中国政法大学：2009年英语专业课程教学大纲汇编（共三十六门）

英语专业课程教学大纲次月考，分别占10%、20%和20%。5）期末考，占35%。三、课程主要内容及学时分配第一年第二学期的任务：在96学时内完成第二册的教学，要求继续大力盘活中学所学内容。巩固学生良好语音。培养学生独立工作能力（如记笔记、会使用参考书查阅课文相关背景及人物等）具体为：1．语音：能自觉模仿和纠音，有初步节奏感和语调。2.语法和词汇：掌握各种从句句型和时态，语态。认知词汇达4000-5000个，熟用其中2000-2500个及其最基本搭配。提高语法和词汇的活用能力。3.听力：听懂VOA慢速新闻广播和文化节目，抓住主要内容。能在15分钟内听写根据已学知识编写或选用的录音材料（词数150左右，念四遍，语速100单词/分），错误率不超过10%。4．口语：能分析课文内容并进行评论：能使用课文中的重点词汇和短语复述课文：能流利描述一幅漫画/图片并发表观点。能用英语正确表达以下功能意念：1）询问对某人/物的印象及如何表达印象（Askingabout&expressingimpressions）2）表达忧虑和担心(Expressingworries&concerns)3）表达受挫和恼怒（Expressingdistress&annoyance）4）表达可能与不可能（Expressingpossibility&impossibility）5）询问和表达意见（Asking&expressingopinions）6）表达满意和不满意（Expressingsatisfaction&dissatisfaction）7）表达愿望和悔意（Expressingwishes&regrets）8）表达意图（Expressingintentions）9）表示警告（Expressingwarnings）10）发布命令（Expressingcommands)11）表达愤怒（Expressinganger)12）表达肯定和不肯定（Expressingcertainty&uncertainty）13）赞成和反对（Expressingagreement&disagreement)14）表达失望（Expressingdisappointment)15）表示相信和怀疑（Expressingbelief&disbelief)5.阅读和写作：能阅读难度相当于Thirty-NineSteps(简写本）的浅易读物及ReadersDigest，速度80-120词/分，理解大意，对难句能够释义（paraphrase）。熟悉记叙文、说明文等各种文体。能改写或缩写课文内容。能正确书写便条等应用文。能熟练使用《英汉大词典》和英英词典（如LongmanDictionaryof ContemporaryEnglish)。6.翻译：能独立并正确完成课后翻译练习。四、相关教学环节综合英语课（即精读课重点在口笔头运用能力的训练上，并训练学生的阅读理解能力与阅读技能，与单项技能课相辅相成。特点在于所使用的语言材料是系统的、精选的，技能的训练是综合的。本课程的先修课为《听力》、《语法》和《语音》22

英语专业课程教学大纲 22 次月考，分别占 10%、20%和 20%。5）期末考，占 35%。 三、课程主要内容及学时分配 第一年第二学期的任务：在 96 学时内完成第二册的教学，要求继续大力盘活中学所学内容。 巩固学生良好语音。培养学生独立工作能力（如记笔记、会使用参考书查阅课文相关背景及人物等） 具体为： 1． 语音：能自觉模仿和纠音，有初步节奏感和语调。 2． 语法和词汇：掌握各种从句句型和时态，语态。认知词汇达 4000-5000 个，熟用其中 2000-2500 个及其最基本搭配。提高语法和词汇的活用能力。 3． 听力：听懂 VOA 慢速新闻广播和文化节目，抓住主要内容。能在 15 分钟内听写根据已 学知识编写或选用的录音材料（词数 150 左右，念四遍，语速 100 单词/分），错误率不超过 10%。 4. 口语：能分析课文内容并进行评论；能使用课文中的重点词汇和短语复述课文；能流利描 述一幅漫画/图片并发表观点。能用英语正确表达以下功能意念： 1）询问对某人/物的印象及如何表达印象（Asking about & expressing impressions） 2) 表达忧虑和担心(Expressing worries & concerns) 3) 表达受挫和恼怒 (Expressing distress & annoyance) 4) 表达可能与不可能 (Expressing possibility & impossibility) 5) 询问和表达意见 (Asking & expressing opinions) 6) 表达满意和不满意 (Expressing satisfaction & dissatisfaction) 7) 表达愿望和悔意 (Expressing wishes & regrets) 8) 表达意图 (Expressing intentions) 9) 表示警告 (Expressing warnings) 10) 发布命令 (Expressing commands) 11) 表达愤怒 (Expressing anger) 12) 表达肯定和不肯定 (Expressing certainty & uncertainty) 13) 赞成和反对 (Expressing agreement & disagreement) 14) 表达失望 (Expressing disappointment) 15) 表示相信和怀疑 (Expressing belief & disbelief) 5. 阅读和写作: 能阅读难度相当于 Thirty-Nine Steps(简写本)的浅易读物及 Reader’s Digest, 速 度 80-120 词/分, 理解大意, 对难句能够释义（paraphrase）。熟悉记叙文、说明文等各种文体。能改 写或缩写课文内容。能正确书写便条等应用文。能熟练使用《英汉大词典》和英英词典(如 Longman Dictionary of Contemporary English)。 6．翻译：能独立并正确完成课后翻译练习。 四、相关教学环节 综合英语课(即精读课)重点在口笔头运用能力的训练上，并训练学生的阅读理解能力与阅读技 能，与单项技能课相辅相成。特点在于所使用的语言材料是系统的、精选的，技能的训练是综合的。 本课程的先修课为《听力》、《语法》和《语音》

