer use the adjective “liveliest” to describe the Japan city?(2). Can you explain the Manhattan project?3、Detailed Study of the Text( difficult sentences and language points )(1). slide, slip, glide(2). reportorial(3). to be of oblivious of(4). façade(5). lurch(6). intermezzo(7). usher(8). embankment(9). moor(10). the strange emotion which had overwhelmed me at the station returned.(11). I cautiously backed away and headed toward the far side of the room.(12). I was just about to make my little bow of assent, when the meaning of these last words sank in, jolting me out of my bad service.(13). jolt(14). heinous(15). I must confess that I did not expect a speech about oysters here.(16). on the part of(17). There are two different schools of thought in this city of oysters, one that would like to preserve traces of the bomb, and the other that would like to get rid of everything, even the monument that was erected at the point of impact.4、Effective Writing Skills and Rhetorical Devices(1). making effective use of specific verbs(2). using adjectives accurately(3). metaphor(4). understa nd the writer’s true meaning and emotion5、Oral Work on Class(1). Please discuss what harms the war affects the city “Hiroshima”? Or do you really think that Hiroshima is the liveliest city in Japan? Why?(2). Can you imagine what the really liveliest city look like?6、Work after Class(1). Read the text fluently and retell it.第三章Ships in the Desert（6课时）【教学目标与要求】1. Learn some useful words and expressions2. Grasp the main idea and the theme of this essay3. Master effective writing skills used in the essay4. Conduct a series of discussing, analyzing, presenting activities related to the theme of this essay【重点难点】1. Characteristics of exposition2. Rhetorical Devices understatement metaphor3. Translating long and complicated sentences4. Mastering the rules of word formation5. Analyzing the structure of some long and complicated sentences6. Understanding the scientific matters connected with ecological environment【教学内容】1.Background Information (pictures and description)(1).Environmental Crisis(2). the Aral Sea(3) Clean Air Act2、Pre-reading Questions(1).What do you think of the world environment at present?(2). Can you give out some typical images of environmental destruction?3、Detailed Study of the Text(analyze the structure of some long and complicated sentences and. Understand the scientific matters connected with ecological environment )(1). I was standing ……on a good day.(2). the prospects of a good catch looked bleak(3). pick up speed(4). rendezvous point(5). ice runway(6). Snowmelt(7). Amazon rainforest(8). Assault(9). noctilucent cloud(10). Paddy(11). biomass(12). manifestation(13). distraction(14). skirmish(15). at stake(16). equilibrium(17). surge4、Effective Writing Skills and Rhetorical Devices(1). making effective use of specific verbs(2). understatement(3). metaphor5、Oral Work on Class(1.) What is the purpose of a piece of exposition?(2). How to write a piece of exposition by give examples?6、After Class TaskTranslate long and complicated sentences第四章Everyday Use （6课时）【教学目标与要求】1. Learn some useful words and expressions2. Grasp the main idea and the theme of this essay3. Master effective writing skills used in the essay4. Conduct a series of discussing, analyzing, presenting activities related to the theme of this essay【重点难点】1. Understanding the underlying meaning conveyed by simple language2. Understanding and paraphrasing the colloquial, non-standard English words or sentences【教学内容】1. Background Information (pictures and description)(1). about the author(2). What is the brief scenario of the novel Everyday Use?2、Pre-reading Questions(1). What do the old quilts symbolize?3、Detailed Study of the Text( difficult sentences and language points )(1). way(2). tottering(3). a sweet gum tree(4). august(5). dimwit(6). kinky(7). furtive(8). trip over(9). salt-lick shelters(10). churn(11). Maggie’s brain’s like an elephant’s(12). She held the quilts securely in her arms, stroking them.(13). She’d probably be backward enough to put them to everyday use.(14). Stumped(15). When I looked at her like that something hit me in the top of my head and ran down to the soles of my feet.(16). Just when I’m in church and the s pirit of God touches me and I get happy and shout.4、Effective Writing Skills and Rhetorical Devices(1). making effective use of specific verbs(2). using adjectives accurately(3).using rhetorical devices properly5、Oral Work on Class(1). Summary of the Text(2). Perform a play according to the text6、After Class Task(1). Please read the whole novel Everyday Use第五章Speech on Hitler's Invasion of the U. S. S. R. by Winston S. Churchill（8课时）【教学目标与要求】1. Learn some useful words and expressions2. Grasp the main idea and the theme of this essay3. Master effective writing skills used in the essay4. Conduct a series of discussing, analyzing, presenting activities related to the theme of this essay【重点难点】1. Successful portrayal of characters2. Using many elliptical and short, simple sentences to achieve certain effect3. Using languages which suit the background of characters【教学内容】1、Background Information (pictures and description)(1). Introduction to Sir Winston Churchill (1874-1965)(2). The historical background of this speech2、Pre-reading Questions(1).What was Churchill＇s purpose to deliver this speech?3、Detailed Study of the Text( difficult sentences and language points )(1). this changed conviction into certainty(2). I had not the slightest doubt where our duty and our policy lay(3).Nor indeed what to say(4). presently… with detailed news(5). had surprised a large portion(6). I suppose they will be rounded up in hordes(7). the following account…may be of interest(8). go all out(9). the same would be true of the U.SA(10). revert(11).I asked whether for him the arch anti-Communist, this was not bowing down in the House of Rimmon(12). If Hitler invaded Hell I would make…(13). The Nazi regime is devoid of all theme and principle except appetite and racial domination(14). But all this fades away…(15). Clanking(16). Dandified(17). Glare(18).be resolved(19.) rid the earth of…(20). If Hitler imagines…woefully mistaken(21). Divergence(22). On the contrary… from his tyranny(23).moralise(24).hearth and home4、Effective Writing Skills and Rhetorical Devices(1). repetitions and parallel structures to achieve emphasis(2). periodic sentences, rhetorical questions, and inverted sentences to make his speech vivid and forceful.5、Oral Work on Class(group discussion)(1).What was Churchill’s reaction to the news of Hitler’s invasion of Russia?(2).What policy did Churchill declare Britain would pursue?(3).What, according to Churchill, was Hitler’s motive in invading Russia?6、Written Work after Class(1). Write a summary of the speech within 200 words第六章Blackmail by Arthur Hailey（6课时）【教学目标与要求】1. Learn some useful words and expressions2. Grasp the main idea and the theme of this essay3. Master effective writing skills used in the essay4. Conduct a series of discussing, analyzing, presenting activities related to the theme of this essay【重点难点】1. Understanding the colloquial, and even slangy English2. Analyzing and commenting on the three characters【教学内容】1. Background Information (pictures and description)(1). about the novel hotel from which the text is extracted(2). about the author2、Pre-reading Questions(1). Why is the text titled with Blackmail?(2). What are the characteristics of the text’s language?3、Detailed Study of the Text( difficult sentences and language points )(1). The muted buzzer(2). Cruelly instructed(3). Piggy(4). Sardonic, sarcastic, satirical, ironical(5). An appreciative chuckle(6). Jaguar(7). It pays to check(8). Bit off the end(9). I n the last few minutes the conversation had become as seemingly casual as if the discussion were of some minor domestic matter and not survival itself.(10).Fancy jaguar(11).Cluck his tongue reprovingly(12).Take off home(13).Every repair shop in Louis iana’s been told to holler ‘cops’ the minute a car needing fixin’ like yours comes in(14).There must be no mistake, no vacillation or dallying because of her own smallness of mind.(15).Square one’s shoulders(16).Look-see(17).Take on a musing note(18).Get around to(19).Highway patrol(20).bulged4、Effective Writing Skills and Rhetorical Devices(1). The accurate use of synonymies and antonyms(2). metaphor5、Oral Work on Class(group discussion)(1). What made the Duchess jump to the conclusion that Ogilvie had come to blackmail them?(2). Why couldn’t the Duchess get her car repaired discreetly in New Orleans?(3). Why did the Duchess offer Ogilvie twenty-five thousand dollars instead of the ten thousand the detective asked for?6、Written Work after Class(1). Write a summary of the speech within 200 words（附注：全部内容使用A4纸打印。

