综合英语（二）Lesson 3More Crime and Less PunishmentIntroduction to the author and related background knowledgeVocabulary (word study): Expressions related to crime, law andcourtGrammar Focus:Ways of expressing result, Ways of comparing things.Passive voiceDifficult sentencesWriting Technique:Statistical Information, Rhetorical Questions, SelectiveUse of Repetition, AnalogyStructure Analysis: typical essay writing structureEightteachinghoursisallocatedforthischapterText AIntroduction to the author and related background knowledge:1. Richard Moran2.Alcatraz Island3.Jurysystem inAmerica4.Guiding principle in criminal court in AmericaVocabulary (word study):Expressions related to crime, law and court: correctional personnel, to prosecute sb,parole, to imprison/jail a criminal, crime rate, to supervise a criminal, arrest record, toexecute a murderer, property crimeVerbs: convince, persuade, refuse, reject, decline, reject, commit, deter, illustrate, measure,Expressions: get tough with, Lock away (lock up), Be/go easy on sb (be/go easy with/on sth), so asto, work outto, the otherway around,Word formation: -al, non-,Grammar Focus:Ways of expressing result: so...that / so...as to... / so that.../ and/ so /only to do.../ and so/Ways of comparing things:as...as/morethan/themore...the more/Passive voiceDifficult sentences1.The best estimates suggest that 36 to 40 million people have arrest records for nontraffic offenses.(para.I) Paraphrase the sentence.2.We already have 2.4 million people under some form of correstional supervision.(para.1)What ismeant by‘under some form of correctional supervision”?27
综合英语（二） 27 Lesson 3 More Crime and Less Punishment Introduction to the author and related background knowledge Vocabulary (word study): Expressions related to crime, law and court Grammar Focus: Ways of expressing result, Ways of comparing things, Passive voice Difficult sentences Writing Technique：Statistical Information, Rhetorical Questions, Selective Use of Repetition, Analogy Structure Analysis: typical essay writing structure Eight teaching hours is allocated for this chapter. Text A Introduction to the author and related background knowledge: 1. Richard Moran 2. Alcatraz Island 3.Jury system in America 4.Guiding principle in criminal court in America Vocabulary (word study): Expressions related to crime, law and court: correctional personnel, to prosecute sb, parole, to imprison/jail a criminal, crime rate, to supervise a criminal, arrest record, to execute a murderer, property crime Verbs: convince, persuade, refuse, reject, decline, reject, commit, deter, illustrate, measure, Expressions: get tough with, Lock away (lock up), Be/go easy on sb (be/go easy with/on sth), so as to, work out to, the other way around, Word formation: -al, non-, Grammar Focus: Ways of expressing result: so. that / so.as to. / so that./ and / so / only to do./ and so / Ways of comparing things: as.as / more than / the more.the more / Passive voice Difficult sentences 1.The best estimates suggest that 36 to 40 million people have arrest records for nontraffic offenses. (para.1) Paraphrase the sentence. 2.We already have 2.4 million people under some form of correstional supervision.（para.1）What is meant by ‘under some form of correctional supervision”?
