老林大字珠海学院 课程教学大纲 课程名称：英语精读（一） 适用专业：2008级英语专业 课程类别：专业基础课 制订时间：2008年10月1日 外语系制
珠海学院 课 程 教 学 大 纲 课 程 名 称： 英语精读（一） 适 用 专 业： 2008 级英语专业 课 程 类 别： 专业基础课 制 订 时 间： 2008 年 10 月 1 日 外语系 制
外语系英语专业 英语精读I课程教学大纲 (2007年制订，2008年修订) 一、课程编号： 二、前修课程：无 三、学分：8学分 四、学时：144学时 五、课程性质与任务： 1.课程性质：本课程是英语专业的专业基础课 2.课程任务： 1.Methods for gaining new information by reading: (a)Skimming(浏览) (b)Scanning(略读) (c)Close Reading(细读) (d)Summarizing(归纳) (e)Word-attack skills(猜词义) 2.Reading Differences (a)Low achievers:Usually they are in extremes.Their emphasis is whether on content or on linguistic forms.They seldom combine them together (b)High achievers:Their emphases vary in different tasks. (i)In the first two times,they do not use dictionaries,and just guess the meanings of new words,they only try to get the main idea of the whole passage. (Later (for the third or fourth times).they pay more attention to linguistic forms and the passage's deep meanings as well as the author's intentions. 3.Proper steps for reading a passage like TextA (a)Fist Time:Just scan the whole passage quickly so as to get the main idea. (b)Second Time:Read closely in order to find reading difficulties,at the same
外语系英语专业 英语精读 I 课程教学大纲 （2007 年制订，2008 年修订） 一、课程编号： 二、前修课程：无 三、学 分：8 学分 四、学 时： 144 学时 五、课程性质与任务： 1．课程性质：本课程是英语专业的专业基础课。 2．课程任务： 1. Methods for gaining new information by reading: (a) Skimming (浏览) (b) Scanning (略读) (c) Close Reading (细读) (d) Summarizing (归纳) (e) Word-attack skills (猜词义) 2. Reading Differences (a) Low achievers: Usually they are in extremes. Their emphasis is whether on content or on linguistic forms. They seldom combine them together. (b) High achievers: Their emphases vary in different tasks. (i) In the first two times, they do not use dictionaries, and just guess the meanings of new words; they only try to get the main idea of the whole passage. (ii) Later (for the third or fourth times), they pay more attention to linguistic forms and the passage’s deep meanings as well as the author’s intentions. 3. Proper steps for reading a passage like Text A (a) Fist Time: Just scan the whole passage quickly so as to get the main idea. (b) Second Time: Read closely in order to find reading difficulties; at the same
time,mark new words and unfamiliar phrases(sentence structures). then guess the meanings. (c)Third Time:Read the whole passage word by word and sentence by sentence so as to master the new linguistic forms and the content. Simultaneously use dictionaries to check your guessing in Step(b) Do the exercises if necessary. (d)Fourth Time:Closely read the whole passage again to figure out the author's intentions,attitudes,implied meanings,and ect. 4.Textbooks Vs.Outside Reading (a)Textbooks (i)Strong Points:The texts are well written and carefully selected;they use formal language,and are of wide genres.They introduce language points step by step,and their difficulties gradually increase.The texts are especially useful for building a sound basic knowledge about English. (ii)Weak Points:The texts have limited vocabulary size;only reading these texts is hard to form good reading habits. (b)Outside Reading (i)Strong Points:They can enlarge your vocabulary size and enrich your background knowledge:they are useful for forming reading habits (ii)Weak Points:This kind of training lacks systematic and gradual training. so it is not good for building up your basic knowledge (e)Our Solutions (i)Emphasize the importance of textbooks (ii)Advocate outside reading like newspapers,stories,abridged books,ect. 六、ⅡRequirements >Full Attendance; >Active Participation >Assignments(Homework;Journals:) >English-English Chinese-English Dictionaries, Facilities:Radio;Recorder,Journal
time, mark new words and unfamiliar phrases (sentence structures), then guess the meanings. (c) Third Time: Read the whole passage word by word and sentence by sentence so as to master the new linguistic forms and the content. Simultaneously use dictionaries to check your guessing in Step (b); Do the exercises if necessary. (d) Fourth Time: Closely read the whole passage again to figure out the author’s intentions, attitudes, implied meanings, and ect. 4. Textbooks Vs. Outside Reading (a) Textbooks (i) Strong Points: The texts are well written and carefully selected; they use formal language, and are of wide genres. They introduce language points step by step, and their difficulties gradually increase. The texts are especially useful for building a sound basic knowledge about English. (ii) Weak Points: The texts have limited vocabulary size; only reading these texts is hard to form good reading habits. (b) Outside Reading (i) Strong Points: They can enlarge your vocabulary size and enrich your background knowledge; they are useful for forming reading habits. (ii) Weak Points: This kind of training lacks systematic and gradual training, so it is not good for building up your basic knowledge. (c) Our Solutions (i) Emphasize the importance of textbooks (ii) Advocate outside reading like newspapers, stories, abridged books, ect. 六、ⅡRequirements ➢ Full Attendance; ➢ Active Participation; ➢ Assignments (Homework; Journals ;) ➢ English-English & Chinese-English Dictionaries; ➢ Facilities: Radio; Recorder; Journal