高级英语1教学大纲

《高级英语1》课程教学大纲课程代码：070131069课程英文名称：Advanced English 1课程总学时：60 讲课：60 实验：0 上机：0适用专业：英语专业大纲编写（修订）时间：2017.10一、大纲使用说明（一）课程的地位及教学目标高级英语1是英语专业本科教学中的一门主干必修课，是低年级基础英语课程的延伸和发展。

与其它高年级英语课程相比，高级英语1课程课时多，涵盖面最广。

因此该课程是保证实现教学目标的重要环节。

通过本课程的学习，学生将达到以下要求：1. 提高学生阅读理解和词汇运用能力，即能掌握和使用所学词汇，特别是同义词、近义词的区分和使用。

2. 正确理解文章的内容和主题思想，抓住文章的要点，分析文章的结构、语言技巧和修辞特点。

3. 提高学生语言表达能力，逻辑思维和判断评述能力，能用英语解释文章中的难句、要点；能用英语归纳文章的主题思想，并能对文章的内容进行简单的分析、鉴赏及评论。

4. 学生能用辞典和其他工具书独立解决语言和文化、背景知识方面的难点，增加文化知识，尤其是英语语言国家的背景知识和文化知识，更好地使语言和文化结合起来。

5. 了解本专业的发展趋势。

（二）知识、能力及技能方面的基本要求1. 基本知识：有相关的英美文化背景知识、语法知识、词汇量在5000-10000之间、遣词造句无重大语法错误。

2. 基本理论和方法：能读懂一般英美报刊杂志上的文章；能欣赏有一定难度的文学作品和历史传记。

3. 基本技能：语篇分析能力；修辞手段；语言的综合运用：读、写、译。

（三）实施说明根据教学计划，高级英语1安排在第五学期进行。

总学时60。

1．教学方法：课堂讲授中采用启发式教学，培养学生思考问题、分析问题和解决问题的能力；增加讨论课，调动学生学习的主观能动性；注意培养学生自主学习的能力；讲练结合并注重培养学生的创新能力。

2．教学手段：本课程属于高年级专业基础课，在教学中采用多媒体教学及传统授课方法相结合的方式，确保学生基本功扎实，同时具有较强的英语语言运用能力。