英语专业课程教学大纲3. The painful fact is that the more crime there is the less we ate able to punish it. (para.2)Analyzethegrammatical structureofthesentence.4. We think that punishment deters crime, but it just might be the other way around. (para.3)Paraphrase the sentence.5.Just as thedecline in the number of high-school graduates*made it more difficult to get intoprison.(para.4)Explain the use of“as”here.What are being compared in this sentence?6.While elite colleges and universities still have high standards of admissions, some of the more“exclusive"prisons now require about five prior serious crimes before an inmate is accepted into theircorrectional program.(para.4)Define"elitecolleges",“exclusiveprisons",and“prior serious crimes"7.Our current crop of prinsoners is an elite group*.(para.4)Paraphrase the sentence.8.Yet when measured against the lower crime rates*are not worth the cost to state and localgovernments. (para.7)Explain the first part of the sentence.9.Besides, those states that have tried to gain votersapprovalfor bonds to build new prisons oftendiscover.. (para.7)What does“bonds"mean here? What do the bonds have to do with the voters'approval?1o.While it is not possible to know the true amount of crime committed by people released fromprison in any given year,"*-(para.8)Explain theuse of"while"”and the meaning of the word“given"”here.11.-this would amount to only 15,000 crimes prevented: a drop in the bucket when measuredagainst the 41 million crimes committed each year. (para. 8)Paraphrase the sentence.12..The first-year operation cost would be...worth it if the victim were you or me, but much tooexpensive to be feasible as a national policy.(para.9)Why worth it if we were the victims, but no feasibleas a national policy?Writing Technique:1.Statistical Information:In an argumentative piece of writing, statistical evidence is convincing.Inthis article, the author chiefly uses statistical evidence including exact statistical information (on here-imprisonment ofparoled criminals)and approximate statistics (on the crimerate oftheU.S.)2.Rhetorical Questions: These are questions that do not expect an answer but express a strong feeling,opinionorimpression3.Selective Use of Repetition: Repetition is used for emphasis and expression of a strong feeling.InPara. 6, the structure “"of the /every... only/about" is used five times for emphasis.4.Analogy:It isthecomparisonof twounlikethingsforthepurposeof illustration.Thecomparisonispossiblebecausethetwo thingshavesomething in common.InPara.4,thewriter comparesa criminal'sacceptance into a prison with e admission of a high-school graduate to a college.5.language and style: Formal essayStructureAnalysisPartI (para.1-3) Introduction of the central idea: punishment does not reduce crimePart II (para.4-9)Why punishment doesn't deter crimePart IlI (para. 10) Conclusion: getting tough with criminals is not the answer to the crime problem.Questionsforafter-classdiscussion1.What do you now about jury system in America?2. What is the guiding principle?28
英语专业课程教学大纲 28 3. The painful fact is that the more crime there is the less we ate able to punish it. (para.2)Analyze the grammatical structure of the sentence. 4. We think that punishment deters crime, but it just might be the other way around. (para. 3)Paraphrase the sentence. 5. Just as the decline in the number of high-school graduates .made it more difficult to get into prison. (para.4)Explain the use of “as” here. What are being compared in this sentence? 6.While elite colleges and universities still have high standards of admissions, some of the more “exclusive” prisons now require about five prior serious crimes before an inmate is accepted into their correctional program. (para. 4)Define “elite colleges”, “exclusive prisons”, and “prior serious crimes”. 7.Our current crop of prinsoners is an elite group. (para.4)Paraphrase the sentence. 8.Yet when measured against the lower crime rates.are not worth the cost to state and local governments. (para.7)Explain the first part of the sentence. 9.Besides, those states that have tried to gain voters’ approval for bonds to build new prisons often discover. (para.7)What does “bonds” mean here? What do the bonds have to do with the voters’ approval? 10.While it is not possible to know the true amount of crime committed by people released from prison in any given year, . (para. 8)Explain the use of “while” and the meaning of the word “given” here. 11. .this would amount to only 15,000 crimes prevented: a drop in the bucket when measured against the 41 million crimes committed each year. (para. 8)Paraphrase the sentence. 12. The first-year operation cost would be. worth it if the victim were you or me, but much too expensive to be feasible as a national policy. (para. 9)Why worth it if we were the victims, but no feasible as a national policy? Writing Technique： 1.Statistical Information: In an argumentative piece of writing, statistical evidence is convincing. In this article, the author chiefly uses statistical evidence including exact statistical information ( on he re-imprisonment of paroled criminals) and approximate statistics (on the crime rate of the U. S.) 2.Rhetorical Questions: These are questions that do not expect an answer but express a strong feeling, opinion or impression. 3.Selective Use of Repetition: Repetition is used for emphasis and expression of a strong feeling.In Para. 6, the structure “of the /every. only/about” is used five times for emphasis. 4.Analogy: It is the comparison of two unlike things for the purpose of illustration. The comparison is possible because the two things have something in common.In Para. 4, the writer compares a criminal’s acceptance into a prison with e admission of a high-school graduate to a college. 5.language and style: Formal essay Structure Analysis Part I (para.1-3) Introduction of the central idea: punishment does not reduce crime Part II (para. 4-9) Why punishment doesn't deter crime Part III (para. 10) Conclusion: getting tough with criminals is not the answer to the crime problem. Questions for after-class discussion 1. What do you now about jury system in America? 2. What is the guiding principle?