综合英语（二）Lesson 1Another School Year---What For?Introduction to the author and related background knowledgeVocabulary (word study):Verbalaffixies:-ize/ise;-fy;-enGrammar Focus:1)the way of expressing future time; 2)the use ofemphasizingcoordinateconjunctionsDifficult sentencesWriting Technique:EuphemismStructure AnalysisEightteachinghours is allocatedforthischapterText AIntroduction to the author and related background knowledge:1.WilliamShakespeare,2.Bach,Homer,3. THE ILIAD,4.THEODYSSEY,5.VIRGIL,orVERGI,DANTE6.TheDivineComedy7.,ARISTOTLE(384-322 BC),8.GeoffreyChaucer,TheCanterburyTales.9.LAROCHEFOUCAULD,Francoisde(1613-80),10.MassachusettsInstituteofTechnology(MIT)Vocabulary (word study): acquire,assume, certify,enroll, expose,generate, maintain, preside,rear, shudder, specialize, store, suffice, sensible, sensitive; Verbal affixies: -ize/ise; -fy; -enGrammarFocus:1)the way of expressingfuturetime;2)the use of emphasizing coordinateconjunctions: both...and.../ not only ...but (also)/not...but.../ either...or /neither...norDifficult sentences:...one of the earliest disasters in my career as a teacher2.Iwasfreshoutofgraduateschool.3.Partof the studentbody was a beanpolewith hair ontop who..4.Newas I was to the faculty5..drugstore-mechanics and pill-grinding...6...it would further certify that he had been exposed to some of the ideas mankind has generatedwithin its history7.I could have told him all this, but it was fairly obvious he wasn't going to be around longenough for it to matter23

综合英语（二） 23 Lesson 1 Another School Year -What For? Introduction to the author and related background knowledge Vocabulary (word study): Verbal affixies: -ize/ise；-fy；-en Grammar Focus: 1)the way of expressing future time; 2)the use of emphasizing coordinate conjunctions Difficult sentences Writing Technique：Euphemism Structure Analysis Eight teaching hours is allocated for this chapter. Text A Introduction to the author and related background knowledge: １． William Shakespeare, ２． Bach, Homer, ３． THE ILIAD, ４． THE ODYSSEY, ５． VIRGIL, or VERGI, DANTE, ６． The Divine Comedy ７． ,ARISTOTLE (384-322 BC), ８． Geoffrey Chaucer, The Canterbury Tales, ９． LA ROCHEFOUCAULD, Francois de (1613-80), １０． Massachusetts Institute of Technology (MIT) Vocabulary (word study): acquire, assume, certify, enroll, expose, generate, maintain, preside, rear, shudder, specialize, store, suffice, sensible, sensitive; Verbal affixies: -ize/ise；-fy；-en Grammar Focus: 1)the way of expressing future time; 2)the use of emphasizing coordinate conjunctions: both .and./ not only . but (also) / not.but. / either. or / neither.nor Difficult sentences: 1. .one of the earliest disasters in my career as a teacher 2. I was fresh out of graduate school. 3. Part of the student body was a beanpole with hair on top who. 4. New as I was to the faculty 5. drugstore-mechanics and pill-grinding. 6. .it would further certify that he had been exposed to some of the ideas mankind has generated within its history. 7. I could have told him all this, but it was fairly obvious he wasn’t going to be around long enough for it to matter