七、学时分配表 教学内容() 理论学时 习题课 Lesson one Text A Halfa Day 8 Lesson two Text A Going Home 8 2 Lesson Three Text a 2 Message of the Land Lesson four Text A The Boy and the Bank Office 8 Lesson Five Text A Angels on a Pin Lesson Six TextA The Monsters are due on Maple Street 2 Lesson Seven Text A Mandela's Garden 8 2 Lesson Eight Text A My Personal Manager 8 2 Lesson Nine Text A Against all Odds 8 2 Lesson Ten Text A The Green Banana 8 2 八、课程教学基本内容： Lesson One Halfa Day 1.Teaching Objectives >Compel the studentsto make use of the reading strategies explained before; >Let the students understand the way of fiction writing; Make the pupils figure out the main idea of Text A; Help the students learn the new vocabularies in the glossary part. >Let the students acquire two word-formation skills: Verb+'-tion/ation/sion'Noun; ⑥Adjective-+y'一Adverb: >Get the students familiar with the phrasal verb"MAKE FIND";
七、学时分配表 教学内容(章) 理论学时 习题课 Lesson one Text A Half a Day 8 2 Lesson two Text A Going Home 8 2 Lesson Three Text A Message of the Land 8 2 Lesson Four Text A The Boy and the Bank Office 8 2 Lesson Five Text A Angels on a Pin 8 2 Lesson Six Text A The Monsters are due on Maple Street 8 2 Lesson Seven Text A Mandela’s Garden 8 2 Lesson Eight Text A My Personal Manager 8 2 Lesson Nine Text A Against all Odds 8 2 Lesson Ten Text A The Green Banana 8 2 八、课程教学基本内容： Lesson One Half a Day 1. Teaching Objectives ➢ Compel the students to make use of the reading strategies explained before; ➢ Let the students understand the way of fiction writing; ➢ Make the pupils figure out the main idea of Text A; ➢ Help the students learn the new vocabularies in the glossary part; ➢ Let the students acquire two word-formation skills: ○a Verb + ‘-tion/ation/sion’ Noun; ○b Adjective + ‘ly’ Adverb; ➢ Get the studentsfamiliar with the phrasal verb “MAKE & FIND”;
Consolidate the students'understanding of some prepositions like in.a.on.etc. 2.Teaching Process 2.1 Pre-class Activities >How was your first day at college?Was it hard for you?Who went to see you off at the railway station?Who came to school with you?How do you feel about your military training experience?How doyou imagine your university life like? >Have you ever read or heard a fiction story?What was it?What are the common skills in fiction writing? What doyou think doesthe story"Halfa Day"tell us?Why? 2.2 Main Sections of the Text A Part One (P1 to P7):The boy's misgivings about school.He thought school was a punishment. >Part Two (P8 to P16):The boy's rich and colorful life in school,though disciplines and hard word are required. Part Three (P17 to P20):After school,the boy found the world has changed beyond measure;he tumned to be an old man. 2.3 New Words and Phrases Across:(a)adv,from one side to the other.Eg.The stream is two meters across (b)pre.,from one side to the other.Eg.They live just across the street from us. Across:crosing alevel suface:He walked cros the stage Over:crossing sth.high:He climbed over the fence. >Beneficial:producing favorable effectsor useful results. Eg.Those tips are beneficial to the low-achiever students. ←一Harmful. Benefit:(a)[U]profit.Eg.My holiday was not of much benefit to me. (b)[T&I]Eg.You can benefit from his advice. His advice will benefit you Convince:make(someone)completely certain about sth.persuade Eg.We finally convinced them of our innocence. that we were innocent -Convincing:adj.able to convince;certain or clear. Eg.a convincing speaker/speech;a convincing victory
➢ Consolidate the students’understanding of some prepositions like in, at, on, etc.; 2. Teaching Process 2.1 Pre-class Activities ➢ How was your first day at college? Was it hard for you? Who went to see you off at the railway station? Who came to school with you? How do you feel about your military training experience? How do you imagine your university life like? ➢ Have you ever read or heard a fiction story? What was it? What are the common skills in fiction writing? ➢ What do you think does the story “Half a Day” tell us? Why? 2.2 Main Sections of the Text A ➢ Part One (P1 to P7): The boy’s misgivings about school. He thought school was a punishment. ➢ Part Two (P8 to P16): The boy’s rich and colorful life in school, though disciplines and hard word are required. ➢ Part Three (P17 to P20): After school, the boy found the world has changed beyond measure; he turned to be an old man. 2.3 New Words and Phrases ➢ Across: (a) adv., from one side to the other. Eg. The stream is two meters across. (b) pre., from one side to the other. Eg. They live just across the street from us. Across: crossing a level surface: He walked across the stage. Over: crossing sth. high: He climbed over the fence. ➢ Beneficial: producing favorable effects or useful results. Eg. Those tips are beneficial to the low-achiever students. Harmful. Benefit: (a) [U] profit. Eg. My holiday was not of much benefit to me. (b) [T&I] Eg. You can benefit from his advice. His advice will benefit you. ➢ Convince: make (someone) completely certain about sth.; persuade. Eg. We finally convinced them of our innocence. that we were innocent. Convincing: adj. able to convince; certain or clear. Eg. a convincing speaker/speech; a convincing victory