综合英语（二）3. What are the advantages and disadvantages of the principle?4.Whatexpressions doyouknow about crime,law and court?5.Whatis therootofcrime?29
综合英语（二） 29 3. What are the advantages and disadvantages of the principle? 4. What expressions do you know about crime, law and court? 5. What is the root of crime?
英语专业课程教学大纲30
英语专业课程教学大纲 30
综合英语（二）Lesson 4TheNightingale andthe RoseIntroduction to the author and related background knowledgeVocabulary (word study):Grammar Focus: 1.learn how to use modals: can, could, may must, might;2.relative clauses: all that.../ everything that.../something that.../ nothingthat.../anything that.../ anyonewho.../thebestthat; 3.inversionsDifficult sentencesintheWritingFigurative speechesusedTechnique:text:PersonificationSimile and Metaphor; Climax and Anticlimax;Structure AnalysisEightteachinghoursisallocatedforthischapterText AIntroductiontotheauthorandrelated background knowledge1.Oscar Wilde's early school years2.OscarWilde'sworksOscar Wilde's belief:Art for art s sake---The only purpose of the artist is art, not religion, orscience, or interest. He who paints or writes only for financial return or to propagandize political andeconomic interests can only arouse feeling of disgust.3.CriticismVocabulary (word study):Jewels:gems, emeralds,ruby, sapphire,jade,diamond;Plants: daisy, rose, oak-tree, daffodil;Animals:nightingale,lizard, butterflySubjects:philosophy,metaphysics,logic;Stringed instruments: harp, violinVerbs:want,fling,bloom,blossom,ebb,linger,seeaboutdoing,seesomethingout,seethrough sb.sth, see to something, go about something, go after sb/sth, go against sb/sth, go along, go round, goback on sth, go by, go for sb/sth, go into, go over, go underWord formation: -ty, -ityGrammar Focus:learn how to use modals: can, could, may must, might1.2..relative clauses: all that.../ everything that.../something that.../ nothing that.../ anything that...anyone who.../ the best that31
综合英语（二） 31 Lesson 4 The Nightingale and the Rose Introduction to the author and related background knowledge Vocabulary (word study): Grammar Focus: 1.learn how to use modals: can, could, may must, might; 2.relative clauses: all that./ everything that./something that./ nothing that./ anything that./ anyone who./ the best that; 3.inversions Difficult sentences Writing Technique ： Figurative speeches used in the text: Personification Simile and Metaphor; Climax and Anticlimax; Structure Analysis Eight teaching hours is allocated for this chapter. Text A Introduction to the author and related background knowledge 1. Oscar Wilde’s early school years 2. Oscar Wilde’s works Oscar Wilde’s belief : Art for art’s sake- The only purpose of the artist is art, not religion, or science, or interest. He who paints or writes only for financial return or to propagandize political and economic interests can only arouse feeling of disgust. 3. Criticism Vocabulary (word study): Jewels: gems, emeralds, ruby, sapphire, jade, diamond; Plants: daisy, rose, oak-tree, daffodil; Animals: nightingale, lizard, butterfly; Subjects: philosophy, metaphysics, logic; Stringed instruments: harp, violin Verbs: want, fling, bloom, blossom, ebb, linger, see about doing, see something out, see through sb./ sth, see to something, go about something, go after sb/sth, go against sb/sth, go along, go round, go back on sth, go by, go for sb/sth, go into, go over, go under Word formation: -ty, -ity Grammar Focus: 1. learn how to use modals: can, could, may must, might 2. relative clauses: all that./ everything that./something that./ nothing that./ anything that./ anyone who./ the best that