英语专业课程教学大纲8.They will be a little shorter when you are in love, and a little longer when you are out of love,but the average tend to hold9.You will see to it that the cyanide stays out of the aspirin, that the bull doesn't jump the fence,or that your client does not go to electric chair as a result of your incompetence.10....may it always suffice1l.Will you be presiding over a family that maintains some contact with thegreat democraticintellect?12.I'm out tomake money.13....becauseyou'regoingtobebadly stuckfor somethingtodo14.You are on your way to being that new species of mechanized savage, the push-button15.There is not time enough in a single lifetime to invent for oneself everything one needs to knowin orderto a be civilized human.16.Ifyou are too much in ahurry,or too arrogantly proud ofyour own limitations,to accept as giftto your humanity some pieces of the minds of Aristotle, or Chaucer, or Einstein, you are neither adeveloped human nor a useful citizen of a democracy.17.... most people would never fall in love if they hadn't read about it.Writing Technique:Euphemism or“language pollution",or"double speak,”as some call it, isoften intended to obscure or hide thereal situation.jump the fence / go to the electric chair / pass away / rest in peace / go to the bathroom, ladiesroom/ senior citizen/ sanitary engineer / correction center / domestic help / meat technologist /substandard housing /He is a bit slow for his ageStructure AnalysisPart I (para.1-8) describes the writer's encounter with one of his studentPart II (para. 9-14) restates what the writer stll believes to be the purpose of a university: puttingits students intouch with the best civilizations thehuman race has created.Written WorkSuppose you are the writer and write about what you said to the tall student about the purpose of auniversity in about 130 words. Your retelling should contain three parts.1.How you came to talk about it2. what you said3.what you pointed out in conclusionFurther Reading1. Read Text B24

英语专业课程教学大纲 24 8. They will be a little shorter when you are in love, and a little longer when you are out of love, but the average tend to hold 9. You will see to it that the cyanide stays out of the aspirin, that the bull doesn’t jump the fence, or that your client does not go to electric chair as a result of your incompetence. 10. .may it always suffice. 11. Will you be presiding over a family that maintains some contact with the great democratic intellect? 12. I’m out to make money. 13. .because you’re going to be badly stuck for something to do. 14. You are on your way to being that new species of mechanized savage, the push-button 15. There is not time enough in a single lifetime to invent for oneself everything one needs to know in order to a be civilized human. 16. If you are too much in a hurry, or too arrogantly proud of your own limitations, to accept as gift to your humanity some pieces of the minds of Aristotle, or Chaucer, or Einstein, you are neither a developed human nor a useful citizen of a democracy. 17. .most people would never fall in love if they hadn’t read about it. Writing Technique：Euphemism or “language pollution”, or “double speak,” as some call it, is often intended to obscure or hide the real situation. jump the fence / go to the electric chair / pass away / rest in peace / go to the bathroom, ladies’ room / senior citizen / sanitary engineer / correction center / domestic help / meat technologist / substandard housing / He is a bit slow for his age Structure Analysis Part I (para.1 – 8) describes the writer’s encounter with one of his student. Part II (para. 9 – 14) restates what the writer still believes to be the purpose of a university: putting its students in touch with the best civilizations the human race has created. Written Work Suppose you are the writer and write about what you said to the tall student about the purpose of a university in about 130 words. Your retelling should contain three parts. 1. How you came to talk about it 2. what you said 3. what you pointed out in conclusion Further Reading 1. Read Text B

综合英语（二）Lesson 2MaheegunMyBrotherBackground knowledgeVocabulary (word study):GrammarFocus:1)thefunctionof infinitive;2)themodal+havedoneDifficult sentencesWritingTechnique:Inversion,Simile&metaphor,ActionexpressionsStructure AnalysisHowto appreciate literatureEightteachinghoursisallocatedforthischapterText ABackground knowledge:Vocabulary (word study):detain, dim, drift, leap, lick, pierce, poke, realize, shiver, slash,smother, spear, spurt, squat, stir, thicken, thrill, wiggle, howl, rumble, snarl, whimper, take sb./sth.to, take over, take its/their/a heavy toll on sb./sth., only too, on one's own, thrill to sth., (all) for the best,see, in(to) focus,compound adjectives: n.+ -ed moon-flooded cabin, snow-filled creek bed,blood-soaked bandage, thunder-struck crowd, sun-tanned arms, wind-driven generator, cloud-cappedtower,GrammarFocus:1)thefunction of infinitive,2)themodal+havedoneDifficult sentences1... Meheegun would pokehis head around the corner,waitingfor things to quiet down2.Gonewas the puppy-wool coat.In its place was a handsome black mantle.3. It all served to fog my mind with pleasure so that I forgot my Grandpa's repeated warnings, andone night left Maheegun unchained.4.Then after awhile,from thedistance camea softer call inreply.Maheegun stirred, with the deeprumble of pleasure in his throat. He slipped down the rock and headed out across the ice.(14)5.Amiledown theroad I slipped intomy snowshoes andturned intothebush6. A great white stillness had taken over and with it, biting cold.7.Suddenlytheworld exploded in snarls.I was thrown againstthebranches oftheshelter.WritingTechnique:Inversion,Simile&metaphor,Action expressions1.. InversionGone was the puppy-wool coat.InitsplacewasahandsomeblackmantleIn sailed Mrs. Yesno, wild anger, who demanded.Onthetopwas the clear outline ofagreat wolf sitting stillThere,about5ofeetaway,crouchedmytwoattackers...25

综合英语（二） 25 Lesson 2 Maheegun My Brother Background knowledge Vocabulary (word study): Grammar Focus: 1)the function of infinitive; 2)the modal + have done Difficult sentences Writing Technique：Inversion, Simile & metaphor, Action expressions Structure Analysis How to appreciate literature Eight teaching hours is allocated for this chapter. Text A Background knowledge: Vocabulary (word study): detain, dim, drift, leap, lick, pierce, poke, realize, shiver, slash, smother, spear, spurt, squat, stir, thicken, thrill, wiggle, howl, rumble, snarl, whimper, take sb./sth. to, take over, take its/their/a heavy toll on sb./sth., only too, on one’s own, thrill to sth., (all) for the best, see, in(to) focus, compound adjectives: n.+ -ed moon-flooded cabin, snow-filled creek bed, blood-soaked bandage, thunder-struck crowd, sun-tanned arms, wind-driven generator, cloud-capped tower, Grammar Focus: 1)the function of infinitive; 2)the modal + have done Difficult sentences 1. .Meheegun would poke his head around the corner, waiting for things to quiet down. 2．Gone was the puppy-wool coat. In its place was a handsome black mantle. 3．It all served to fog my mind with pleasure so that I forgot my Grandpa’s repeated warnings, and one night left Maheegun unchained. 4．Then after a while, from the distance came a softer call in reply. Maheegun stirred, with the deep rumble of pleasure in his throat. He slipped down the rock and headed out across the ice.(14) 5．A mile down the road I slipped into my snowshoes and turned into the bush 6．A great white stillness had taken over and with it, biting cold. 7．Suddenly the world exploded in snarls. I was thrown against the branches of the shelter. Writing Technique：Inversion, Simile & metaphor, Action expressions 1. Inversion Gone was the puppy-wool coat. In its place was a handsome black mantle. In sailed Mrs. Yesno, wild anger, who demanded. On the top was the clear outline of a great wolf sitting still. There, about 50 feet away, crouched my two attackers

英语专业课程教学大纲There stood a giant black wolf.2.Simile&metaphorWe hunted the grasshoppers that leaped about like little rockets.For the next two years I was as busy as a squirrel storing nuts for the winter.Gonewas thepuppy-wool coat.In itsplacewasa handsomeblack mantle.3..ActionexpressionsThewriteris successful inhisdescription of natural scenes,the snowstorm,forexample,andthewolf-his appearance, action and mood. The text is rich in verbs, phrases and idioms denoting action.Here are some describing Maheegun's actions: upset, scatter, poke his head around the corner, lay hishead between his front paws, turning his head this way and that, lick at the dried blood.Structure AnalysisThe story can be roughly divided into four parts: the first three paragraphs serve as the introduction.The second part describes the happy days the boy and Maheegun had together in the short period of lessthan a year, and how Maheegun returned to the wild where he belonged. Next is the reunion of the twowhen the boy's life was endangered by two hungry wolves. In the concluding part, the brothers returned tothe place where they each belonged -the boy to his warm home and his loved ones, the world to his kindin the wild. The story beings in spring and ends in early spring, in the normal sequence of Nature.Howtoappreciateliterature:Plot of the story:Setting of the story:Protagonist v.s. Antagonists:Drama of the story lies in:Writing technique:Theme of the story:26

英语专业课程教学大纲 26 There stood a giant black wolf. 2. Simile & metaphor We hunted the grasshoppers that leaped about like little rockets. For the next two years I was as busy as a squirrel storing nuts for the winter. Gone was the puppy-wool coat. In its place was a handsome black mantle. 3. Action expressions The writer is successful in his description of natural scenes, the snowstorm, for example, and the wolf – his appearance, action and mood. The text is rich in verbs, phrases and idioms denoting action. Here are some describing Maheegun’s actions: upset, scatter, poke his head around the corner, lay his head between his front paws, turning his head this way and that, lick at the dried blood. Structure Analysis The story can be roughly divided into four parts: the first three paragraphs serve as the introduction. The second part describes the happy days the boy and Maheegun had together in the short period of less than a year, and how Maheegun returned to the wild where he belonged. Next is the reunion of the two when the boy’s life was endangered by two hungry wolves. In the concluding part, the brothers returned to the place where they each belonged – the boy to his warm home and his loved ones, the world to his kind in the wild. The story beings in spring and ends in early spring, in the normal sequence of Nature. How to appreciate literature: Plot of the story: Setting of the story: Protagonist v.s. Antagonists: Drama of the story lies in: Writing technique: Theme of the story: